annual implementation plan 2014 kilmore primary school 1568
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Annual Implementation Plan 2014 Kilmore Primary School 1568 Based on Strategic Plan developed for 2013 - 2016
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.
Endorsed on 25/3/2014
Denise Barker (Principal)
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Strategic Intent
Goals Targets One Year Targets
Student Learning
Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and teacher classroom techniques.
A decrease in the proportion of
students deemed capable of
achieving less than C in Reading (P-
6)
An increase in the proportion of
students achieving at B or A in
Reading (P-6)
An increase in the proportion of
students achieving at B or A in
Speaking and Listening (P-6)
A decrease in the proportion of
students deemed capable of
achieving less than C in writing P-6
An increase in the proportion of
students achieving at B or A in
writing P-6
A decrease in the proportion of
students deemed capable achieving
at less than C in number P-6
An increase in the proportion of
students achieving at B or A in
number P-6
NAPLAN
Reading Writing Numeracy
Increase top 2 bands
Decrease bottom 2 bands
Increase top 2 bands
Decrease bottom 2 bands
Increase top 2 bands
Decrease bottom 2 bands
2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014
Yr 3
From 18.8%
To 24%
From 21.7 %
To 17%
From 31.5 %
To 37%
From 10%
To 8%
From 7.2%
To 15%
From 37.6 %
To 25%
Yr 5
From 14.2%
To 18%
From 22.4%
To 18%
From 12%
To 15%
From 13 %
To 10%
From 14%
To 17%
From 48%
To 41%
Reading Writing Numeracy
Increase top 2 bands
Decrease bottom 2 bands
Increase top 2 bands
Decrease bottom 2 bands
Increase top 2 bands
Decrease bottom 2 bands
2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014
Yr 7 From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
Yr 9 From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
From XX %
To XX%
Year 5 – Matched Cohort performance against State
Year 5 2011 State mean
2011 School mean
2011 School MC mean
2012 State mean
2012 School mean
2012 School MC mean
Reading
Writing
Spelling
Numeracy
Grammar & Punctuation
Year 9 – Matched Cohort performance against State
Year 9 2011 State mean
2011 School mean
2011 School MC mean
2012 State mean
2012 School mean
2012 School MC mean
Reading
Writing
Spelling
Numeracy
Grammar & Punctuation
A decrease in the percentage of
students deemed capable achieving
at or below the National Minimum
Standard (NMS) in NAPLAN
An increase in the percentage of
students who achieve higher relative
gains for NAPLAN assessments in
Literacy and Numeracy
AusVELS % of students at or above expected level
Reading Writing Speaking & listening Numeracy
2013 2014 2013 2014 2013 2014 2013 2014
P xx % P xx % P xx % P xx %
P 82 % 1 xx % P 85% 1 xx % P 98% 1 xx % P 94 % 1 xx %
1 63 % 2 xx % 1 59 % 2 xx % 1 79 % 2 xx % 1 82% 2 xx %
2 58 % 3 xx % 2 53 % 3 xx % 2 80 % 3 xx % 2 56% 3 xx %
3 58 % 4 xx % 3 37% 4 xx % 3 82 % 4 xx % 3 51 % 4 xx %
4 61 % 5 xx % 4 61% 5 xx % 4 77 % 5 xx % 4 48 % 5 xx %
5 xx % 6 xx % 5 xx % 6 xx % 5 xx % 6 xx % 5 xx % 6 xx %
6 xx % 7 xx % 6 xx % 7 xx % 6 xx % 7 xx % 6 xx % 7 xx %
7 xx % 8 xx % 7 xx % 8 xx % 7 xx % 8 xx % 7 xx % 8 xx %
8 xx % 9 xx % 8 xx % 9 xx % 8 xx % 9 xx % 8 xx % 9 xx %
9 xx % 10 xx % 9 xx % 10 xx % 9 xx % 10 xx % 9 xx % 10 xx %
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Student Engagement and Wellbeing
To foster a vibrant and supportive school community that engages students in their learning and promotes wellbeing.
A decrease in student absenteeism to be at or better than State mean (P-6) by 2016
Student absences for each year level, and for each cohort of students, to decrease annually with reference to 2011 student absence means as a benchmark
An annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions
Annual improvement in the student attitudes to school variables of
- student safety - student behaviour - stimulated learning environment - school connectedness
Staff Opinion
Increase school mean :
student motivation from 50% to 60%
Student Misbehaviour from 40% - 50%
Student Absence:
Decrease the school mean absence rate from x to y
Parent Opinion
Increase student motivation from 10% - 25%
School Connectedness from 8% - 25%
Student Pathways and Transitions
To improve the transition processes and pathways which support and track students as they enter and progress through the school.
Annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions to equal state mean or better by 2016
Parent Opinion
Increase the mean score for Student Transitions from 10% - 25%
Implementation
Key Improvement Strategies
and 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
When the date, week, month or term for completion
Achievement milestones the changes in practice or behaviours
Student Learning
Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and classroom teaching techniques.
High Expectations Conduct Professional Learning based on the Hume Classroom Teaching Techniques:
Classroom Teaching Techniques - High Expectations
- Challenging but attainable individual goals for students
- Knowing and analysing student data to inform next stages of learning by setting differentiated and targeted learning tasks
- Tasks closely matched to pre-
existing understandings – Zone of Proximal Development
Whole Staff CCT Professional Learning Early in Term 2
PLT Curriculum – High Expectations CCT Mid Term 2
PLT Curriculum – High Expectations CCT Early Term 3 including Peer Observation element
Principal/AP
Leadership Team
Literacy PLT Leader - Jenny
Numeracy PLT Leader - Tracy
Integrated PLT Leader - Brendan
As per Meeting Schedule
Termly Meeting Schedules include ongoing, regular whole staff and Professional Learning Team sessions relating to the Hume CTT
Evidence of Hume CTT in place across the school in planning documents and in teaching and learning across the school: This includes:
1. Individual Reading, Writing and
Numeracy Goals for each student 2. Differentiated planning in Weekly
Planning documents, including fluid student groupings
3. Differentiated learning tasks matched to student needs
4. Learning Intentions and Success Criteria on display for all lessons
5. Students being able to articulate the Learning Intention and Success Criteria
Professional Learning Focus Area: Literacy/Reading
A focus on embedding CAFÉ/DAILY 5 Literacy Strategies across whole school P-6 with a focus on Reading
Professional Learning Focus Area: Numeracy/Number
Ongoing whole staff Professional Learning
Literacy Leading Teacher working with individual teachers and Unit Teams
Literacy LT - Jenny Literacy PLT Numeracy Leader – Tracy\
Whole staff PD Meeting Schedule
5 days per week Literacy Leader Support across the school
Evidence of CAFÉ Reading strategies in planning and evident in classroom teaching practice.
Improved student outcomes in Reading
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A focus on embedding Numeracy Fluency Strategies across the whole school with a focus on differentiation
Numeracy Leader and Numeracy Consultant working with individual teachers, Numeracy PLT and Team Leaders
Numeracy Consultant – Neil Devanny Numeracy PLT Team Leaders
Numeracy Leader (Tracy) Support across the school Mondays and Fridays
Neil Devanny Numeracy Consultant working with staff one day per fortnight
Evidence Numeracy Fluency strategies and differentiation of student needs in planning documents and evident in classroom teaching practise.
Improved Student outcomes in Number
Introduction of Languages Program – Spanish
Introduction of Spanish P- 6
Pilot/Trial year 2014
Ongoing whole staff professional learning
Included in Whole school Specialist Timetable P-6
Spanish Lessons continued in regular classroom programs
Establishment of a Sister School Relationship
Build Capacity in a staff member through Bastow Leading Languages Program
Implementation across the whole school to be monitored/reviewed termly
Spanish Teacher – Lauren
Leading Languages Coordinator – Michelle
Lili Cvetkovic – DEECD Languages Department
Integrated PLT Team
Preps – 2 sessions per week
Grades 1 – 6, 1 session per week
Staff PD at beginning of each whole school professional learning session
PLT meetings as per Meeting Schedule
Spanish lessons in place P-6
Staff and students integrating Spanish Language into daily interactions
Physical evidence of Spanish influence across the school, eg posters, signage, etc.
Inclusion in Clubs Program
Continued… Build the capacity of teachers to deliver explicit teaching within a school culture where
Team Planning
Support and further develop PLT and Unit roles
Provide clarity around Role Descriptions and accountabilities for PLT and Unit Roles – according to
Whole Staff
Neil Devanny – Numeracy Consultant
Ongoing as per meeting schedule
Whole school Distributed Leadership Model is in place with role and responsibility descriptors for all staff, including PLT and Unit roles
high expectations guide student learning and classroom teaching techniques.
Further develop planning and assessment
Ensure that Data informs planning and teaching
Focus on Differentiation of student needs
School wide planning templates in use
ICT resources used and implemented across the curriculum
the Distributed Leadership Model
Collaboration during Unit meetings, moderation meetings and planning days Professional Learning through PLT’s
Use assessment data to inform planning –
Ensure consistent planning practices across school through
ICT Budget
Additional scheduled professional development opportunities
individual teachers and Unit Meetings
PLT and Team Leader Meetings
ICT Leader & Integrated Curric. Planning
Data is used to inform Unit Meetings, moderation meetings and planning days and whole school templates are used as guidelines and to record meeting minutes
PLTs have explored different ways of differentiating and there is evidence of this in Unit and individual teacher planning and practise
ICT evident in planning documentation
ICT resources used consistently in classrooms as a teaching tool
Implement a consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.
Assessment and tracking student learning growth
Continue to use and improve whole school assessment practises as per the Assessment Schedule
Continue to implement the assessment, planning and differentiation practices embedded in our whole school Literacy and Numeracy programs: For example: - Reading conferences - Online Pensieve - Fountas and Pinnell strategies - NFA - Class Profiles - Individual student Goals
Review Literacy and Numeracy Assessment Schedules and data storage strategies
Purchase and implement Sentral Student Data Tracking System
Ongoing Professional Learning – whole staff and Units
AP/Curriculum Leader
Literacy and Numeracy Curriculum Leaders
IT Support – Brendan and Jacob
Sentral support staff
As per whole school assessment schedule
Sentral System- beginning implementation in Term 2
Consistent assessment practices in Literacy and Numeracy across the school. Literacy and Numeracy PLT’s have developed school wide documentation and practices for collection and tracking of student data
Sentral Student Data Base used to track student learning growth Student Data is used to inform instruction
Build the school’s capacity for strong and distributed instructional leadership and collaborative teamwork.
Implement a KPS Whole School Model of Professional Learning supported by the following strategies: - Learning Walks
Funding from school budget
Principal/AP
Semester 1
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- Coaching - Peer Observations - Peer Reviews - Modelling - Feedback - Whole School P.D. - Action Research Teams (PLT’s)
Literacy Achievement Plan -LAP Numeracy Achievement Plan –NAP - Individual Plans for teachers for
short term improvement goals, using the abovementioned Professional Learning strategies
Bastow Courses
CRT’s to provide out of class time for teachers
Cluster PLT’s
APT Sessions
LAP & NAP Templates
Leading Teacher Literacy - Jenny
Numeracy Leader- Tracy
PLT Teams
Unit Teams
Literacy LT – Jenny
Numeracy Lead – Tracy
Prin/AP’s
Introduced in Term 1, then ongoing
Performance review process linked to school goals, leadership goals and teaching goals for all levels
Learning Walk for each teacher once a Semester
Coaching session for each teacher at least once a Semester
Individual Teacher LAP’s and NAP’s link with school goals and form part of the evidence required for the P&D Process
Student Engagement and Wellbeing
Build the capacity of teachers to engage students in stimulating, student-centred learning
Further develop student-centred learning
Extend the clubs program to provide greater student choice in their learning
Trial student negotiated inquiry units.
Have students frame research questions then co-plan rich tasks that build creativity and problem solving capacity
Student questionnaire
Action Research by Inquiry PLT
Student voice incorporated into Integrated Unit planning
Student Wellbeing Coordinator Integrated PLT Unit Teams Classroom Teachers
Semester 1 and 2
Clubs program includes student choice activities
Evidence of student voice into Integrated Unit Planning Documents
High student engagement in Integrated activities
Effectively use ICT to engage students in their learning
Progressively resource all learning spaces with emerging technology by using the ICT infrastructure plan
Ensure Regular Technical support
Include ICT in planning across the curriculum
Whole school ICT audit
Budget funds Professional Learning and for ICT Leader
Allocate time for ICT leader to support staff through SRP
Allocate weekly time for each class to access ICT lab
Increased access to ICT resources at classroom level
ICT Leader - Brendan DEECD Technician Principal AP PLT
Ongoing
ICT infrastructure plan in place and used to resource school
Evidence of Students using ICT to support learning
Evidence of students using ICT to support Inquiry learning and Integrated Curriculum work
Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhanced student voice.
KidsMatter
KidsMatter focus for 2014 – Student Voice
Student voice incorporated through programs such as SRC, Peer Mediators, Clubs, Buddies, Gardening Group,
AP/Student Wellbeing Coordinator
KidsMatter Implementation Team
Ongoing throughout 2013 as per Meeting Schedule
Student voice evident in programs across the school
KidsMatter Implementation teams meet fortnightly
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Ongoing training of KidsMatter Implementation Team led by Student Wellbeing Officer
Continue to implement KidsMatter components through whole staff Professional Learning sessions
Co-ordinate support for students and families through the Student Wellbeing Officer and Team
Plan regular review of ILPs (and KELPs) and intervention or support programs
and Integrated Studies
Team members attend KidsMatter training days and annual conference
Whole staff professional learning
AAP/Student Wellbeing Coordinator
School based KELP coordinator
Classroom Teachers
Regular meeting times with Regional KELP Coordinator
KidsMatter teams attend ongoing training
Meeting Schedule includes regular whole school professional learning provided by the KidsMatter team
Regular School Newsletter items to
promote all activities for KidsMatter
ILP’s and KELP’s are in place and reviewed regularly by Coordinators
School Wide Positive Behaviour Support
Continue to implement SWPBS with a particular focus on classroom settings
Ongoing training of SWPBS team through outsourced PD in collaboration with other schools.
Ongoing regular staff professional learning provided by implementation team
Keep parents fully informed of these approaches and reinforce through newsletter, information nights, etc.
Ensure school wide consistency of approaches
Team members attend Training Days
CRTs provided through school budget
Team Members attend fortnightly school based meetings
Professional Learning provided for all staff members at whole staff PD sessions
SWPBS Leader – Julie James
SWPBS Team Members
Classroom Teachers
SSSO – Sharon Blackwell
Ongoing throughout 2013 as per Meeting Schedule
SWPBS Implementation teams meet fortnightly
SWPBS teams attend ongoing training
Meeting Schedule includes regular whole school professional learning provided by the SWPBS team
Regular School Newsletter items to promote all activities for SWBPS
Student Attendance
Create and document a Kilmore Primary School attendance strategy plan, including:
- Promote the importance of regular school attendance, ‘Every Day Counts’
Investigate and source appropriate resources from other schools and Region
SMS
Principal
Assistant Principal
AAP/Student Wellbeing Officer
Semester 1
Kilmore PS Attendance Strategy Plan in place as part of the Student Engagement Policy
Individual attendance plans in place for students where required
- Provide awards for attendance - Parents to ring the school if students
are absent
Investigate the use of SMS for student absences
Implement an individual attendance plan for students with chronic absenteeism.
Include targets and award system
Budget allocation for reward system
Student Wellbeing Teams
Office Admin Staff
Reward 100% attendance using class data as evidence:
- Weekly in classrooms
- Fortnightly at Assembly
Enhance student voice and leadership
Build access to authentic student leadership opportunities broadening to P-6
Provide opportunities for student voice
Develop mentoring and facilitate leadership skill building for students
Involvement in Young Leaders Program – Southern Hume
Further develop and extend roles of SRC, House Captains and School Captains
Student choice considered in planning and clubs activities Use student questionnaires and opportunities for student feedback about school and learning
Principal
Assistant Principal
AP/Student Wellbeing Coordinator
Unit Teams
SRC Coordinator
Peer Mediator Leader
SSSO
Throughout 2014
Active SRC within the school
Student Leadership Team involved in Young Leaders Program
Bullying Survey completed and analysed
Student Survey completed
School and House Captains have extra responsibilities
Community Engagement
Continue to build positive home school links through strong communication, celebration of student achievement, parent training programs and parent helpers
Review School Newsletter design, purpose and methods of communication
Review timeline of annual events for community engagement
School Newsletter, Unit Newsletters, local papers, Parent Association
Website made more user friendly and regularly updated
Positive phone calls home to every parent
Literacy and Numeracy Awards
Principal
AP
AAP/Student Wellbeing Coordinator
KidsMatter Team
SWPBS Team
Teachers
Website Coordinator
Ongoing throughout 2014
User friendly design for newsletter
Communication improved on Website
Links for Community Engagement have been investigated and a number of programs are underway
Positive Phone Calls to every parent by the end of Term 1.
Literacy and Numeracy Awards presented at whole school assemblies
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presented at assembly
Local community groups encouraged to take part in school activities
Parent Forums
Pathways and Transitions
To improve the transition processes and pathways which support and track students as they enter and progress through the school.
Transition K – Prep: Pre-school and school partnerships
Continue to refine and improve existing K - Prep transition program
Develop Prep Transition Strategy document including:
Transition statements from Kindergartens
Regular visits to all feeder kindergartens and child care centres School newsletter sent to Kindas and child care centres
Prep Transition Coordinator
Principal
Assistant Principal
Office Staff
Throughout 2013 Prep Transition strategy documented and transition activities in place
Ensure Transition Statements ar e used to inform planning for Prep grades
Ensure regular visits to Kindas and Chid care centres
School newsletter distributed to Kindas and child care centres
Transitions within the school
Establish a Transition Coordinator in each Teaching Unit
Enhance Ready – Set- Go! program in the first weeks of each year to include school values for behaviour and learning
Document and refine the procedure for the exchange of student information between learning studios
Unit Transition Coordinators
All staff
Unit Leaders
AP/Curriculum Leader
Beginning and end of year transition times
School wide Transition Program documented and in place
Start Up Program at every level is documented and includes school values for behaviour and learning – ‘Ready, Set, Go!’
All students identified as being at ‘educational risk’, including special needs students, will have individual learning plans in place and revised each term.
Transition to secondary schools
Continue to develop time management, homework, diary and independent learning skills in Year 6
Plan regular review of ILPs (and KELPs) and intervention or support programs in preparation for transition
Develop a process for providing student learning data to secondary schools
5/6 Planning documentation
Regional KELP Coordinator assistance
5/6 Teachers
5/6 Transition coordinator
AAP/Student Wellbeing Officer
KELP Coordinator
Regional Kelp Coordinator
Ongoing throughout 2014
Year 6 Transition program in place
All Koori students will have KELP’s in place with a regular review cycle established
Portfolios presented to parents with mid-year reports and distributed with end of year report
ABLES resources in place for selected PSD students
Transition/orientation process for students new to the school
Develop a Draft document to outline processes and procedures for new students to the school
Transition Coordinators from each Unit
AP
Semester 1
Transition and orientation processes documented and in place
Enhance pathway planning for PSD and Koori Students
Plan pathways for all students with special needs including PSD and Koori students (KELP)
Investigate the use of ABLES Resources for ILP’s and reporting
Use student goal setting for all students and ensure pathways to achieve goals are documented
SSG Meetings
ABLES Resources
KELP Resources
Regional Koorie Officer
AP/Student Wellbeing Officer
Classroom teachers
Ongoing throughout 2013
All Koori students will have KELP’s in place with a regular review cycle established
ABLES resources used for individual PSD students