School Annual Implementation Plan for 1075 KEW PRIMARY ...

School Annual Implementation Plan for

1075 KEW PRIMARY SCHOOL 2015

Based on Strategic Plan 2013-2016

Endorsements

Endorsement by

School Principal

Name: James Penson

Date: 25th March 2015

Endorsement by

School Council

Name: Julie Coleman

Date: 25th March 2015

School Council President’s endorsement represents endorsement of School Strategic

Plan by School Council

Strategic Direction

Goals Targets One Year Targets

Achievement

PEDAGOGY & PROCESSES

To foster the achievement of high quality educational outcomes for all students with a particular focus on mathematics, writing and spelling. (To maximise the achievement of high quality learning outcomes in literacy and numeracy for all students within a broad curriculum that fosters self-motivated learners).

To ensure that all students achieve their

optimum level of literacy, numeracy and

curiosity.

To increase the % of students above the expected AusVELS P-6 (Recorded as A’s & B’s on student reports). To have all students deemed capable make at least one year of AusVELS teacher judgement progress annually in Literacy and Numeracy.

NAPLAN

55% of students to be in the top 2 bands of NAPLAN. (Year 3 – Bands 5 & 6 and Year 5 Bands 7 & 8). To have Year 3 and Year 5 NAPLAN matched cohort equal or exceed the State mean growth in Literacy and Numeracy.

Reduce the percentage of students deemed capable who

are achieving at or below the National Minimum Standard

in reading, writing, spelling and numeracy to zero.

Reading:

Prep to Year 2 = 60% Years 3-6 = 60%

Writing:


Speaking & Listening:


Number:


Measurement& Geometry


Statistics & Probability


2014

Actuals

P-2 3-6

READING 57% 57%

WRITING 44% 42%

SPEAK &

LISTEN.

45% 41%

NUMBER 51% 46%

MEASMT&

GEOM.

36% 48%

STATS &

PROB.

26% 43%

By the end of 2015 all students (deemed

capable) will make at least one year’s

AusVELS progress annually in Literacy &

Numeracy.

Increase the percentage of students deemed capable

achieving in the top two NAP bands for reading, writing,

spelling and numeracy to at Year 3 and Year 5:

YEAR 3

Domain 2013 2014

2015

2016

Goal

Reading 64 74 70+ 70

Writing 67 62 65 65

Spelling 54 64 65 70

Numeracy 44 63 55+ 55

YEAR 5

Domain 2013 2014

2015

2016

Goal

Reading 55 54 60 60

Writing 18 31 50 60

Spelling 45 52 55 55

Numeracy 33 39 55 60

Engagement & Wellbeing

POSITIVITY & PROCESSES& PERSISTENCE

To continue to build all teachers’ capacity to

monitor and assess student achievement

and use this data to inform teaching at point

of need and deliver a differentiated

program. (Visual Learning / Data Informed

Teaching).

To enhance engagement and wellbeing in a

vibrant school culture that nurtures positive

relationships and a whole school approach

to learning.

CARE PROGRAM & CIRCLE TIME

To deliver a consistent approach to student

engagement and wellbeing through a whole

school CARE program, Circle Time,

Kewriosity, and Year 6 student leadership

and Action Teams program.

BullyStoppers Program (Cybersafety,

Cyberbullying).

To develop a whole school approach to the

identification of gifted and talented students

and to implement strategies to cater for

these students.

STUDENT ATTITUDES TO SCHOOL SURVEY

Based on 2012 benchmarks, the following combined

Years 5 & 6 means to improve:

Deliver a more consistent “point of need” curriculum across each level via the use of developed KPS teaching & learning protocols in mathematics, learning intentions / success criteria & differentiation.

All teachers are using student

performance data to inform their planning

and teaching and use visible data tracking

tools to monitor cohorts of students

achieving below and above level required.

Teachers are differentiating the curriculum

in their planning to cater for and engage

all students.

Evidence of different entry and exit points

for students in planning documents.

Develop and embedded (evidence in work

programs and classroom / peer

observations) adherence to teaching &

learning protocols in mathematics,

learning intentions & success criteria &

differentiation.

Improved student & teacher voice

feedback in relation to CARE, Circle time

and Kewriosity programs.

Documented CARE & CIRCE TIME

program

Full completion of Bullystoppers grant

Improve the variable of stimulating learning on the student survey from 3.88 (2012) 1st Quartile to 4.14 (2016) – 3rd Quartile over the life of the Strategic Plan. Improve the variable of school connectedness on the student survey from 4.20 (2012) 2nd Quartile to 4.40 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of connectedness to peers on the student survey from 4.07 (2012) 1st Quartile to 4.34 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of student safety on the student survey from 4.18 (2012) 1st Quartile to 4.42 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of classroom behaviour on the student survey from 3.07 (2012) to 3rd Quartile over the life of the Strategic Plan. (To have the Teaching & Learning variables and Student Behaviour variables on the Staff Survey, to be in the 3rd & 4th Quartile over the life of the strategic plan) To improve percent endorsement scores in new format Staff Survey by 5% each year in 2015 and 2016.

program.

Student Attitudes Survey Stimulating

learning results improved. Target above

4.00. (2012 = 3.88 / 2013 = 3.95 / 2014 =

3.89)

Student Attitudes Survey School

connectedness results improved. Target

above 4.30. (2012 = 4.20 / 2013 = 4.18 /

2014 = 4.22)

Student Attitudes Survey Connectedness

to peers results improved. Target above

4.35 (2012 = 4.07 / 2013 = 4.26 / 2014 =

4.36)

Student Attitudes Survey Student safety

results improved. Target above 4.30.

(2012 = 4.18 / 2013 = 4.13 / 2014 = 4.12)

Student Attitudes Survey Classroom

Behaviour results improved. Target

above State 3.40 (2012 = 3.07 / 2013 =

2.92 / 2014 = 2.64)

Staff Opinion Survey School Climate

Targets

School Climate Overall

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

69% 74% 74% 80%

*Staff Trust in Colleagues

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

66% 75% 70% 80%

*Teacher Collaboration

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

71% 67% 75% 72%

*Shielding / Buffering

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

51% 60% 56% 65%

*Professional Learning Overall

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

69% 72% 75% 77%

*Feedback

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

51% 57% 60% 65%

Productivity & Pathways

PROCESSES, PERSISTENCE, POSITIVITY, PEDAGOGY

To implement an effective roles and responsibilities structure and leadership structure which enables and strengthens pedagogy and planning around collaboration, feedback, improved teacher practice and teacher consistency. To strengthen student transitions into, through and beyond the school by embedding additional transition program as implemented in 2014. To provide clear and transparent communication to parents.

To improve teacher practice, professional learning and school climate. (Staff Opinion Survey to increase 5% in each component in 2015 & 2016). Deliver the Transition variable on the parent survey into the 3rd and 4th quartile over the life of the strategic plan.

Staff Opinion Survey Targets

School Climate Overall:

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

69% 74% 74% 80%

*Professional Learning Overall:

2014

Whole

School

Prin /

Teah.

2015

Whole

School

Target

Prin /

Teach

69% 72% 75% 77%

Improved recognition of school transition processes (parent feedback & parent survey). Parent Opinion Survey Goals: *Transitions

2013 2014 2015 Goal

5.13 5.47 5.7

*Approachability

2013 2014 2015 Goal

4.92 5.51 5.7

*School Improvement

2013 2014 2015 Goal

4.92 5.52 5.7

*Parent Input

2013 2014 2015 Goal

4.94 5.59 5.75

To improve the allocation of resources (human, financial, time, space & materials) to maximise learning outcomes for students whilst also remaining sustainable and viable for both the short and long term future of KPS. To develop a financial plan and framework that supports the servicing of school debt (via inherited deficit) whilst also building a platform for a strong financial future. To align key teaching resources and staffing expertise to priority areas as identified in AIP – including TASK, Gifted & Talented Program, Mathematics, Writing, Spelling, Student Engagement & Wellbeing and ICT.

To plan & establish 2015 staffing plan model that delivers surplus. Ensure all 2015 budgets areas remain within set budget amounts. Develop a Future Funds line item in school budget to track savings as part of 2015/16 budget and assist with repayment of potential deficit for 2015/16.

To complete work force bridging process and develop future funds capacity. All budget areas within spending at end of year. Future Funds Target of $50,000 at the end of 2015 school year (carry forward figure).

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

MATHEMATICS

Develop and implement consistent mathematics planning processes across PLT’s – including Yearly / Term Overview and weekly work programs. Development of Teaching & Learning protocols in Mathematics- including the explicit use of Learning Intentions & Success Criteria, Differentiation. These protocols will assist all KPS staff to have a clear understanding of what constitutes high quality professional practice in the teaching of mathematics. Develop improved pedagogical skills in the teaching of mathematics, including the ability to use student achievement data and tracking processes to teach at point of need and cater for different entry and exit points.

Share current practices and

proformas and build KPS

version based on high quality

practice.

PD Day and support via

Michael Ymer.

Following Michael Ymer in

class modelling sessions.

Teams to present back to

whole staff elements of high

quality teaching in

mathematics.

Professional learning

presentations, follow up

discussions with SIT and

PLT’s.

Provide ongoing professional

learning.

Support Pedagogy Leaders to

embed this learning through

SIT and PLT meetings.

Andrew with the support of

Pedagogy Leaders


Pedagogy Leaders and

PLT’s.


Pedagogy Leaders & PLT’s.

SIT meetings – focus for first

term and finalise KPS version

by end of Semester 1.

Working Draft list of protocols

developed after PL session in

Term 1.

Completed in Term 2

following second Ymer visit.

Professional Learning

program develop each term –

including Michael Ymer in

class modelling, PD Day,

classroom visits and follow up

PL sessions each term.

SIT & PLT Meetings

PLT’s using a consistent planning process in mathematics. Documented use of format in work programs as shared at SIT meetings. Documented list of protocols developed by whole staff team, published and utilised to guide maths teaching & learning. Evidence of influence of T & L Protocols in work programs, PLT meeting minutes and in classroom observations. Evidence of data based planning and teaching via SIT & PLT meeting minutes. Evidence of point of need teaching in work programs.

ENGLISH –

WRITING

Develop improved staff knowledge and teaching of Measurement,& Geometry and Statistics & Probability. Create a broad scope and sequence of writing genres across the school Develop and publish a set of moderated writing samples at each AusVELS level outlining what is expected at each level. Develop improved pedagogical skills in the teaching of writing, including the ability to engage students in the writing process. Publish a KPS collection of excellent student writing – to raise the profile of student writing and provide an outlet for gifted writers.

Use SIT / PLT processes to

drive professional learning,

discussion and improved

practice in these areas.


AusVELS resources and build

KPS version.

PL sessions dedicated for

whole staff writing

moderation.

Support Pedagogy Leaders to

embed this learning through

SIT and PLT meetings.

$1,000 donation

Writing competitions and

writing extension via G & T

program and Kewriosity

sessions.


Pedagogy Leaders & PLT’s.

Sally with the support of


PLT’s.



PLT’s.

Pedagogy Leaders & PLT’s

James – Sally – All Staff

Scheduled as part of the SIT /

PLT meeting format.

SIT meetings – focus for

second and third term and

finalise KPS version by end

of Semester 2.

SIT meetings – focus for

second and third term and

finalise set writing samples

version by end of Semester

2.

Term 2 writing competition

and G & T / Kewriosity

sessions in Terms 2, 3 and 4.

Improved teacher judgement AusvELS scores Semester 2 (Percentage of students working above level). Measurement & Geometry

2014 2015

P-2 36% 45%

3-6 48% 55%

Statistics & Probability

2014 2015

P-2 26% 40%

3-6 43% 50%

Documented KPS writing scope and sequence. Documented and published examples of KPS writing at each AusVELS level. Displayed for staff, students and parents. Evidence in more detailed work programs and writing lessons. Student voice feedback of more engagement and quality in writing lessons in classrooms. Published collection of student writing samples each semester.

SPELLING

READING

SPEAKING &

LISTENING.

Develop pedagogical skills in the teaching of spelling. Effective implementation of KPS Spelling Scope & Sequence. To reduce the number of students working below level in reading To extend and increase % of students working above level in reading

To increase staff knowledge and pedagogy skill in S & L outcomes


learning, to embed the

knowledge gained from the

David Hornsby PL sessions.

Ensure spelling is

incorporated into planning

and spelling and data

analysed to inform teaching.

Provide targeted reading

support for students below

level or at risk (TASK

program).

Ensure that students have

access to engaging reading

materials at reading levels

above their class.

Develop a S & L task that is

moderated at each level

across the school.



PLT’s.



PLT’s.

Robin, Shelley, Ali Sally Sally & Pedagogy Leaders.

SIT meetings each term.

Part of regular SIT and PLT

meetings and planning.

Weekly TASK program implemented. Audit and survey of reading materials completed in Term 3. Part of SIT and PLT meeting process and Term 3 staff PL session.

Documented references to spelling strategies and approaches t in work programs as shared at SIT meetings. Evidence of influence of spelling scope and sequence in work programs, PLT meeting minutes and in classroom observations. Documented data tracking system to identify selected students. All students deemed capable to reach benchmark standard in 2015. Reading materials purchased and circulated. Speaking & Listening task completed and moderated across school.

INQUIRY

Develop a whole school

schedule of overview of

Inquiry concepts to be

covered.

To increase staff pedagogical

knowledge and skill in the

Inquiry learning process and

approach.

To ensure students are

engaged in deeper Inquiries

through the use of enduing

understandings and rich

questions (student voice).


unpack AusVELS to develop

KPS model.


learning around the Inquiry

process.


learning around the Inquiry

process.


Pedagogy Leaders and PLT’s.

Sally & Leadership Team

Sally & Leadership Team

SIT meetings each term. (In

preparation for the next term).

Part of regular SIT and PLT

meetings and planning.

Ongoing throughout each term

as part of PL cycle.

Documented KPS Inquiry concepts schedule.

Range of professional

learning – Inquiry Focus

delievered.

Evidence of influence of improved Inquiry process and student engagement via work programs, PLT meeting minutes and in classroom observations.

Engagement &

Wellbeing

CARE Program

Student

Engagement

Using the staff and

students CARE evaluation

information, plan and

implement a revised CARE

PROGRAM for 2015

(which also includes an

improved use of Circle

Time & Circle Strategies)

Increase student voice and

student engagement

processes.

Marg Armstrong PD

Meet with PLT’s

Set out a timeline and

delegate tasks.

CARE groups typed and

distributed.

Implement term 2 Monday

session 6

Administer SOS and

Student Voice Processes

and Learning Walks with

students.

Clare & Student

Engagement and Wellbeing

Team

Clare & Student

Engagement and Wellbeing

Team

Start End of Term 1 &

weekly Circle time

allocated.

Implemented revised

CARE program in Term’s

2 and 3

Targets as outlined in AIP

2015.

ICT & Student

Engagement &

Wellbeing

ESMART

Complete the components

of the ESMART to achieve

“Implementation” stage.

Continue to work through

eSmart program including

completion of the Bully

reporting system including

cybersafety tips in school

newsletter.

Clio & ICT Team in

conjunction with Clare &

Student Engagement &

Wellbeing Team.

Carla

Ongoing throughout 2015

Fortnightly

Achievement of the

Implementation status as

part of eSmart.

Feedback from parents

and students indicating

improved understanding

and practices around

cybersafety.

ICT PLT Completion of the BullyBusters Grant Program (Cybersaftey) Increase level of ICT and Cybersafety embedded across all levels and areas of the curriculum. Increase level of higher order ICT skills demonstrated across the school – including the use of SAMR model when planning.

Continue to work through

the BullyBusters program

as outlined in the grant

application.

KidSafe Support

presentations to students,

staff and parents.


provide ongoing professional

learning around ICT and

Cybersafety


provide ongoing professional

learning around ICT and

Cybersafety

Clio & ICT Team in conjunction with Clare & Student Engagement & Wellbeing Team. Clio & ICT Team with the support of PL and PLT’s Clio & ICT Team with the support of PL and PLT’s

Term 1 dates Ongoing throughout 2015 Ongoing throughout 2015

Completion of all the

requirements of

BullyBusters Grant.

Evidence of influence of improved level of ICT and Cybersafety in work programs, PLT meeting minutes and in classroom observations. Range of feedback and survey data indicating an increased ability and usage of SAMR and higher order ICT skills across the school.

Productivity &

Pathways

Continue to build leadership

opportunities and processes

for students and strengthen

transition across grades.

Ensure opportunities are developed throughout school calendar and planning to arrange students to work in cross age transition groups. Continue to develop comprehensive transition program at all levels and provide high level information about program to parents.

Plan and timetable cross age

groupings during whole school

personalised learning sessions

– CURIOSITY LEARNING

SESSIONS

Further improve and extend

Transition program and

communication processes.

Leadership Team + All Staff

Leadership Team

Terms 2, 3 & 4

Develop targeted school improvement strategy by providing additional targeted support and resources into Prep and Junior School area to ensure all students receive the strongest start to school.

Ensure financial control measures to support servicing of school debt (deficit) and then develop financial platform for rebuild.

Continue to implement Step-Into-Prep Program.

Continue to develop processes to gather feedback from students and parents about transition across year levels.

Continue to develop strong link with community including pre-schools. Continue to implement and extend Year 6 leadership program – including buddies.

Extend partnership program

across grades e.g. reading

buddies program &

Kewriosity

Implement changes to school staffing structure as required / available / advised during school year.

Implement financial control measures to support servicing of school debt (deficit).

Deliver Step Into Prep

Program 2015.

Develop and implement

student / parent transition

survey process.

Strategic Staffing and Roles (EAL, LIL) + extending opportunities for parents to assist.

JP – (in conjunction with Work Force Bridging if required) and with advice from DEECD. Finance Team to monitor Future Funds item.(JP, RG, DC, FP)

James & Prep Staff

James

Beginning Term 2 and as changes can be made during year. Reviewed each term).

Budget reports tracked each month. Mini Finance Meeting each fortnight (or more frequently if required). Future Funds line item tracked each month.

Term 4

Terms 2 & 3 and 4

Carry forward aim of $50,000 “Future Funds” to assist with 2015 deficit.

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