School Annual Implementation Plan for 5493 Roxburgh...
Transcript of School Annual Implementation Plan for 5493 Roxburgh...
School Annual Implementation Plan
for 5493 Roxburgh Rise Primary School
2015
Based on Strategic Plan 2014 - 2017
Endorsements
Endorsement by
School Principal
Signed……………………………………….
Name……Ms. Chris Bozikas…………………………………….
Date………31st March, ……………………………………
Endorsement by
School Council
Signed……………………………………….
Name………………………………………….
Date……………………………………………
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Strategic Direction
Goals Targets One Year Targets
Achievement
To improve student learning outcomes in English and Mathematics Years P-6 by the end of the Strategic Plan period.
1. To continually close the gap between school and state mean scores on the DET student achievement performance indicators (using NAPLAN Scaled Scores).
1.1 To reduce the difference between the State and School Mean scores by 10 points for Grade 3 NAPLAN results in Numeracy (2014 Grade 3 NAPLAN State score 414 School Score 385) 1.2 To reduce the difference between the State and School Mean scores by 10 points for Grade 5 NAPLAN results in Numeracy (2014 Grade 5 NAPLAN State score 495 School Score 460) 1.3 To reduce the difference between the State and School Mean scores by 5 points for Grade 3 and 5 NAPLAN results in Reading as compared to the previous year. (2014 Grade 3 NAPLAN State score 430 School Score 401, 2014 Grade 5 NAPLAN State score 507 School Score 466 1.4 To match or exceed State Mean in Writing for Grade 3 NAPLAN results (2014 Grade 3 NAPLAN State score 415 School Score 419) 1.5 To reduce the difference between the State and School Mean scores by 5 points for Grade 5 NAPLAN results in Writing and Spelling (2014 Grade 5 Writing NAPLAN State score 478 School Score 468, 2014 Grade 5 Spelling NAPLAN State score 498 School Score 479)
2. Reduce the number of students below
the expected level and increasing the percentages of students assessed with A and B grades (as measured by AusVELS/Australian Curriculum) in each dimension of English and Mathematics in comparison to the previous year
3. For students to achieve at least one
year’s growth in learning (as measured by AusVELS) during each school year.
1.6 To match or exceed State Mean for Grade 3 NAPLAN results in Spelling (2014 Grade 3 NAPLAN State score 417 School Score 410) 1.7 To reduce the difference between the State and School Mean scores by 5 points for Grade 3 and 5 NAPLAN results in Grammar as compared to the previous year. (2014 Grade 3 NAPLAN State score 433 School Score 404, 2014 Grade 5 NAPLAN State score 505 School Score 472 2.1 To Increase the number of students at expected level in Maths from 56% to 65% across the school 2.2 To Increase the number of students assessed with A and B grades in Maths from 9% to 12% across the school. 2.3 To Increase the number of students achieving above expected level in Reading from 21% to 25%, in Writing from 11% to 15% and in Speaking and Listening from 3.5% to 10% across the school 2.4 To reduce the number of students achieving below expected level in Reading from 12% to 8% across the school 3.1 For 90% of student to achieve one year’s growth in one year. (Cohort & Individual level)
4. To progressively increase the
percentages of Year 3 and 5 students
assessed in the top three NAP Bands
for their year level when measured
from a 2014 baseline for Numeracy
and English.
4.1 To increase the number of students in Grade 3 assessed in the top three NAP Bands for Numeracy from 59% in 2014 to 65% in 2015. 4.2 To increase the number of students in Grade 5 assessed in the top three NAP Bands for Numeracy from 35% in 2014 to 45% in 2015.
4.3 To increase the number of students in Grade 5 assessed in the top three NAP Bands for Reading, Writing, Spelling and Grammar by 10% as compared to the previous year. Reading- from 38% in 2014 to 48% in 2015. Writing- from 35% in 2014 to 45% in 2015. Spelling- from 54% in 2014 to 64% in 2015. Grammar- from 45% in 2014 to 55% in 2015.
Engagement
All Roxburgh Rise Primary School
students will be highly connected to
school, motivated and engaged in their
learning.
To maintain high (in the top quartile of
school scores) scores on the teaching and
learning measures.
For the percentage of absences that are
unexplained to be no greater than 35%.
Wellbeing
To promote student wellbeing, including positive behaviours that reflect school values.
Further improvement in student survey mean scores for student safety and classroom behaviour measures.
To have increased students’ levels of resilience (as measured by classroom teachers) on a school-based survey.
Productivity
Lead improvement through the effective and efficient allocation and use of school resources in order to support and achieve our Achievement, Engagement and Wellbeing goals and targets.
Effectively monitor and manage workforce planning ensuring that the school is operating within the limits of the SRP. Expenditure of program budgets to be within the yearly allocated funds.
All staff roles and responsibilities are outlined and all vacant positions are appointed. All program budgets are expended within the allocated yearly funds
Increase revenue each year through local fundraising and the submission of grants to ensure the implementation & enrichment of programs. Increase participation level of parents attending school and Hub activities as compared to previous years. Improved Parent Survey results
Implementation
Key Improvement
Strategies
What the activities and programs required to progress the key
improvement strategies
How the budget, equipment,
IT, learning time, learning space
Who
the individuals or teams
responsible for
implementation
When
the date, week,
month or term for
completion
Achievement milestones the changes in practice or
behaviours
Achievement Build the capacity of teachers to ensure that each lesson is purposeful, clearly defined, differentiated, and challenging to meet the students’ point of need and learning style.
MATHEMATICS
Develop teacher capacity to understand and effectively plan, assess and teach through the 4 Maths proficiency strands:
Fluency Understanding Problem Solving Reasoning
PLTs to use the Michael Ymer termly planners, the Frank Schoonderbeek Scope and Continuums, and Essential Assessment online tool to guide team planning
Whole Staff professional learning Release maths committee for one day to unpack the 4 maths proficiency Strands PMS support for Graduate, new and returning teachers PLT’s to have common planning time to plan with Curriculum Leader and CS staff
Whole Staff Maths Working party formed from Maths Curriculum Committee PMS CSS, PLT, Curriculum Leaders
Ongoing Term 1 and 2 Ongoing Ongoing
Planning will show evidence that the Maths curriculum is being taught through the Proficiency strands
Creation of a Proficiencies and Investigations teaching and learning tool Planning will show evidence of targeted differentiated curriculum based on student learning needs Professional Learning at a whole school, team and individual level is purposeful and targeted to address the identified needs of the cohort.
ENGLISH Speaking & Listening Unpack/review Australian Curriculum Speaking and Listening Mode with all staff Develop Speaking and Listening Rubrics Review current effective approaches to teaching S & L
Staff PL
PLT’s to have common planning time to plan with Curriculum Leader and CS staff
English Leading Teachers
PLT leaders
Term 2 onwards
Teachers are explicitly
teaching Speaking and
Listening elements from the
Australian Curriculum
Teachers using Speaking
and Listening Rubrics to
collect data to inform their
teaching and assess
progress.
Reading Provide professional learning of effective literacy teaching practices such as: 1. Employing a range of teaching approaches e.g. Modelled, Reading To, Language Experience, Shared, Guided, Guided Reciprocal Reading, Independent Reading & Literature Circles. 2. What are appropriate Reading strategies to teach for each stage of Reading Development
Leading Teachers to model approaches and strategies and provide PL for Graduate and new teachers
Share strategies and approaches at PLT term and fortnightly planning sessions
Target PL to individual teacher needs
Allocate afterschool PL time for whole staff Professional learning.
English Leading
teachers/All Staff
Term 2 and Ongoing
Teacher planning and Reading lessons reflect a variation of teaching approaches and strategies used based on student learning needs.
Writing Scaffold teacher’s learning by providing them with a Writer’s
Whole school start up for writing,
English Leading Teachers
Term 1 and ongoing
A consistent approach to Writer’s Notebook is implemented across the
Notebook Start Up program to follow.
Clarify and refine the way we teach Writing by unpacking the AusVELS Continuum of Writing, review elements of the writing hour and effective approaches to teaching writing e.g. modelled, shared, interactive, guided, independent PLTs continue to plan explicit teaching of spelling and grammar across the school
Writing PL targeted to the varying needs of staff. E.g. new staff, individuals, PLTS, whole staff.
PLS to model aspects of writing for new and graduate teachers
Fort nightly PLT English planning with Leading teachers and CSS staff.
PL/Collegiate visits
PLT leaders
PLTs/ English Leading
teachers
Ongoing
school. Planning will demonstrate evidence of targeted teacher focus groups and differentiated approaches in the teaching of writing. All elements of the writing hour are evident in daily writing lessons.
AusVELS and NAPLAN data demonstrates continued growth in spelling and grammar.
EAL PL for new and Graduate staff on: - using the EAL continuum for planning & assessing EAL students -effective teaching and learning strategies and approaches for EAL students
Time allocated in Term and fortnightly Planning sessions EAL leaders are allocated time on the afterschool PL schedule
EAL Team/English LT Ongoing EAL continuum used for planning and assessing EAL students. Planning shows the classroom program is differentiated and targets the needs of EAL students. Progress of EAL students along the continuum is evident.
Embed and sustain the Launch, Explore, Summarise instructional model in Mathematics at Roxburgh Rise Primary
Update the Whole School Math Plan to reflect current practices and the instructional model
Curriculum Committee meetings
Maths Curriculum Committee
Semester 1
Whole School Maths Plan reflects current practise and instructional model
Enhance the use of accurate and timely assessment data to identify each student’s point of learning need
Investigate new and reliable oral language assessments in order to monitor student learning needs and achievement at all Grade Levels more effectively Investigate Reading Comprehension assessments suitable for triangulation of data
Introduce a more comprehensive assessment of our Level 30+ readers in grades 4-6 using Fountas and Pinnell Benchmark Assessment System 2
Familiarise staff with new
Australian Curriculum
assessment maps for
moderating.
PLTS to decide on
common assessment
tasks to build
assessment portfolios for
students.
Allocate time for PLTs and English Curriculum Representatives to analyse assessments.
e.g Compare PAT R and Probe Reading Assessments. Seek school’s using it in place of On Demand to triangulate data Plan for systematic introduction for grades 4-6. Establish protocols for using the kits across the school. Purchase 6 Fountas & Pinnell Kits to share between grades 4 to 6. Allocate time for CSS and teachers to become familiar with and trial the kit. Allocate time in PLTs to familiarise with the new assessment maps and discussions.
English Leading Teachers, CSS, PLT leaders
English Curriculum Committee/PLTS English Leading Teachers
English Leading teachers, CSS & classroom teachers
English leading teachers, classroom teachers
Start to evaluate Term 1
Ongoing Term 2 Plan for in term 1 and begin using Term 2. Introduce Term 1 Use Term 2 and 4
Teachers are planning for and assessing Speaking and Listening resulting in more accurate assignment of progression points.
Assessment schedule reflects a balance of assessments for all dimensions of English from P-6. Plan is in place for implementation of the new Reading Assessment in 2016. Grades 4-6 teachers are using Fountas and Pinnell Benchmark 2, to differentiate the teaching of reading for their level 30+ readers. Teachers are planning for common assessment tasks based on the new assessment maps and using these for moderating students work.
Deepen the analysis and
use of data at planning
through a Disciplined
Dialogue approach for
analysing school cohort
data to identify student
learning needs and
monitor progress.
Time allocated each term in PLT meeting schedule for Disciplined Dialogue to occur SIT team to allocate time to analyse whole school data wall each Semester.
English & Maths Leading Teachers, CSS, PLT leaders
SIT Team
Ongoing twice per term End of Semester 1 and 2
More professional and targeted conversations around student and teacher learning needs at a cohort level Teaching and learning programs reflect the analysis of assessment data for each cohort Increased variation of assessment strategies that reflect the needs of individual students Holistic view of school needs and progress is achieved to inform future whole school directions. Ownership of school data is the responsibility of all staff and leaders.
Review the current
culture of RRPS &
develop a cohesive
school-wide approach
to learning and
teaching with a focus
on developing curious,
active and engaged
learners.
Enhance the understanding and use of the Whole School and Teacher Theories of Action (Curiosity & Powerful Learning – NMR) and use them as a reference point for discussion when planning and delivering programs. Develop agreed protocols for giving and receiving feedback
Whole School PD and PLT planning and meeting times PLT leaders meet fortnightly Whole Staff Professional learning ‘What is effective’ feedback’
Principal Leading Teachers Team Leaders Staff
SIT PLT’s
Ongoing Term 3 & 4
Teachers will have increased understanding of the Theories of Action and have reflected on their own practice.
Agreed protocols for giving and receiving feedback have been established
Learning is strongly connected to authentic and purposeful learning experiences.
Engagement
Provide support for the
consistent
implementation of
whole school strategies
to engage students
Induction for new staff to include Student Engagement Policy explanation Launch Every Day Counts (eg. balloons, publications, parent talks). To investigate cost of utilising a mobile phone app for parents to submit reasons for absence. To investigate cost of being able to call mobile phones from classroom locations (or, at least to be able to call mobiles from somewhere other than the Admin Block).
Policy explanation to be included during presentation for staff.
2015 Policy document to be uploaded onto Staff Intranet Posters and materials to be sourced from DEECD and wellbeing budget. Parent information sessions to provide information about detrimental effects of absenteeism Staff to contact schools already using applications, research applications and collate a list during APT Business Manager to contact Telstra/phone provider to determine costs for allowing outward bound mobile phone calls to be made.
Principal ICT Leading Teacher
Steve Moran (Network Administrator)
Student Wellbeing Officer Community Engagement Officer Parent Engagement Officer ICT Leading Teacher
Principal Principal) Business Manager)
28th January 2015 Before the end of Term 1, 2015 Before the end of Term 4, 2015 Before the end of Term 4, 2015 Before the end of Term 4, 2015
Staff to independently access policy documents when they are unsure of policies. All staff can access the RRPS School Policies, including the Student Engagement Policy on the Staff Intranet. Hard copies of policy to be available in the Principal’s office. All classrooms to have at least one ‘Every Day Counts’ poster or information about attendance displayed on a window for parents to see from the outside of the classroom. Mobile phone application options, with costings to have been presented to Principal for analysis.
Based upon prepared costings, Principal to have made a decision about whether to allow classroom teachers to have the ability to call mobile phones from the classroom.
Wellbeing To revise and embed the RRPS school Values into our school culture and develop a whole school approach to wellbeing priorities
You Can Do It training for all staff during Term 1.
Start Up Program evaluation to be timetabled to occur mid-year, every year.
Completion of KidsMatter Component 3 – Working with parents and carers School Community to review the School Culture & revise the school philosophy, mission, vision and values and align these to our day to day behaviours and processes. Develop and sustain cultural, conditions, structures and processes that support a high performance learning culture.
Student Wellbeing Officer to prepare presentation for all staff, as well as develop surveys. Classroom teachers to complete surveys about their students’ resilience PLTs to be given time on specified Tuesday afternoons to evaluate the Start Up Program To be completed during Curriculum Days and PD afternoons. Time to be allocated to review findings and actions at PLT meetings Community Forums JSC SIT Vertical team to participate in Bastow Course ‘Creating a High Performing Learning Culture
Student Wellbeing Officer
Carmel Lancuba (Assistant Principal) PLTs KidsMatter Action Team PLT Leaders & staff Community Liaison Officer JSC coordinator Principal, AP’s & classroom teacher All staff
Term 1 Curriculum Day during February 2015 Evaluation to be completed by end of Term 3, 2015 Commence program PD during Term 1 curriculum Day & complete before the end of Term 2, 2015 Term 2 & 3 Terms 2, 3 & 4
All classroom grades to complete Ready Set You Can Do It and spend the rest of the year on the one topic – Resilience. Pre and post surveys to be used to determine if students’ level of resilience has improved. Start-Up Program to be improved with amendments suggested by all PLT’s. Staff understand the importance of engaging parents and carers and the effect community engagement can have on learning and student mental health. Increased number of community events, as well as improved attendance. The school’s shared mission, vision and values is demonstrated in the behaviours of all school stakeholders Documentation of agreed cultural conditions, structures and processes that support a high performance learning culture.
Productivity Effectively manage and allocate financial, human and physical school resources to maintain optimum standards in staffing, programs, facilities and resources. Continue to provide our school community with opportunities to engage in the school and learning through the Community Hub.
Establish a workforce structure of distributed leadership to ensure a whole-of-school pedagogical approach
Build the leadership capacity of Middle Level Leaders (PLT Leaders) through coaching and professional learning
Continue to invest in staff professional learning
Introduce Science and Performing Arts Specialist
Continue to employ CSS staff & allocate CSS hours based on student needs Increase EAL support program to cater for increasing EAL student enrolments Develop a physical resources, facilities and workforce strategy
Leadership meetings scheduled on a fortnightly basis
Employment of external consultant to to deliver ‘Learning to Lead’ program to SIT and PLT leaders Weekly professional learning workshops conducted Use SRP funds to employ specialists & create specific budgets to resource programs Low SES Funding used to employ CSS Increase staffing allocation to EAL Buildings &Grounds committee formed Consultative arrangements put in place
School Improvement Team SIT and PLT Leaders English and Maths Leaders Principal Principal Principal B & G Sub-Committee SIT Consultative Commmittee
Ongoing Term 1 Ongoing All year Ongoing Term 2 Ongoing
Clearly defined distributed leadership structure and processes established Leadership meetings are focused on pedagogy and student outcomes Middle Level Leaders have improved capacity to lead school improvement, ‘walk the talk, curriculum development & planning Staff are participating in ongoing professional learning and their teaching capacity is improved
Provision of quality Specialist and Support programs CSS targeting student needs and improving student outcomes EAL students learning needs are catered for The allocation of facilities, physical resources and workforce planning is strategically planned to meet needs of the school
Continue to effectively
manage and expend allocated program funds to resource curriculum programs and Key Improvement Strategies in the areas of Achievement, Engagement and Wellbeing as indicated above
Increase revenue through local fundraising and the submission of grants.
Establish ‘Frog Pond ‘
Establish Community Garden
Sustain the operation of the ‘Community Hub’ by continuing to maintain ‘Hub’ activities and extend community partnerships
Program budgets assigned to all curriculum areas Establish fundraising schedule for the year. Teacher Initiative Grant Hume City Council grant Use National Community Hubs Program funding to continue employment of Community Liaison Officer
Business Manager Curriculum Leaders Fundraising committee Sustainability Team Buildings & Grounds leader Community Liaison Officer Principal Family Engagement Coordinator Community Liaison Officer
Ongoing Ongoing Term 1 & 2 Term 1 & 2 Term 1 and ongoing
Targets in ‘Student Achievement, Engagement and Wellbeing’ section achieved Expenditure of program funds support the delivery and implementation of curriculum programs Successful attainment of grants ‘Frog Pond and ‘Community Garden established and incorporated into school curriculum Employment of ’Community Liaison Officer Successful running of playgroups with increased attendance Continued external partnerships Increasing number of families engaging with the school
EQUITY FUNDING:
The Equity Funding to be accessed by Roxburgh Rise Primary School will be utilised as follows:
Disability & Impairment funding will be used to continue the employment of appropriate Integration Aide Educational Support Staff English as an Additional Language funding will be used to employ EAL Specialist teachers. Middle Years and Family Occupation Funding will be expended on improving student learning by employing the following targeted staff: Speech Pathologist, Multicultural Teacher Aides (Turkish & Arabic), , English and Mathematics Curriculum Support staff and Student Wellbeing Officers.
*Other funds will be used to purchase additional resources (NB. ICT and literacy materials)