fiso improvement model dimensions - jacana …€¦ · web viewall students to have a targeted and...
TRANSCRIPT
Awaiting for review by School PrincipalAwaiting endorsement by Senior Education Improvement LeaderAwaiting endorsement by School Council President
2019 Annual Implementation Planfor improving student outcomes
Jacana School for Autism (5555)
Jacana School for Autism (5555) - 2019 - AIP - OverallPage 1
Self-evaluation Summary - 2019
FISO Improvement Model DimensionsThe 6 High-impact Improvement Initiatives are highlighted below in red.
Self-evaluation Level
Exce
llenc
e in
te
achi
ng a
nd
lear
ning
Building practice excellence Emerging moving towards Evolving
Curriculum planning and assessment Emerging moving towards Evolving
Evidence-based high-impact teaching strategies Evolving
Evaluating impact on learning Emerging moving towards Evolving
Prof
essi
onal
le
ader
ship
Building leadership teams Embedding
Instructional and shared leadership Evolving moving towards Embedding
Strategic resource management Evolving moving towards Embedding
Vision, values and culture Evolving moving towards Embedding
Posi
tive
clim
ate
for l
earn
ing
Empowering students and building school pride Emerging
Setting expectations and promoting inclusion Emerging moving towards Evolving
Health and wellbeing Emerging moving towards Evolving
Intellectual engagement and self-awareness Emerging
Jacana School for Autism (5555) - 2019 - Self-evaluation Summary.docxPage 2
Com
mun
ity
enga
gem
ent i
n le
arni
ngBuilding communities Embedding moving towards Excelling
Global citizenship Emerging
Networks with schools, services and agencies Evolving
Parents and carers as partners Evolving moving towards Embedding
Enter your reflective comments Excellence in Teaching and Learning:Our self evaluation indicates that whilst the school has made considerable growth with the implementation of the Victorian Curriculum, a documented plan of assessment is not developed beyond the ABLES schedule. The introduction of the PLC initiative has introduced teachers to the concept of high impact teaching strategies, however teachers have only just began to incorporate the inquiry cycle to their teaching practice as a method to improve their teaching practice. We also found that teachers are provided feedback from leadership, however a structure is not put in place for them to engage in peer-observations specifically to improve teacher practice. Community Engagement in Learning:The self evaluation also highlighted that as a school we have good processes in place to involve and engage with our school community, however we recognise that even though we have these systems in place our parents and students are not fully involved in the planning and goal setting of student personalised learning.Professional LeadershipOur self evaluation indicates that we have shown growth within our capacity to build leadership teams. This is evidenced by our successful implementation of the PLC process, creating curriculum teams based on our School Review outcomes and training for Instructional Leaders to lead whole school initiatives, like the RRRR program. Our JSA Student Wellbeing and Engagement Framework has been used throughout the year as a tool for staff to identify challenging behaviours, collect data and diagnose preventative strategies to support their students. The Middle Leaders at JSA - Sub School Leaders, ASD Coach, PBS Coach and Wellbeing Co-ordinator - meet fortnightly to review student data and review the effectiveness of their practices. They are working in their role as Student Engagement Leaders (SEL).Positive Climate for Learning
Considerations for 2020 In 2019 our focus will be developing teacher capacity in improving student outcomes in literacy and student agency. However we need to ensure that previous whole-school program and initiatives (student engagement and well-being framework, social-emotional learning curriculum and therapy/coach consultation model) continue to receive the resources and application necessary to shift them from emerging or evolving. Involving student and parents in the planning of personalised goals will provide students with the opportunity to activate student agency at the beginning phases of their program; this will also ensure support parents and carers to engage in their child's learning plan.
Jacana School for Autism (5555) - 2019 - Self-evaluation Summary.docxPage 3
Whilst the SSG process has been revised and includes opportunities for students to participate in sharing their learning with their parents, the school has recognised the need to develop strategies to include non-verbal students’ participation in an authentic way. The school will also be exploring a Student Voice Policy.
Documents that support this plan
Jacana School for Autism (5555) - 2019 - Self-evaluation Summary.docxPage 4
Select Annual Goals and KIS
Four Year Strategic Goals Is this selected for focus this year?
Four Year Strategic Targets 12 month target
The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.
To improve student learning gain in Reading.
Yes Annually, 90 per cent of students will demonstrate learning gain in reading based on ABLES data within or across levels.
90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading & Writing component of ABLES.
Annually, 90 per cent of students will achieve the goals established within their PLSP.
90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.
By the end of the review period the per cent endorsement for Understand the Curriculum in the SSS will increase by 15 per cent from 65 per cent (2017 survey) to 80 per cent.
The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.
Build a culture of collaboration focused on refining teacher practice to improve student outcomes and to measure the impact on student learning (BPE)
The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.
Annually 90 per cent of students will demonstrate learning gain in
Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 2
Mathematics based on ABLES data within or across levels.
Annually 90 per cent of students will achieve the goals established within their PLSPs.
Further targets will be established based on agreed benchmarking assessment tools. For example Mathematics Online.
By the end of the review period, the percent endorsement for Understand Formative Assessment in the SSS will increase by 20 per cent from 54 per cent (2017 survey) to 74 per cent.
Targets will be based on benchmarks established around student participation and engagement in Student Support Group meetings.
The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018. The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).Percentage to be based on school based Student Voice survey.
By the end of the review period the per cent endorsement in AToSS for Student Voice and Agency will increase by nine per cent from 76 per cent to 85 per cent.
Student endorsement in AToSS for Student Voice and Agency will increase by three per cent
Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 3
By the end of the review period, the per cent endorsement for Promote Ownership of Student Goals in the SSS will improve by 15 per cent from 50 per cent (2017 survey) to 65 per cent.
Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent
Goal 1 To improve student learning gain in Reading.
12 Month Target 1.1 90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading &
Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 4
Writing component of ABLES.
12 Month Target 1.2 90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.
12 Month Target 1.3 The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.
12 Month Target 1.4 The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.
Key Improvement Strategies Is this KIS selected for focus this year?
KIS 1Building practice excellence
Build a culture of collaboration focused on refining teacher practice to improve student outcomes and to measure the impact on student learning (BPE)
Yes
KIS 2Curriculum planning and assessment
Develop, implement and embed a consistent instructional approach to the delivery of the English curriculum with a focus on reading (CPA).
No
KIS 3Curriculum planning and assessment
Develop, implement and embed whole school formative and summative assessment practices for reading (CPA).
No
Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.
Our self evaluation indicates that whilst the school has made considerable growth with the implementation of the Victorian Curriculum, we are yet to work collaboratively to develop a whole school English curriculum. The introduction of the PLC initiative has introduced teachers to the concept of high impact teaching strategies, however teachers have only just began to incorporate the inquiry cycle to their teaching practice as a method to improve their teaching practice. Our 2018 School Staff Survey identified a 20.7% endorsement within the Seek feedback to improve practice component; specifically regarding "Teachers in this school seek regular feedback from colleagues in order to develop their teaching practice". We also found that teachers are provided feedback from leadership, however a structure is not put in place for them to engage in peer-observations specifically to improve teacher practice.
Goal 2 To improve student voice and agency in their learning.
12 Month Target 2.1 The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018.
Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 5
The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).Percentage to be based on school based Student Voice survey.
12 Month Target 2.2 Student endorsement in AToSS for Student Voice and Agency will increase by three per cent
12 Month Target 2.3 Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent
Key Improvement Strategies Is this KIS selected for focus this year?
KIS 1Empowering students and building school pride
Implement structures and processes that enable students and teachers to establish and monitor learning goals and track progress.
Yes
KIS 2Empowering students and building school pride
Develop opportunities across the school for students to co–design their learning. No
Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.
The school caters for students from foundation to year 12 with a vision to foster independence. Jacana also actively encourages a student centred approach. The embodiment of the vision and approach is to engage students in their own learning. The students who participated in a school review focus group indicated they wanted more challenge in learning tasks. This indicated that students wanted to be more pro active in their learning.We encouraged parents to bring their child to SSG meetings this year. Of the students who attended the SSG's about 25 % did not participate but teachers provided opportunities for the other students to participate where it was a simple as showing their work to parents to others who expressed their views and opinions about their learning that was encouraging to both parents and teachers. We want to build on the efforts made this year and support staff to facilitate student participation in their learning.
Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 6
Define Actions, Outcomes and Activities
Goal 1 To improve student learning gain in Reading.
12 Month Target 1.1 90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading & Writing component of ABLES.
12 Month Target 1.2 90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.
12 Month Target 1.3 The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.
12 Month Target 1.4 The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.
KIS 1Building practice excellence
Build a culture of collaboration focused on refining teacher practice to improve student outcomes and to measure the impact on student learning (BPE)
Actions Develop teacher capacity and understanding to analyse and use student data to plan for effective teaching in Reading.Develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.Develop teacher knowledge and capacity to work as effective teams utilising a PLC process, to improve reading outcomes through collaborative planning and assessment practices, including moderation.
Outcomes Students will:- engage in the selection of their learning goals specifically within the Reading & Viewing mode of the English learning area.- engage in sharing their Reading & Viewing goal and how they will know when they have been successful during SSGs.
Teachers will:- work with students to develop learning goals.- make learning goals explicit in every reading lesson.- regularly record evidence and progress of goal growth and achievement for every student. - regularly observe and provide feedback to peers to improve teacher practice.
Leaders will:- demonstrate and model the implementation of the Improvement Cycle to support improvement in student outcomes and teacher improved practice.
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 2
- mentor and guide staff to select, plan, implement and record reading learning goals within students' PLSP Supporting Documents.- provide specific feedback to teachers aimed to improve teacher practice.- clearly articulate the link between student progress data and the school's professional learning plan.- actively seek the views of students regarding the curriculum content, delivery and assessment.
Parents/carers will:- understand their child’s learning goals and how they can support achievement of the goal at home (long term goals).
Success Indicators - School Staff Survey.- Student Personalised Leaning & Support Plan Supporting Documents.- ABLES Round 1 and Round 2 Reading component comparative data.-Teaching and learning work programs.- Student Support Group Meeting minutes demonstrating collaboration and communication with students and their family.-Classroom observation notes.- PLC minutes demonstrating teacher reflection and feedback.- PLC operations and planning documents.- Professional learning log demonstrating teacher professional learning
Activities and Milestones Who Is this a PL Priority
When Budget
Allocate Instructional Leaders for Professional Learning Communities
Leadership Team PLP Priority
from:Term 1to:Term 4
$48,000.00
Equity funding will be used
Assign a Literacy Leader to work as part of the School Improvement Team
Leadership Team PLP Priority
from:Term 1to:Term 1
$35,000.00
Equity funding will be used
Provide school based professional learning to develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.
Teacher(s) PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 3
be used
Collect, moderate, analyse and evaluate specific Reading ABLES data Round 1 and Round 2
School Improvement Team PLP Priority
from:Term 2to:Term 4
$0.00
Equity funding will be used
Use the PLC structure to prioritise and set goals tom improve teacher practice specific to teaching and learning of reading.
Teacher(s) PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Literacy Leader complete Bastow Literacy Leader professional learning suite to build their capabilities and leadership skills.
Literacy Leader PLP Priority
from:Term 1to:Term 4
$3,000.00
Equity funding will be used
Assign a specific Curriculum Team to meet regularly to focus on the development of the whole school Reading and Viewing Program.
Curriculum Co-ordinator (s) PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Ongoing professional learning for the Literacy Leader via networking opportunities.
Literacy Leader PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
All students to have a targeted and individualised Reading & Viewing goal within their PLSP that has a direct link to assessment data.
Teacher(s) PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 4
be used
Seek feedback from parents and carers to identify their needs, expectations and capacity to support their child's reading skill development.
School Improvement Team PLP Priority
from:Term 2to:Term 2
$0.00
Equity funding will be used
Assess the current state of curriculum plans and assessments against the Victorian Curriculum for English.
Teacher(s) School Improvement Team
Literacy Leader
PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Review and evaluate the home Reading routine (R.E.D - Read Every Day)
Curriculum Co-ordinator (s) Teacher(s)
PLP Priority
from:Term 1to:Term 1
$0.00
Equity funding will be used
All classrooms to participate in the Premier's Reading Challenge Student(s) PLP Priority
from:Term 2to:Term 4
$0.00
Equity funding will be used
Share reading learning experiences regularly through the school newsletter and SeeSaw application.
Teacher(s) Literacy Leader
PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Review JSA's assessment schedule for the teaching and learning of reading and viewing goals.
Teacher(s) School Improvement Team
Literacy Leader
PLP Priority
from:Term 2to:Term 2
$0.00
Equity funding will
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 5
be used
Collect and analyse student learning data to identify staff professional learning needs.
School Improvement Team Literacy Leader
PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Allocate professional Practice Session each week to focus on the knowledge and skill development of teachers to improve student abilities in reading.
Teacher(s) PLP Priority
from:Term 2to:Term 4
$0.00
Equity funding will be used
Complete the 'Excellence in teaching and Learning: A School Leaders' guide to Improving Literacy and Numeracy Outcomes" document to identify actions that could be used to achieve our goal.
Curriculum Co-ordinator (s) Teacher(s)
School Improvement Team
Literacy Leader
PLP Priority
from:Term 1to:Term 4
$0.00
Equity funding will be used
Goal 2 To improve student voice and agency in their learning.
12 Month Target 2.1 The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018. The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 6
Percentage to be based on school based Student Voice survey.
12 Month Target 2.2 Student endorsement in AToSS for Student Voice and Agency will increase by three per cent
12 Month Target 2.3 Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent
KIS 1Empowering students and building school pride
Implement structures and processes that enable students and teachers to establish and monitor learning goals and track progress.
Actions Teachers empower students to have a democratic voice in the running of the communities in which they learnTeachers co-design opportunities for students to exercise authentic agency in their own learning which includes empowering their students to participate in SSG's to their level of cognitive development.Teachers to actively seek feedback from students within lessons and reflection at end of lessons of learning achieved.Teachers to become familiar with, and implement the Feedback strategy from HITs
Outcomes Students will:- be supported to express their views and share their learning at SSG's- participate in the selection of their learning goals - collaborate, listen and learn from peers- reflect / evaluate their learning in the form most appropriate for their level of cognitive and communication development.- express their views in school forums e.g. SRC or student voice committee
Teachers will:- work with students to develop learning goals.- ensure students understand their Learning Intentions - assist students to recognise their own learning - empower students to present their own ideas, opinions, knowledge and experience- provide opportunities for student voice and agency within the classroom- to diagnose issues and inform practice improvement- teachers will actively seek feedback and will use student feedback to improve their practice and student engagement
Leaders will:- provide a framework for student voice and agency inside and outside the classroom- seek feedback from students by actively seeking the views of students regarding their learning and school environment
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 7
Parents/carers will:- support their child's participation in SSG's- support their children to provide feedback on learning and school matters
Success IndicatorsAttitudes to School Student Survey shows increases in: - Student Voice and AgencySchool Staff Survey shows an increase in:- Ownership of Student Goals
Attendance of students at their own SSG will increase - school based dataParticipation of students at SSG's will increase - school based data.Minutes of SRC or other student forums show student voice has been heard and where appropriate changes made.
Activities and Milestones Who Is this a PL Priority
When Budget
Introduce communication between school and home through the use of the SeeSaw program. Parents will be able to reflect with their children and reinforce activites the students have completed during the day. Photos and videos will improve communication particulary with students with limited communication skills
Leadership Team Teacher(s)
PLP Priority
from:Term 1to:Term 4
$20,000.00
Equity funding will be used
Develop a policy and protecols for integrating Student Voice and Agency within the school program.
School Improvement Team PLP Priority
from:Term 1to:Term 2
$0.00
Equity funding will be used
Develop a framework for student participation in SSG meetings.
Establish expectation for student participation in SSG invitationsTeachers will establish ways of supporting their students to participate in SSG's and elicit guidance from therapy staff for
School Improvement Team Allied Health
PLP Priority
from:Term 1to:Term 2
$0.00
Equity funding will be used
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 8
supporting individual students to communicate their views.
Feedback strategies and protocols are developed for student voice in lesson reflection, classroom and school events. Teachers ensure that learning intentions are clear to students in daily activities
School Improvement Team PLP Priority
from:Term 2to:Term 3
$0.00
Equity funding will be used
Development of a framework for students participation in learning goal development.
Teachers will discuss learning goals with students and what helps the students learn. Teachers to enlist support from therapy staff to cater for student sensory needs which enables better participation in classroom activities
School Improvement Team Allied Health
PLP Priority
from:Term 2to:Term 4
$0.00
Equity funding will be used
Investigate training opportunity for Student Voice SIT for Bastow or other course
School Improvement Team PLP Priority
from:Term 1to:Term 4
$2,000.00
Equity funding will be used
Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 9
Equity Funding Planner Equity Spending Totals
Category Total proposed budget ($)
Spend ($)
Equity funding associated with Activities and Milestones $0.00 $0.00
Additional Equity funding $0.00 $0.00
Grand Total $0.00 $0.00
Activities and MilestonesActivities and Milestones When Category Total proposed
budget ($)Equity Spend ($)
Totals $0.00 $0.00
Additional Equity spendOutline here any additional Equity spend for 2019 When Category Total proposed
budget ($)Equity Spend ($)
Totals $0.00 $0.00
Jacana School for Autism (5555) - 2019 - AIP - Equity Funding PlanningPage 2
Professional Learning and Development Plan
Professional Learning Priority
Who When Key Professional Learning Strategies
Organisational Structure Expertise Accessed Where
Provide school based professional learning to develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.
Teacher(s) from:Term 1to:Term 4
Curriculum development Whole School Pupil Free Day
Departmental resourcesLiteracy Portal and Literacy Toolbox
On-site
Collect, moderate, analyse and evaluate specific Reading ABLES data Round 1 and Round 2
School Improvement Team
from:Term 2to:Term 4
Moderated assessment of student learning
Formal School Meeting / Internal Professional Learning Sessions
Internal staff Learning Specialist
Literacy Leaders
On-site
Use the PLC structure to prioritise and set goals tom improve teacher practice specific to teaching and learning of reading.
Teacher(s) from:Term 1to:Term 4
Collaborative Inquiry/Action Research team Peer observation including feedback and reflection
Formalised PLC/PLTs
PLC/PLT Meeting PLC Initiative On-site
Literacy Leader complete Bastow Literacy Leader professional learning suite to build their capabilities and leadership skills.
Literacy Leader
from:Term 1to:Term 4
Planning Preparation
Curriculum development
Timetabled Planning Day
Bastow program/course
Off-siteBastow
Ongoing professional learning for the Literacy
Literacy Leader
from:Term 1
Planning Network Professional Learning
VCAA Curriculum Specialist
Off-site
Jacana School for Autism (5555) - 2019 - AIP - Professional Learning Plan Page 2
Leader via networking opportunities.
to:Term 4
Preparation
Curriculum development
Literacy Leaders Literacy Leader for Networks
Allocate professional Practice Session each week to focus on the knowledge and skill development of teachers to improve student abilities in reading.
Teacher(s) from:Term 2to:Term 4
Planning Preparation
Curriculum development
Formal School Meeting / Internal Professional Learning Sessions
Departmental resourcesLiteracy Portal and Literacy Toolbox
On-site
Introduce communication between school and home through the use of the SeeSaw program. Parents will be able to reflect with their children and reinforce activites the students have completed during the day. Photos and videos will improve communication particulary with students with limited communication skills
Leadership Team Teacher(s)
from:Term 1to:Term 4
Student voice, including input and feedback
Whole School Pupil Free Day PLC/PLT Meeting
PLC Initiative External consultants
See Saw Trainers
On-site
Investigate training opportunity for Student Voice SIT for Bastow or other course
School Improvement Team
from:Term 1to:Term 4
Planning Student voice, including input and feedback
Network Professional Learning
Departmental resourcesBastow Trainers
Off-siteBastow Training Centre
Jacana School for Autism (5555) - 2019 - AIP - Professional Learning Plan Page 3