Annual Implementation Plan 2015Dorset Primary School No. 5132Based on Strategic Plan developed for 2013 - 2016

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Endorsement by School Council

Insertion of a tick ( ) in the next column indicates that the School Principal, as Executive Officer of the School Council, verifies that this Annual Implementation Plan was endorsed at a meeting of School Council.

John Jacobs

Endorsement by Regional Network Leader

Insertion of a tick () in the next column indicates that the Regional Network Leader has endorsed this Annual Implementation Plan

Debbie Locco

1

Strategic Intent

Goals Targets One Year Targets

Student Learning To improve student outcomes in Literacy, Numeracy and the broader curriculum

VELS Teacher JudgementsThe percentage of students above the expected VELS level (score A or B) will increase:Reading from 42% in 2011 to 50% in 2016Writing from 33% in 2011 to 41% in 2016Speaking and Listening from 24% in 2011 to 32% in 2016Number from 44% in 2011 to 52% in 2016Measurement, Chance & Data from 27% in 2011 to 35% in 2016

NAPLAN Targets:By 2016 English and Numeracy (all dimensions):Year 3: 85% above Band 3 and 50% above Band 4Year 5: 85% above Band 5 and 50% above Band 6

Naplan Results 2014:Student Relative Growth Gr 3-521%low 50% medium 29% high

AusVELS Teacher Judgements

The percentage of students above the expected AusVELS level (score A or B) will be:Reading and Viewing: 50%Writing: 39%Speaking and Listening: 30%Number and Algebra: 48%Measurement and Geometry 31%Statistics and Probability: 31%

NAPLAN Targets:

Year 3: 80% above Band 3 and 40% above Band 4Year 5: 80% above Band 5 and 45% above Band 6

Student Relative Growth Gr 3-5:

17% low 50% medium 33% high

Strategic Intent (Continued)

Goals Targets One Year Targets

Student Engagement and Wellbeing

To improve student engagement in learning and their feelings of wellbeing.

Student Attitudes to School Survey Improve scores for both girls and boys on the following measures:Learning Confidence: from 3.84 in 2012 to 5.25 in 2016School Connectedness: from 4.00 in 2012 to 4.60 in 2016 Student Motivation: from 4.41 in 2012 to 4.70 in 2016 Classroom Behaviour: from 2.81 in 2012 to 3.60 in 2016 Student Safety: from 4.19 in 2012 to 4.50 in 2016

Parent Opinion Survey Improve scores on the following measures:Social Skills from 5.68 in 2011 to 6.0 in 2016Connectedness to Peers from 5.89 in 2011 to 6.0 in 2016Classroom Behaviour from 3.71 in 2011 to 4.0 in 2016

Staff Opinion Survey Improve scores on the following measures:Student Behaviour (time) from 86.4 in 2011 to 90.0 in 2016Student Behaviour (school) from 68.8 in 2011 to 85.0 in 2016Student Motivation from 5.98 in 2011 to 6.50 in 2016

Student Attitudes to School Survey

Learning Confidence: 4.60School Connectedness: 4.50Student Motivation: 4.70Classroom Behaviour: 4.00Student Safety: 4.70

Parent Opinion Survey

Social Skills: 5.92Connectedness to Peers: 6.00Classroom Behaviour: 4.00

Staff Opinion Survey

Shielding and Buffering 48% in 2014 – 2015 Target 55%Teacher Collaboration 71% in 2014 – 2015 Target 75%Staff Trust in Colleagues 55% in 2014 – 2015 Target 75%

Note: Staff Opinion Survey structured altered by DEECD in 2014Student Behaviour (time): 88.2Student Behaviour (school): 77.0

Student Motivation: 6.24

Strategic Intent (Continued)

Goals Targets One Year Targets

Student Pathways and Transitions

To improve student transitions at all levels. By 2016, the mean for the Transition variable on the Parent Opinion Survey to be at 6.50 or greater. (2011- 5.42)

The mean for the Transition variable on the Parent Opinion Survey to be at 6.10

Implementation

Key Improvement Strategiesand Significant Projects

What(Actions)the activities and programs required to progress the key improvement strategies

How(Resources)the budget, equipment, IT, learning time, learning space

Who the individuals or teams responsible for implementation

Whenthe date, week, month or term for completion

Achievement milestonesthe changes in practice or behaviours

STUDENT LEARNING1. Build the capacity

of teachers to deliver explicit teaching in Literacy and Numeracy within a school culture where high expectations guide student learning and teacher classroom techniques.

Refine and improve AusVELS curriculum and reporting systems as per DEECD requirements.

-Curriculum Coordinator to continue to facilitate curriculum development across the school.-Reporting Coordinator to continue to train staff in the use of ‘Accelerus’ and update staff on changes.

Curriculum Coordinator,

Reporting Coordinator.

Term 1 – 4Reports

Term 2 and 4

Program Cost $

AusVELS curriculum and reporting processes implemented as per DEECD requirements.

2015 Reporting format confirmed and implemented in alignment with AusVELS and DEECD requirements.

Further consolidate the ICT program throughout the school.

1:1 Laptop program expanded Grade 3-6.

Grade 2 Laptop program consolidated. IPAD program consolidated and improved in the Grade 1 area.Scope and Sequence for ICT program implemented.Appropriate ICT PD at staff / unit meetings

ICT Committee – Shannon Young

Jodi Wilkins

ICT Support / Ipads – Kursten Tan

Terms 1 - 4Identifiable improvements in AusVELS Year 1-6 in:

-Reading and Viewing-Number and Algebra(See targets from AusVELS Teacher Judgements)

Skills within ICT Scope and Sequence observable and implemented in planners Grade1-6.

Assessment tasks to be developed and implemented from Grade 3-6.

Continue using an agreed format for weekly teaching and learning plans that include the explicit learning intention, high level cognitive challenge, differentiated tasks, assessment criteria, ICT approaches, and identify students for specific focus

Level Coordinators to check work programs weekly. Evaluation of weekly program embedded into Level meetings.Curriculum teams collate strategies that are to be implemented for differentiated curriculum

Level Co-ordinators

Curriculum Coordinator,English and Mathematics Coordinators

Terms 2 - 4 DPS common elements for teacher work programs monitored. Common elements include: explicit learning intention, high level cognitive challenge, differentiated tasks, assessment criteria, ICT outcomes, and identifies students for specific focus

Use GradeXpert to audit Special Needs programs and children at risk across the school, review and refocus programs targeting students with additional learning needs.

Level Co-ordinators, Integration Co-ordinator and Assistant Principal have regular, specific meetings to audit programs

Assistant Principal,Level Co-ordinatorsIntegration Co-ordinator

Terms 1 - 4 Review of Special Needs programs targeting students at risk across the school completed. Identification of students at risk and planning of intervention programs to address individual needs

Strengthen whole school Professional Learning by sharing the best practice to improve classroom teaching and learning.

Introduce a three week Staff meeting cycle to include Professional Development sessions.Specific PD roster to be developed by the leadership team in consultation with curriculum committees.Staff is encouraged to engage in personal P.D. relevant to their professional needs.

Leadership Team,

CurriculumCoordinators

P.D. Co-ordinator

Terms 1 - 4Staff routinely engage in P.D relevant related to specific goals outlined in the current AIP and report at staff meetings.

P.D. is held every three weeks at each staff meeting as outlined by the P.D. schedule.

Embed peer observation practices and include opportunities for mentoring, coaching and learning walks. Support collaborative teaching practices such as team teaching and sharing strategies in PLT’s

Mentor program.

Mentors and others to coach.

'Walk throughs’

Stuart JonesJustin Mackay

Steven Lynch

Leadership TeamConsultant

All committees

Terms 1-2 Writing ‘walkthrough’ implemented in early term 2 to boost the profile of writing strategies.

Staff will have built productive / purposeful relationships with their mentor / buddy

School structure includes opportunities for all teachers to participate in mentoring, professional discussions, team teaching and /or coaching programs.

Implement school wide practices through the storing and analysis of assessment data on GradeXpert. Build teacher expertise in analyzing and using data from teacher and student self-assessment to inform planning and teaching.

Staff is instructed in the use and analysis of GradeXpert and other assessment tools to inform their planning and teaching.

Staff is instructed how to encourage the active participation of students in their learning – eg goal

Consultant

Level Co-ordinators

Literacy Committee

Assistant Principal

Terms 1-4Data and other assessment tools used to inform teaching, personalize instruction and moderate achievement.

ICT used by students to set goals, track their progress and receive feedback. (grade 3-6)

All teaching staff use GradeXpert to manage, track and analyse student progress and achievement.

setting, self assessment, peer assessment.

Refine the PDP process. Ensure all SMART goals included in annual teacher plans aim to improve student learning outcomes.

All staff are instructed and assisted in the development of a personal development plan that incorporates SMART goals that address the school AIP.

Principal

Assistant Principal

Level Co-ords

Term 2-4 Teacher performance plans are reviewed and new processes are documented and implemented

All teacher SMART goals address student learning outcomes.

Co-plan with students high-expectations for student learning and behaviour in each classroom. Display charts to anchor the expected behaviours.

Staff are encouraged and supported to create and maintain positive and collaborative classroom environments and expectations.

Classroom teachers

Co-ordinators

Term 1 Display charts detailing positive learning behaviours and characteristics are developed with students and displayed in each classroom.

Key Improvement Strategiesand Significant Projects

What(Actions)the activities and programs required to progress the key improvement strategies

How(Resources)the budget, equipment, IT, learning time, learning space

Who the individuals or teams responsible for implementation

Whenthe date, week, month or term for completion

Achievement milestonesthe changes in practice or behaviours

STUDENT LEARNING2. Implement a

consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.

Develop a common PLP proforma that explicitly defines learning focus and expected outcomes. Ensure these plans are time bound and details additional actions for school and home including who is responsible for what interventions. Store electronically.

A whole school PLP document will be formulated and staff will be provided with a best practice sample of a completed PLP.

Leadership Team

Term 1 (PLP’s to be completed by end of week 7)

Term 2-4 (PLP’s to be sent to co-ords by end of week 2 and meetings with parents conducted by end of week 4).

Common PLP proforma developed and implemented for all students outside expected level.

PLPs stored electronically and monitored regularly.

Facilitate student feedback for teachers on integrated units and teaching practices

Feedback tool to be developed for all levels Sarah Fraser Term 1

Process developed and documented by which student feedback is gathered each term for teachers on integrated units and teaching practices.

Principal/ Leadership Team to conduct regular instructional rounds: always give feedback

(Note: This goal has been transformed into a Peer Mentoring and Observation Program. See goal on page 8 of AIP.)

Key Improvement Strategiesand Significant Projects

What(Actions)the activities and programs required to progress the key improvement strategies

How(Resources)the budget, equipment, IT, learning time, learning space

Who the individuals or teams responsible for implementation

Whenthe date, week, month or term for completion

Achievement milestonesthe changes in practice or behaviours

Student Engagement and Wellbeing

Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhance student voice

Continue the progress of student engagement and wellbeing policies and programs

Review and analyse Student Opinion Survey with leadership team

Assistant Principal,

Leadership Team

Term 1 Student Opinion Survey demonstrates

the effectiveness of the Student Engagement and Wellbeing policies and programs.

Communicate the school’s attendance strategy plan (highlighting the importance of regular school attendance, awards, parents to ring the school if students are absent, school to contact families when students are absent etc).

Communicate the Dorset Attendance Strategy Plan

Assistant Principal, Term 1 DPS attendance improved to an average of 93% in 2013.

DPS attendance improves in 2014.

Continue to improve student leadership and student voice opportunities so students have varied options when participating in decision making and taking responsibility across the school.

Extend ‘student voice’ opportunities.

Review Junior School Council procedures

Jess Hinkins

Nicole Bell / Megan Ward

Level 4 Coordinator,

Assistant Principal

Term 1 - 4

Student leaders are engaged in and complete initiatives that benefit the greater school.

DPS Student Voice policy and practices strategy developed, documented and implemented.

Use ‘Restorative Justice’ and Circle Time to ensure students are aware of school welfare and well-being policies and procedures.

Professional Development on Restorative Justice.Additional support for teachers new to the RJ model

Assistant Principal,

Leading Teachers

Mentors / Coaches

Term 1 - 4 Classroom timetables indicate regular use of ‘Restorative Justice’ and Circle Time being used to focus students on welfare and well-being policies and procedures

Trial ‘KidsMatter’ to ensure the needs of the students at risk students are addressed. Contniue the implementation of MPower and Revved Up.

Leadership to investigate additional resources and staffing requirements.

Assistant Principal,Leadership Team,Curriculum CoordinatorsChaplain

Term 1 - 4The relevant student engagement components of the Attitudes to School Survey identify improvement.

(For example Chaplain)

Programs will be implemented by a variety of staff from Grade 1-6.

Welfare Officer

Broaden the means by which teacher contact with parents occurs (for example meetings, class letters, phone calls, website, email and appropriate office communication apps).

Teachers given specific guidelines on expectations in terms of effective contact with parents.

Leadership team.

Steven Lynch

Shannon Young

Term 1Parents indicate communication by the school is effective, measured by the Parent Opinion Survey.

Communication committee to be established.

Communication policy to be devised and approved by School Council.

Co-ordinate support for students and families through internal and external support agencies including student wellbeing officer, guidance officer, local government agencies, student wellbeing team

A.P. will communicate support options available to parents and the wider community via newsletter, tiqbiz etc

Liaise with parents and external agencies to ensure the most appropriate support is offered.

Assistant Principal

Chaplain

Term 1-4

Support for students and families available at DPS mapped, documented and made available to all stdeunts identified as being at risk at the school.

Conduct an annual evaluation of the student engagement and wellbeing policies and programs, invite community participation and make changes as necessary.

Wellbeing committee will complete a targeted review of the effectiveness and appropriateness of the school welfare programs.

Wellbeing committee Term 1-4 Annual evaluation of the student engagement and wellbeing policies and programs, including opportunities for community and student feedback conducted. Changes made as necessary.

Key Improvement Strategiesand Significant Projects

What(Actions)the activities and programs required to progress the key improvement strategies

How(Resources)the budget, equipment, IT, learning time, learning space

Who the individuals or teams responsible for implementation

Whenthe date, week, month or term for completion

Achievement milestonesthe changes in practice or behaviours

Student Pathways and TransitionPlan transition pathways and track student progress for all students with a focus on key transitions stages: entering school - K - P exiting the school - year

6 to year 7 through the school –

year level to year leveltransfers into / out of the school – P-6

Seek current levels of satisfaction with induction and transition procedures from teachers, parents and students and the local pre-school settings and secondary colleges on an annual basis.

Surveys

Transition coordinators to forge and maintain links with community, kinders and secondary colleges.

Transition Coordinator,Leadership Team

Term 1 - 4 Process for annual review of induction and transition procedures from teachers, parents and students and the local pre-school settings and secondary colleges developed, published and implemented.

Present DPS Transition Policy to all community stakeholders that addresses all school transitions including student support and communications with families as students enter, move through the school and prepare for secondary schooling.

Ensure all staff are aware of all transition requirements / activities throughout the year.

Sally Matheou

Catherine Holt

Steve Lynch

Leadership Team

Term 1

Term 1-4

DPS Transition Policy implemented and presented to parents.

At the beginning of the year provide concise, key written information about each student for the child’s next grade teacher.

Each teacher completes a concise summary of important information about each student that would be relevant for the new grade teacher.

Teacher Term 4-1

Transition is a smoother experience for the majority of students.

Build aspirations and connections with local Continue involvement in

SAKGP Terms 1-4

Students indicate via Student Opinion Survey that they feel confident about the transition to secondary school.

secondary schools

the VCAL program via the SAKGP.

Continue Year 10 work experience program.

Continue visits to Secondary Schools for special days, sports days, plays etc.

Encourage secondary colleges to visit Dorset

Invite previous year 6 students to visit school for special school events.

committee

Assistant Principal

Jess Hinkins

Jess Hinkins

Justin Mackay

Establish a “Start-up” program at the beginning of each school year which establishes class norms, reviews school values, establishes class procedures, reviews effective learning behaviours and prepares students for working in an orderly environment. This will be appropriate for each grade level.

Teachers will implement a beginning of year program in the first weeks of the school year.

Classroom teachers.

Term 1

School wide Start Up program developed, documented ready for introduction at the beginning of 2015

Provide opportunities for staff to regularly team teach in classes above and below their current teaching level if a staff member is transitioning to a new level.

Staff transitioning to a new level will have teaching/observation opportunities in term 4 in the grade level they are

Leadership Team

Term 4Program providing opportunities for staff to regularly team-teach in classes above and below their current teaching level developed and implemented.

moving to.

Establish Buddy Program for new students transferring to the school during the year - provide the student with a buddy from the same grade level.

Wellbeing committee will formulate a document that clearly states what a new student needs to be introduced to.

Teachers will choose an appropriate buddy and monitor the development of the new student.

Classroom teachers

Wellbeing committee

Term 1-4

Buddy Program established – all new students provided with a buddy.

New Student Guidelines formulated.

Student Learning: Targets from 2013 to 2016

VELS Teacher Judgements – AUSVELS – THE PERCENTAGE OF STUDENTS ABOVE THE EXPECTED VELS LEVEL (SCORE A or B)

Benchmark 2013 2014 2015 2016

Reading 42 44 46 50 50

Writing 33 35 37 39 41

Speaking and Listening 24 26 28 30 32

Number 44 46 48 48 52

Measurement and Chance and Data

27 29 31 31 35

NAPLAN Targets in English and Numeracy

2013 2014 2015 2016

Year 3 80% above Band 3

45% above Band 4

80% above Band 3

45% above Band 4

85% above Band 3

50% above Band 4

85% above Band 3

50% above Band 4

Year 5 80% above Band 5

45% above Band 6

80% above Band 5

45% above Band 6

80% above Band 5

45% above Band 6

85% above Band 5

50% above Band 6

Student Engagement and Wellbeing: Targets from 2013 to 2016Student Attitudes to School Survey:

Benchmark (2012) 2013 2014 2015 2016

Learning Confidence 3.84 4.20 4.56 4.60 5.25

School Connectedness 4.00 4.15 4.30 4.50 4.6

Student Motivation 4.41 4.48 4.55 4.70 4.70

Classroom Behaviour 2.81 3.00 3.20 4.00 3.60

Student Safety 4.19 4.27 4.35 4.70 4.50

Parent Opinion Survey:

Benchmark (2012) 2013 2014 2015 2016

Social Skills 5.68 5.76 5.84 5.92 6.00

Connectedness to Peers 5.89 5.92 5.95 6.00 6.00

Classroom Behaviour 3.71 3.77 3.85 4.00 4.00

Staff Opinion Survey (new):

2014 results 2015 2016

Shielding and Buffering 48% 55% 90.0

Teacher and Collaboration 71% 75% 85.0

Staff Trust in Colleagues 55% 75% 6.50

Staff Opinion Survey (old):

Benchmark (2012) 2013 2014 2015 2016

Student Behaviour (time) 86.4 87.3 88.2 89.1 90.0

Student Behaviour (school) 68.8 72.9 77.0 81.1 85.0

Student Motivation 5.98 6.11 6.24 6.37 6.50

Student Pathways and Transition: Targets from 2013 to 2016

Benchmark (2011) 2013 2014 2015 2016

The mean for the Transition

variable on the

Parent Opinion Survey

to be at 6.50 or greater.

5.42 5.75 6.00 6.10 6.60