2018 ocean shores public school annual report · school funds audit completed, to be acted upon...

Ocean Shores Public SchoolAnnual Report

2018

1227

Printed on: 9 May, 2019 of 13 Ocean Shores Public School 1227 (2018)

Introduction

The Annual Report for 2018 is provided to the community of Ocean Shores Public School as an account of the school'soperations and achievements throughout the year.

It provides a detailed account of the progress the school has made to provide high quality educational opportunities forall students, as set out in the school plan. It outlines the findings from self–assessment that reflect the impact of keyschool strategies for improved learning and the benefit to all students from the expenditure of resources, including equityfunding.

Martin Gill

Principal

School contact details

Ocean Shores Public School166 Shara BoulevardeOCEAN SHORES, 2483www.oceanshore-p.schools.nsw.edu.auoceanshore-p.school@det.nsw.edu.au6680 2766


School background

School vision statement

Our vision is to provide inspired teaching and learning in a sustainable and natural school environment. In partnershipwith our community we aim to develop happy, active and creative life–long learners.

Our mission is to promote the core values of respect, responsibility and compassion. Our students will be empowered to'do their best' and reach their potential. They will become informed, engaged and pro–active citizens in our local andglobal communities. We will celebrate the diversity of our people and the unique nature of our environment.

School context

Ocean Shores Public School was officially opened in 1993 following the closure/relocation of Billinudgel Public School.The school has 12 permanent classrooms so is unable to accept out of zone enrolments in mainstream classrooms.There are currently three support classes for students with an autism diagnosis, moderate intellectual disability orphysical disability and 13 mainstream classes.

Current enrolment is 346 with 166 female students and 180 males students. The school is unable to accept out of zoneenrolments due to lack of permanent classrooms. Support Classes are a district resource with entry via placement panelthus not subject to zones.

3% of students identify as Aboriginal. 16% of students report speaking a language other than English at home.

32% of students require adjustments to support their learning – either in support or mainstream classes.

The community has high expectations in regard to academic performance and also places high value on studentwellbeing, creative arts and environmental education. Student performance in literacy is strong as evidenced bymeasures such as NAPLAN and internal assessments. Current data shows that performance of students has beenparticularly strengthened since the introduction of the Literacy, Learning and Language (L3) program and we look toexpand this further. Mathematics performance is consistently above state averages.

All members of staff are committed and enthusiastic professionals who are open to exploring better ways of working andconnecting with each other and the school community.

The school will continue to work with its community to meet the diverse needs of its students.

Self-assessment and school achievement

Self-assessment using the School Excellence Framework

This section of the Annual Report outlines the findings from self–assessment using the School Excellence Framework,school achievements and the next steps to be pursued.

This year, our school undertook self–assessment using the School Excellence Framework. The framework supportspublic schools throughout NSW in the pursuit of excellence by providing a clear description of high quality practiceacross the three domains of Learning, Teaching and Leading.

Learning Domain

Learning Culture: High expectations – Sustaining and Growing; Transitions and continuity of learning – Sustaining andGrowing; Attendance – Delivering.

Wellbeing: Caring for students – Delivering; A planned approach to wellbeing – Sustaining and Growing; Individuallearning needs – Sustaining and Growing; Behaviour – Sustaining and Growing.

Curriculum: Curriculum provision – Sustaining and Growing; Teaching and learning programs – Sustaining and Growing;Differentiation – Delivering

Assessment: Formative assessment – Sustaining and Growing; Summative assessment – Sustaining and Growing;Student engagement – Delivering; Whole school monitoring of student learning – Delivering.

Reporting: Whole school reporting – Sustaining and Growing; Student reports – Sustaining and Growing; Parent


engagement – Sustaining and Growing.

Student performance measures: Value–add – Delivering; NAPLAN Sustaining and Growing; Student growth – Delivering;Internal and external measures against syllabus standards – Delivering.

On–balance judgement for Learning Domain – Sustaining and Growing

Teaching Domain

Effective classroom practice: Lesson planning – Sustaining and Growing; Explicit teaching – Sustaining and Growing;Feedback – Delivering; Classroom management – Sustaining and Growing.

Data skills and use: Data literacy – Sustaining and Growing; Data analysis Sustaining and Growing; Data use in teaching– Sustaining and Growing; Data use in planning – Delivering.

Professional standards: Improvement of practice – Sustaining and Growing; Accreditation – Delivering; Literacy andnumeracy focus – Sustaining and Growing.

Learning and development: Collaborative practice and feedback – Sustaining and Growing; Coaching and mentoring –Delivering; Professional learning – Sustaining and Growing; Expertise and innovation – Sustaining and Growing.

On–balance judgement for Teaching Domain – Sustaining and Growing

Leading Domain

Educational leadership: Instructional leadership – Sustaining and Growing; High expectations culture – Delivering;Performance management and development – Sustaining and Growing; Community engagement – Sustaining andGrowing.

School planning, implementation and reporting: Continuous improvement – Sustaining and Growing; School plan –Sustaining and Growing; Annual report – Sustaining and Growing.

School resources: Staff deployment – Sustaining and Growing; Facilities – Sustaining and Growing; Technology –Sustaining and Growing; Community use of facilities – Sustaining and Growing; Financial management – Delivering.

Management practices and processes: Administrative systems and processes – Sustaining and Growing; Servicedelivery – Sustaining and Growing; Community satisfaction – Sustaining and Growing.

On–balance judgement for Leading Domain – Sustaining and Growing

Our self–assessment process will assist the school to refine our school plan, leading to further improvements in thedelivery of education to our students.

For more information about the School Excellence Framework:

https://education.nsw.gov.au/teaching–and–learning/school–excellence–and–accountability/sef–evidence–guide


Strategic Direction 1

Happy and Successful Students

Purpose

Happy and successful students focuses on the importance of all students having access to a wide range of schoolprograms and supports to meet their varied needs. We will support our students to be happy, confident and resilient toachieve success in all facets of their lives. Children will be encouraged to develop a healthy and balanced approach tocognitive, emotional, social, physical and spiritual wellbeing.

Overall summary of progress

In the area of leadership, students were involved in targeted programs, planning, organisation and decision making.Parliamentarians developed anti–bullying strategies via the construction of the 'care chair'. Senior students took on therole of 'play leaders' facilitating games and building strong, positive relationships across the school. Year 5 were trainedto be 'better buddies'.

In the area of personalised support, the Learning Support Team supported staff to work with families, students andoutside agencies to develop appropriate personalised learning provisions for all students. By the end of the year therewas full implementation of learning support procedures and updated guidelines for therapists working in schools.

In the wellbeing area, mindfulness was introduced in several classrooms in partnership with an expert; senior studentsparticipated in boys/girls groups and students learned about GROWTH mindset.

Progress towards achieving improvement measures

Improvement measures(to be achieved over 3 years)

Funds Expended(Resources)

Progress achieved this year

Improved attendance K–6. School Resources Attendance data showed a minor increase in 2018(91.34%) as opposed to 2017 (91.19%). This is stillbelow state average (92.14%) and statisticallysimilar schools (93.82). There was a reduction inunexplained absences (49% in 2017 compared to34% 2018).

All students requiring adjustmentshave necessary planningdocuments and evidence ofimplementation.

Equity funds – low leveladjustment for disability andintegration funding support

All students receiving significant support havepersonalised learning and support plans formulatedin consultation with parents/carers implementedacross settings.

Reduction in negativereferrals drawn from PBL.

All students can articulate theschool behaviour expectationsand their meanings.

Boys' negative referralsreduced to more closely mirrorgirls' referrals.

School resources Total number of negative incidents recorded in2018 was consistent with 2017 data.

Suspensions for serious or repeated misbehaviourfor students in mainstream classes reduced by44%.

Girls accounted for 4% of time out offences fornegative behaviour and no suspensions.

Increased student participationand satisfaction in enrichmentactivities.

P&C funds, Schoolresources

School placed in the top 3% in Maths Olympiad.Students were finalists in Multicultural PerspectivesPublic Speaking Competition and there weremultiple High Distinctions (to 1%) in ICAScompetitions. Whole school 'Under the Big Top' wassuccessful for all. Student feedback very positive.Participation in gardening program and winners ofLunchbox challenge. Students engaged in threebands, choir and coding during their own time. Seestudent satisfaction for more information.


Next Steps

Continue to monitor attendance as per DoE procedures. Revisit school plan to address approved leave as indicator oflower levels of wellbeing. Transition team to continue working across stages/settings to ensure continuity of transitiondocumentation and processes. Maintain focus on engagement of boys – especially in Stage 2 and 3. Continue to exploreenrichment opportunities across the school.



Inspired Teaching and Learning

Purpose

Inspired teaching and learning focuses on the importance of teacher quality to ensure inspired learning for studentsoccurs across settings. We want all members of our school community to be motivated and supported to learn in aninclusive, purposeful, engaging and enjoyable environment.


Assessment for learning: Consistency of teacher judgement focus in writing completed along with revised schoolassessment schedules resulting in greater confidence of teachers to accurately plot students on the writing continuum.

Extension and enrichment opportunities: Students excelled in a range of competitions (see above). Students accessedappropriate extension work based on academic results. Whole school CAPA program operated ensuring students wereengaged in a range of artistic opportunities.

Outstanding Pedagogy: Infants teachers continued to implement Language, Learning and Literacy (L3) across allclassrooms. Primary staff engaged in professional learning around writing and digital technologies.





Improved results in writing toreduce the mismatch betweenwriting andreading/comprehension.

Professional LearningFunds, Grants

In Year 3 NAPLAN 70% of students achieved inBand 5 and above in Writing compared to 55% inReading.

Year 5 students completed NAPLAN writing onlineso data is unreliable.

Increased number of students inthe top 2 bands of NAPLAN.

School funds NAPLAN online in 2018 resulted in unreliable dataso unable to report accurately. (See NAPLANanalysis)

100% of students (or theircarers) can articulate what theyare learning, why they are doingthis, success criteria and theirnext learning goal.

Professional Learning funds Whole school audit of visible learning completed.Sharing of strategies and resources. Whole schoolparticipation in Visible Learning Foundation Day.

100% of staff can identify studentwriting strengths and needs toinform teaching and showevidence of this in programmingdocuments.

Teacher ProfessionalLearning Funds

All students plotted on writing continuum ensuringwriting instruction is tailored to individual need.

100% of classrooms haveevidence of visible learning.100% teachers have evidence ofdifferentiation in planningdocuments for literacy andnumeracy.

School funds Audit completed, to be acted upon 2019. Teachingand learning programs include adjustments forstudents.

Next Steps

Whole school focus on visible learning over three years. Sourcing valid summative and formative assessments to trackand plan for students' needs in literacy and numeracy. Stage 3 writing project in partnership with Mullumbimby HighSchool and other feeder schools. Learning and Support Teacher to provide extension writing opportunities for interestedstudents.



Inter–connected Community

Purpose

Inter–connected community focuses on the integral role of the community to collaboratively and cooperativelyestablish a team approach to achieve best possible outcomes and growth for all students. We value strong andmeaningful connections locally, nationally and globally. We believe it is particularly important to prepare our students topositively contribute to our changing local and global worlds.


Enrichment Programs: The Extracurricular Team collated a calendar of events aligned with scope and sequences.Students engaged in whole school and group performances including choir, dance, band and drama at Festival of theImagination, Under the Bigtop and community events such as ANZAC Day and performing for senior citizens.Community Connections – Project–based learning: Work commenced on design of adventure playspace upgrade; phase2 of the yarning circle saw creation of totem poles. Communities of Schools: Collaboration across communities ofschools included Stage 3 writing project, P&C Network Meetings, Collegial professional learning networks across theBOMBB and a commitment to create extension and enrichment opportunities across the network of schools. Transitionpractices to Mullumbimby High School have been strengthened.





Increased community input intoschool.

Greater school participation incommunity.

Increased staff satisfaction withworkload.

P&C and school funds P&C attendance was consistent throughout 2018.Attendance at the 2018 AGM was 18 compared to14 in 2017.

P&C three year plan was finalised to complementthe school's three year plan.

Students were involved in numerous aspects ofcommunity including Farmers Markets, preschoolvisits, choir tours and excursions.

Staff feedback through Tell Them From Me (TTFM)surveys was positive with the exception ofavailability and use of technology.

Increased engagement of parentsand community at school events.

Increased parent and communitysatisfaction with school.

P&C and school funds School Concert was sold–out; School Expo hadgreater attendance than 2017; P&C Parent forumshad 34 participants in Term 1; Assemblies andspecial events such as carnivals, celebration daysand concerts were well supported by ourcommunity.

TTFM survey responses demonstrate parents feelwelcome and that OSPS is an inclusive schoolwhich supports positive behaviour. Respondentsvalue feedback on their children's wellbeing, and inaddition to formal communication streams,appreciate face to face interaction with teachers.

Next Steps

Register of community interests and skills established to complement meaningful learning in school. All studentsengaged in design phase of adventure playspace upgrade as project–based learning opportunity. Continue to developcommunity opportunities for input through P&C Strategic Plan. Continue to facilitate opportunities for formal and informalinteractions for parents, family and community including forums, information sessions, barbecues and special schoolevents.


Key Initiatives Resources (annual) Impact achieved this year

Aboriginal background loading $7295 (Aboriginal Loading)

Bundjalung Language andCulture Nest funding fortutor

Culture celebrated and nurtured across theschool including: phase 2 of Yarning Cirlce;Deadly Dancers troupe, Aboriginalperspectives embedded; meaningfulpersonalised learning plans collaborativelydeveloped with Aboriginal students; meetingand exceeding whole school averages inattendance and NAPLAN.

English language proficiency 0.3 Teacher allocation

$883 Refugee support

English as Additional Language/Dialect(EALD) support provided to eligible students.In 2018 secialised EALD instruction occurreddaily at OSPS for three students.

A systematic and explicit learning programhas been developed using the EALD LearningProgressions to support each individualchild's level of English with outstandinggrowth recorded.

Low level adjustment for disability 0.5 teacher allocation forLearning and SupportTeachers (LaST)

$21,759 flexible funding tosupport students withlow–level disability

All students receiving integration fundingsupport received personalised learning andsupport plans with adjustments ensuringequitable access to curriculum.

LaST supported teachers and families tomake significant adjustments to learning inclassrooms through the personalised learningand support planning process..

Quality Teaching, SuccessfulStudents (QTSS)

$68,090 QTSS Funds Executive staff provided mentoring andsupport for classroom teachers including PDPmeetings and formal observations andfeedback. This resulted in consistently highlevels of learning in all classrooms.

Socio–economic background $21,759 Socio–economicbackground funding

Student assistance funds ensured all studentsparticipated in curricular and extra–curricularevents and excursions ensuring inclusion.Additional school learning support officer timesupported students at transition pointsensuring safe and conducive learningenvironments.


Student information

Student enrolment profile

Enrolments

Students 2015 2016 2017 2018

Boys 185 186 185 172

Girls 163 171 170 165

Ocean Shores Public School has been above capacityand has been unable to accept out of zone enrolments.As a consequence there has been a gradual decline inenrolments. It is anticipated that enrolments for 2019will be sufficient for 13 mainstream classes, but maycontinue to decline to 12 mainstream classes which isin line with the number of mainstream permanentbuildings.

Student attendance profile

School

Year 2015 2016 2017 2018

K 93.8 93.1 94.1 92.8

1 94 94.9 89.9 92

2 93 92.8 93.1 92.1

3 92.2 94.1 91.1 94.5

4 92.6 90.9 91.8 93.5

5 92.9 92.1 92 91.3

6 90.3 92.7 89.6 90.3

All Years 92.7 92.8 91.4 92.3

State DoE

Year 2015 2016 2017 2018

K 94.4 94.4 94.4 93.8

1 93.8 93.9 93.8 93.4

2 94 94.1 94 93.5

3 94.1 94.2 94.1 93.6

4 94 93.9 93.9 93.4

5 94 93.9 93.8 93.2

6 93.5 93.4 93.3 92.5

All Years 94 94 93.9 93.4

Management of non-attendance

Attendance in 2018 was improved on 2017 but stilllower than state averages. The majority of absencesare justified by parents carers, however, a significantpercentage of absenteeism was explained by approvedextended leave to visit family overseas. In 2018, 29% of

all absences were for leave.

Attendance is monitored by the school's Learning andSupport Team. Parents are required to provide anexplanation for non–attendance of students within theweek. In 2018 the school commenced SMS messagingto parents whose children were not in attendance. If nonotification regarding absences is received, teachersmade phone contact with parents. Unexplainedabsences decreased from 49% of all absences in 2017to 34% in 2018.

The school works closely with families to addressissues affecting attendance and ongoing attendanceconcerns are referred to the Home School LiaisonOfficer. The Home School Liaison Officer works withfamilies and the school to support students to attendthrough the implementation on an attendanceimprovement program.

Workforce information

Workforce composition

Position FTE*

Principal(s) 1

Assistant Principal(s) 4

Classroom Teacher(s) 13.99

Teacher of Reading Recovery 0.42

Learning and Support Teacher(s) 0.5

Teacher Librarian 0.8

School Administration and SupportStaff

6.02

*Full Time Equivalent

8% of full–time and part–time staff identify asAboriginal.

Teacher qualifications

All teaching staff meet the professional requirementsfor teaching in NSW public schools.

Teacher qualifications

Qualifications % of staff

Undergraduate degree or diploma 100

Postgraduate degree 15

Professional learning and teacher accreditation

All teaching and non–teaching staff developed goals inconsultation with their supervisor as part of the


Performance and Development Framework. Thesegoals informed individual staff professional learning.

Whole school professional learning priorities for 2018included Language, Learning and Literacy (L3);Targeting Early Numeracy (TEN), Trauma InformedPractice, Creative Writing, SAP and SALMadministrative systems, consistency of teacherjudgement (writing), mindfulness, visible learning,Bundjalung language and culture, leadership, learningprogressions and Science syllabus implementation.Several teachers completed the Leadership CredentialModules.

All teaching staff meet the requirements of proficientteachers through the New South Wales EducationStandards Authority (NESA).

Financial information

Financial summary

The information provided in the financial summaryincludes reporting from 1 January 2018 to 31December 2018.

2018 Actual ($)

Opening Balance 331,712

Revenue 3,816,694

Appropriation 3,685,111

Sale of Goods and Services 15,650

Grants and Contributions 113,359

Gain and Loss 0

Other Revenue 300

Investment Income 2,273

Expenses -3,838,986

Recurrent Expenses -3,838,986

Employee Related -3,706,508

Operating Expenses -132,478

Capital Expenses 0

Employee Related 0

Operating Expenses 0

SURPLUS / DEFICIT FOR THEYEAR

-22,292

Balance Carried Forward 309,420

The school's expenditure is overseen by the executiveteam with the principal reporting to whole staff andP&C. The school and P&C have funds available forcapital works for the refurbishment of hall space foreducational use.

The deficit for 2018 relates to additional L3 money heldin trust for the community of schools which wasexpended on trainers and resources. Ocean Shores willnot host the trainer/funds beyond 2018. Additionalschool funds were used to employ school learningsupport officers to support students.

Financial summary equity funding

The equity funding data is the main component of the'Appropriation' section of the financial summary above.

2018 Actual ($)

Base Total 2,348,292

Base Per Capita 71,307

Base Location 9,849

Other Base 2,267,137

Equity Total 103,105

Equity Aboriginal 7,295

Equity Socio economic 21,759

Equity Language 0

Equity Disability 74,051

Targeted Total 875,398

Other Total 116,106

Grand Total 3,442,901

Figures presented in this report may be subject torounding so may not reconcile exactly with the bottomline totals, which are calculated without any rounding.

A full copy of the school's financial statement is tabledat the annual general meetings of the parent and/orcommunity groups. Further details concerning thestatement can be obtained by contacting the school.

School performance

NAPLAN

In the National Assessment Program, the results acrossthe Years 3, 5, 7 and 9 literacy and numeracyassessments are reported on a scale from Band 1 toBand 10. The achievement scale represents increasinglevels of skills and understandings demonstrated inthese assessments.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test and students may attempt NAPLAN onpaper or online. In 2018, students from Ocean ShoresPublic School completed NAPLAN online.

The following advice has been provided by the DeputySecretary:


Results for both paper and online formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results should take intoconsideration the different test formats.

ACARA develops the NAPLAN tests and releases thedata. This year, their task of 'equating the test' to makethem comparable, when some students did tests onlineand some on paper, has been complex.

For some schools, there may be variability in the resultsthis year which was unexpected and not consistent withprevious years.

Activities that rely on comparisons with previousresults, such as value–add calculations, student growthand trend performance, should all be treated with care.

From 2018 to 2020 NAPLAN is moving from a papertest to an online test. Individual schools are migrating tothe online test, with some schools attempting NAPLANon paper and others online.

Results for both online and paper formats are reportedon the same NAPLAN assessment scale. Anycomparison of NAPLAN results – such as comparisonsto previous NAPLAN results or to results for studentswho did the assessment in a different format – shouldtake into consideration the different test formats andare discouraged during these transition years.

Students in Year 3 achieved above State andstatistically similar (SS) schools in all areas exceptspelling (results were comparable with SS schools)..

Students in Year 5 achieved at or above State andstatistically similar (SS) schools in Reading andPunctuation.

These results are not consistent with previous years.Year 3 completed the NAPLAN writing component onpaper, while Year 5 completed the writing componentonline.

Year 3 Numeracy Band 5 and above: OSPS 50%, SSG42% and State 47%.

Year 5 Numeracy Band 7 and above: OSPS 27%, SS33% and State 30%

Students in K–2 engaged in a range of programsincluding Targeting Early Numeracy to improveoutcomes in Maths. Year 3–6 classes participated inregular, streamed maths groups to ensure progress inall areas.

The My School website provides detailed informationand data for national literacy and numeracy testing. Goto http://www.myschool.edu.au to access the schooldata. As schools transition to NAPLAN online, the banddistribution of results is not directly comparable to bandaverages from previous years. While the 10 banddistribution available to schools who completedNAPLAN online is a more accurate reflection of studentperformance, caution should be taken when

considering results relative to what was formerly a sixband distribution. As the full transition of NAPLANonline continues, the most appropriate way tocommunicate results for NAPLAN online is by scaledscores and scaled growth. This is the reporting formatagreed by state and territory education ministers, and isreflected on the myschool website.

When Reading and Numeracy are combined in Years 3and 5, 42% of students achieved in the top two bandsof NAPLAN in 2018.

Due to the low number of Aboriginal students we areunable to report on progress due to privacy concerns.

Parent/caregiver, student, teachersatisfaction

Students, parents/carers and staff were invited toprovide feedback through the Tell Them From Me(TTFM) survey tool.

128 students in Years 4–6 provided feedback whichindicated the following: • There were higher than state average positive

respondents relating to participation inextra–curricular activities

• Homework, motivation and interest, expectationsof success and early signs of disengagement(especially in Year 5) were lower than stateaverage positive responses.

21 parents/carers provided feedback which indicatedthe following: • There were higher than state average responses

relating to school administrative staff are helpful,they feel welcome, they can easily speak with theschool principal and the school supports positivebehaviour

• Lower than state averages responses wereparents feel informed, parents support learning athome, homework, expectations of school workand safety at school.

13 teachers provided feedback which showed: • Higher than state average positive responses for

leadership, collaboration and parent involvement • Substantially lower than state average responses

for technology access, opportunities and use(4.8/10 at school compared to 6.7/10 across thestate).

Policy requirements

Aboriginal education

In 2018 Aboriginal Education continued to be a keypriority in our school plan. Significant achievementsincluded:

Regular meetings of the Aboriginal EducationCommittee;


Meeting with Aboriginal and non–Aboriginal families toinstigate the Language and Culture Program;

Aboriginal Education focus across the school duringTerm 2, with students submitting research projects;

Establishment of Broader Bundjalung Language andCulture program K–4;

Updated Personalised Learning Plan formats forAboriginal students;

Aboriginal students worked alongside students fromother schools as part of the 'Deadly Dancers' programunder direction of Dhinawan, Belle Arnold and ScottySentance;

Significant Aboriginal events were recognised at schoolstrengthening culture and a greater understanding forboth Indigenous and Non–Indigenous studentsincluding Sorry Day, Reconciliation Week and NAIDOC;

Phase 2 of the Yarning Circle including Year 6 totempoles installed.

Multicultural and anti-racism education

Multiculturalism is embraced and celebrated at OceanShores.

Multicultural perspectives are embedded across allfacets of the school including: • English texts and resources; • Creative and performing arts themes, music,

performances and songs; • History and Geography content, resources and

themes; • Significant events on the school calendar such as

Harmony Day, whole school concert andCommonwealth Games created opportunities forstudents to experience and learn about a varietyof cultures.

A staff member has been trained and has taken on therole of Anti–Racism Contact Officer (ARCO).


2018 ocean shores public school annual report · school funds audit completed, to be acted upon...

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