EMPS School mprovement Plan (SIP) Plan of Action 201… · The differentiated school: Making...

Edna M. Moyle Primary School

School Improvement Plan

2018-2019

1

Opportunity To increase teachers, students and parents understanding of the benefits of TVET –

including education, training and career

opportunities (and thus reducing negative

perceptions)

SEN/D Policy To produce a revised

Special Education Needs Policy and Code

of Practice

Positive Behaviour Interventions and Supports - To have consistent and effective

management of low-level behaviour in schools

that adversely affects the school climate

Reliable and Valid Data Systems

To have consistent structures for data collection

and to ensure that data is

reliable and valid

Response to Intervention To have consistent implementation

of the Response to Intervention Framework to develop emergent

literacy skills in Reception and Years 1, 2 and 7 students

Balanced Literacy

To have consistent understanding and application of pedagogy of

balanced literacy

Pedagogy To have consistent and effective

practices in the teaching and assessment of science

Contextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculum

Assessment - To have consistent understanding and

application of assessment to inform teacher planning and instruction

Numeracy

Literacy

Data Systems

Positive Learning

Environments Science

Special Education

Needs and/or Disabilites

Technical and Vocational

Education and Training

2

Literacy: Improve Teaching & Learning in Literacy so that at least 50% of observed lessons are good or better and at least 75% of students make expected or better than expected progress in relation to starting points.

Actions

Data/Research used to determine this action

(Evidence based decision-making)

Expected Impact (How will you know the

action has been effectively implemented?)

How will the action be monitored?

(Steps and timelines)

Start Date Completion

Date School

Lead Person

Continue to develop teacher competency in delivering a balanced Literacy programme through sharing of Best Practice and lesson studies.

Collective teacher efficacy and teacher collaboration( Visible Learning- Hattie, pg. 69) ( Bandura ,1994)

At least 50%- 60%r of lessons observed is good or better as evidenced through planning and delivery.

60% of teachers will be more confident and reflective.

Walkthroughs( Once per month)

Lesson observations ( Once per term)

Teacher feedback – on-going

Weekly Planning

September

2018 June 2019 Principal2

Monitor interventions ( LLI, DIBELS and Reading Recovery ) in literacy to maintain fidelity of programmes and track progression of students.

Monitoring student learning over a time will determine their level and rate of performance and help to make informed decisions based on data collected.( What Really Matters in Response to Intervention: Research-Based Designs- Allington 2008)

75% of student will make expected progress in relation to starting points based on benchmark assessments , running records and DRA

100% of Teachers will maintain the use of anecdotal notes on student observations. And set targets at least twice per term.

Walkthroughs (monthly)

Formal Observations (termly)

Data collection (on-going)

Planning

Assessment monitoring meetings.

September 2018

June 2019 Deputy- Principal

3


Actions








Date School

Lead Person

Teachers will differentiate lessons to address the needs of the varied learners.

Recommendation from Follow -Through Inspection May 2018:Provide appropriately for the least and most able students.

students’ needs have been correctly identified.

more specifically for meeting the different needs in their class.

where needed.

Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning )

Vygotsky(1978, p. 86 )

Lessons and activities will cater for the varied levels of learner , leading to student efficacy, greater participation and improved outcomes .




Planning

Teacher-student conferencing and feedback.

September 2018

June 2019 Principal & SMT

Engage students in higher order questioning to develop critical thinking skills and ensure these are reflected in planning of lessons.

Blooms Taxonomy

Marzano ( 2014 )

At least 75% of students demonstrate critical thinking as evidenced by oral and written responses and questions.

All lesson plans must reflect higher order questioning.

Walkthroughs(monthly)


Scrutiny of plans (monthly) reflected in success criteria and planning

Scrutiny of books

September2018

June 2019 SMT

4


Actions








Date School

Lead Person

Teachers to provide daily opportunities for students to improve the quality of writing by providing feedback to clearly show what is needed to improve

Writing data collected before, during and after the study of each genre suggests the need for consistent and timely feedback and follow-up.

Visible Learning(Hattie & Timperley, 2007)

70% of students will meet or exceed expected targets.

All teachers will set targets at least twice termly as outlined in School’s assessment policy and participate in termly writing moderations.

Writing moderation (termly)

Work scrutiny( termly)

Termly assessment monitoring meetings

September 2018

June 2019 Principal & Lead Literacy

5

Numeracy: Improve Teaching & Learning in Numeracy so that at least 50% of observed lessons are good or better and at least75% of students make expected or better than expected progress in relation to starting points

Actions








Date School

Lead Person

Teachers will differentiate lessons to address the needs of the varied learners

Recommendation from Follow -Through Inspection May 2018

Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning )

Vygotsky(1978, p. 86 )

Lessons and activities will cater for the varied levels of learner , leading to student efficacy, greater participation and improved outcomes .




Planning

Teacher-student conferencing and feedback.

September 2018

June 2019 Principal/SMT

Monitor interventions in numeracy, (Math Recovery) to maintain fidelity of programmes and track progression of students..

Math screeners

Unit Tests

60% of student will make expected progress in relation to starting points based on benchmark assessments

Walkthroughs( once per month)

Formal Observations (one per term)

Data collection ( on-going)

Book scrutiny(one per term)

Planning

Assessment monitoring meetings.

September 2018

June 2019 Deputy-Principal

Continue to develop teacher competency in implementing the numeracy strategy through sharing of best practice and lesson studies.

Impact of Professional

learning communities(PLCs),

reflective practice, teacher

collaboration (Implementing

Effective Professional

Learning Communities SEDL

Insights / Vol. 2, No. 3,

Winter 2014

At least 50- 60%%r of lessons observed are good or better as evidenced through planning and delivery.

60% of teachers will be more confident and reflective.

Walkthroughs(monthly)

Formal Observations(termly)

Collaborative planning across a Learning community (6 weekly)

August 2018

June 2019 Lead Numeracy Teacher

6

Numeracy: Improve Teaching & Learning in Numeracy so that at least 50% of observed lessons are good or better and at least75% of students make expected or better than expected progress in relation to starting points

Actions








Date School

Lead Person

Continue with school wide use of Math journals and rubrics as a means of formative assessment to track students’ progress and set more ambitious targets for higher achieving students.

Recommendation from Follow -Through Inspection May 2018

Classroom teacher(s) and students have an important role at different stages of the assessment process (e.g. Black & William, 1998a; Watt, 2005).

75% or more of students demonstrate an understanding of math strategies through daily use of journals.

All teachers will provide effective feedbasck in a timely and consistent manner.





Planning

September 2018

June 2019 Lead Numeracy Teacher

7

Science: Embed the investigative approach into the teaching of Science to engage students in their learning so as to improve students’ knowledge and understanding as evidenced by 80% of students achieving at or above expected standards.

Actions








Date School

Lead Person

Implement the Science Strategy document at KS 1 & 2 to embed the investigative approach to, the teaching of Science.

Progress Test in Science (2017) showing lack of investigative approach used across key stages.

All students, years 1-6 will use the investigative method in demonstrating their understanding of science topics.

All teachers, Years 1-6 will utilize the scientific method in their planning and delivery of lessons.



Collaborative planning across a Learning community (6 weekly)

Book scrutiny

September 2018

June 2019 Principal & Lead Science

Teacher

Include project based learning as part of the assessment process and develop success criteria for units of study.

In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development(“Effects of Inquiry –based learning

(C Gormally, P Brickman, B Hallar, N Armstrong- 2009),

Inquiry based learning starts with “wonderings” and invites students

to think, and generate deep feelings. It encourages open-ended questions (John Barrell, 2003; McTighe and Wiggins, 2013)

All students engaged in more collaborative learning opportunities and building of metacognitive skills.

All teachers will develop assessment rubrics with clear success criteria.





Observation of students’ presentations

Planning

September 2018

June 2019 Principal & Lead Science

Teacher

Track and record student progress across the units of study.

Follow through inspection report , EMPS ( OES, May 2018)

All teachers will enter relevant data in a timely fashion in SIMS tracking.


Assessment monitoring meetings (termly)

Planning

September 2018

June 2019 Principal Lead Science teacher

8

Special Education Needs and/or Disabilities (SEN/D): Ensure that all identified students’ academic needs are met and that at least 75% make expected progress across their learning.

Actions








Date School

Lead Person

Conduct early screening to identify students who are likely to require additional (small-group) support to address issues of academics, socialisation and self-regulation

Baseline Data (June Report, MALT, CAT, DIBELS, PASS etc.)

Teachers to ensure the necessary diagnostic assessments are delivered and analysed so as to plan for interventions.

SBST to facilitate interventions

Review services they are receiving ( twice per term)



September 2018

On-going Deputy-Principal

Teachers to plan more

specifically for meeting the different needs of learners in their class. (Tier2 &3)

Follow through inspection report , EMPS ( OES, May 2018)

Clear interventions and programmes are in place to identify and support students with special learning needs and Individual Education Plans developed with clear targets.

Teachers’ lesson plans must reflect implementation of IEPs

Robust monitoring of the quality of support provided for students with additional needs and document best practice in different classes.



Scrutiny of daily and medium term planning ( monthly)



Review of IEPs

September 2018

June 2019 Deputy-Principal

&

SENCO

9

Positive Learning Environments: All students are aware of school’s behaviour expectations and good behaviour prevails throughout the school with mutual respect among students and staff.

Actions








Date School

Lead Person

Consistent implementation and understanding of the School-wide Behaviour Policy/Code of Conduct in line with the Education Law 2016 and how it aligns to School Matrix for PBIS

Behaviour data (SIMS) reduction in major incidents.

Updated Behaviour Policy

Increase in positive behaviour and fewer incidents at Tier 1 level

All teachers will

consistently enter data i

(SIMS) so as to make

informed decisions re.

school-wide behaviour

SCAT meetings (termly)

Behaviour data (on-going)

Class Dojo

September 2018

June 2019 Principal

Implement a continuum of response strategies to address problematic behaviours

Research consistently

has shown that

systematic correction of

student academic and

social behavioural errors

and performance

feedback have a positive

effect on behaviour.

(JJ/SE Shared Agenda,

Tools for Promoting

Educational Success

and Reducing

Delinquency, NASDSE &

NDRN, Washington,

DC:January 2007)

All Teachers and students use a variety of strategies to problem solve

All teachers to receive

C-SMART training to deal with problematic behaviours.

Improvement in students’ academic performance and behaviour

Use of self- assessment data

Record observation data for Continuum of Strategies

Behaviour data (SIMS)

September

2018

June 2019 Principal

SENCo

Behaviour

Interventionist

10

Data Systems: All teachers will keep accurate recotrds to track and monitor all students’ progress across the core subjects andinput data iun a consistent manner.

Actions







Start Date Completio

n Date School

Lead Person

Liaise with DES to set up tracking sheets to record students’ progress and achievement across the school year and provide SIMS training

SIMS More consistency of recording data across Key stages

Less duplication of reporting data

Assessment monitoring meetings twice per term

Monitoring data entry on SIMS

September

2018

June

2019

Principal

Become more conversant with the Student Profile and its uses.

Edu 365 Student Passport

Consistent data entry by all teachers

Weekly monitoring of student passport to track relevant data entries

September

2018

June

2019 Deputy-Principal

Environments

Technical and Vocational Education and Training (TVET): All students will have the opportunity to participate in an annual Career Fair and be exposed tom a variety of professions.

Actions








Date School

Lead Person

Collaborate with EEPS to host annual career fair and ensure that TVET careers are duly represented.

POA 2017 All Students are aware of a variety of career pathways and requirements.

Student reflection on Career Day.

Sept. 2018 Feb. 2019 Deputy-

Principal

11

Staff Engagement: Increase the positive responses by at least 20% tin the areas of Resources & Workload and Leadership & Managing Change

Actions








Date School

Lead Person

Resources & Workload:

Include time for preparation and planning as part of weekly meetings

Include a health and wellness session each

term for teachers.

Civil Service Engagement survey results 2017

All deadlines will be met and tasks completed in a timely manner.

Staff will be able to destress and socialize with colleagues, leading to a healthier mind, body and soul.

Responses in Engagement survey 2018

Sept. 2018 June 2019 Principal &

SMT

Leadership & Managing Change:

Place a suggestion box for staff to share their opinions and thoughts on major decisions prior to implementation

Make suggestions as to the way things are done.

Civil Service Engagement survey results 2017

Staff feels confident to share opinions and have their voice heard.

All staff will contribute to discussions concerning events and activities in the school.

SMT will work to take an a more active role in implementing new initiatives.

Responses in Engagement survey 2018

Sept. 2018 June 2019 Principal &

SMT

EMPS School mprovement Plan (SIP) Plan of Action 201… · The differentiated school: Making...

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