2016 School Annual Implementation Plan Template · Outcomes (AIP) schools will work with support...

2016 Annual Implementation Plan: for Improving Student Outcomes 0744 Lockwood Primary School 2016 BASED ON STRATEGIC PLAN 2015-2018

Endorsements

Guide to developing the Annual Implementation Plan: for Improving Student Outcomes

To focus effort where it is most needed, four priorities have been identified for the entire Victorian

government school system. The four priorities are:

Excellence in teaching and learning

Professional leadership

Positive climate for learning

Community engagement in learning.

Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and

evidence-based strategies that when implemented with consistency and depth help drive improved

student outcomes. The initiatives are associated with the four state-wide priorities, in the following

way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):

Priority Initiatives

Excellence in teaching and learning

Building practice excellence: Teachers, principals and schools will work together

Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs

Professional leadership Building leadership teams: Schools will strengthen their

succession planning, develop the capabilities of their leadership teams in using evidence

Positive climate for learning Empowering students and building school pride: Schools will

develop approaches that give students a greater say

Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students

Community engagement in learning

Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering

To guide the development of the 2016 Annual Implementation Plan: for Improving Student

Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL)

to conduct an annual evaluation of student outcomes data against the targets set in their School

Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or

more initiative.

Principal and teacher performance and development plans include explicit links with the AIP and the

School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives

to each individual’s plan. The Guidelines provide further context and detailed information to support

this work.

Endorsement by

School Principal

Signed……………………………………….

Name………………………………………….

Date……………………………………………

Endorsement by

School Council

Signed……………………………………….

Name………………………………………….

Date……………………………………………

Endorsement by

Senior Advisor

Signed……………………………………….

Name………………………………………….

Date……………………………………………

Summary page: the school’s priorities and initiatives

Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.

Priorities Initiatives

Excellence in teaching and learning Building practice excellence

Curriculum planning and assessment

Professional leadership Building leadership teams

Positive climate for learning Empowering students and building school pride

Setting expectations and promoting inclusion

Community engagement in learning Building communities

Initiatives Rationale:

Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention.

Rationale: Building Practice Excellence with strong links to Empowering Students and Building School Pride Our 2015-2018 Strategic Plan emphasises our commitment to ensuring every student is working in their Zone of Proximal Development (ZPD). A range of strategies were implemented in 2014 to support a more personalised, data-informed approach to student learning using data-informed planning and flexible grouping. Whilst these strategies continue to be embedded in our school-wide practice and have featured in 2014 and 2015 Performance and Development plans and AIPs, we have been seeking the next step in our journey. Currently, teachers analyse their students’ data and determine their next learning goal, to ensure they are working within their Zone of Proximal Development. We now want students to be able to look at their own work and identify what they’ve achieved and what their next area for development might be. The responsibility for learning and improvement will gradually shift from the teacher to the student. Equity funding will support teacher training in this area. Metacognition and Goal Setting are the key evidence based strategies that we will implement in 2016. We believe that through the development of these skills school wide, we will improve achievement levels and also address concerns in our SATSS data and POS feedback, relating to student engagement, motivation, connectedness and classroom behaviour (see data table below). In following this path we are confident that student ownership of learning will improve, with the P-6 students establishing their own short-term, specific goals based on analysis of their own work and data. Supporting this key goal will be the further development of whole-school approaches to curriculum and to fostering a safe, inclusive school culture as indicated by improvements in our student safety data (see table below). In 2016, we will take the next step in our journey towards a highly effective, whole school approach to literacy with the introduction of the high impact “Big Write and VCOP” strategy. This strategy directly supports our SSP goal to enhance oral literacy and is premised on the notion that “if you can’t say it, you can’t write it.”. Through rich, frequent oral literacy activities, children will learn the tools that help produce quality writing. They will also learn how to analyse their own writing, to identify strengths and then use this information to set their own very specific, short-term goals. The process directly supports our Metacognition and Goal Setting Focus in literacy. Our NAPLAN relative growth data for writing indicates that the whole school approach to writing is beginning to have an impact, with 2015 scoring the highest level of “high growth” and the lowest level of “low growth” in the last three years (see data below). Our P&D plans will reflect our commitment to Metacognition and Goal Setting as well as our plan to action this focus through the Big Write and VCOP strategy. Equity funding will support teacher Professional Development in Big Write/VCOP during Term One, 2016. As students achieve their goals and develop their metacognitive skills, we anticipate an impact on classroom learning environments, indicated by improved classroom behaviour, motivation and safety data (see below).

To support safe, inclusive, learning-focused classrooms, we plan to formalise our Circle Time processes and implement our revised behaviour management processes to embed a more restorative approach, school

wide. Equity funding will support the provision of weekly Circle Time in every classroom, by a trained Restorative Practitioner. This provision, along with our revised School-Wide Approach to Student Behaviour will be

the foundation for fostering safe, inclusive classrooms in which every child can thrive, indicated by improved parent perceptions and student safety data.

In line with our SSP, we are continuously developing whole-school approaches to support student learning. Whilst teachers’ personalities are all unique, we share a set of beliefs about: how children learn, how to

foster growth and development and the type of classroom environments that create the best conditions for learning. Our aim is to reduce variation between classrooms - whilst students experience different work

expectations, challenges and task complexity as they move through the school, the way teachers treat students and approach their social and academic learning will be consistent with The Lockwood Culture. The

revised Behaviour Management Process and the use of Circle Time to create calm, safe classrooms are both part of this.

SUMMARY: 2018 TARGETS AND ANNUAL IMPROVEMENT RESULTS

EVIDENCE SOURCE 2014 2015 2016 TARGET 2016 ACTUAL 2018 TARGET

NAPLAN Writing Scores Reduce % low growth 31.3 28.17 28 25.04

Increase % medium + high growth 53.0 58.3 72 63.6

AusVELS Speaking &

Listening

Increase % of As and Bs

by 50% from 2014

Prep 0 10 50

Grade 1 23.1 25.4 34.65

Grade 2 18.5 20.35 27.75

Grade 3 16 17.6 24.0

Grade 4 6.9 7.59 10.35

Grade 5 0 10 50

Grade 6 0 10 50

AusVELS Science Increase % of As and Bs

by 50% from 2014

Prep - 10 50

Grade 1 - 10 50

Grade 2 - 10 50

Grade 3 0 10 50

Grade 4 0 10 50

Grade 5 0 10 50

Grade 6 0 10 50

Staff Opinion Survey

(% endorsement)/

(mean)

Academic Emphasis 73/529 75.7/581.9 634.8

Collective focus on Student Learning 94/564 94.6/620.4 676.8

Guaranteed and viable curriculum 90/557 91/612.7 668.4

Collective responsibility 98/562 98.2/618.2 674.4

Teacher collaboration 611 672.1/672.1 733.2

Collective efficacy 568 624.8 681.6

Parent & Community Involvement 576 633 691.2

Parent Opinion Survey

Student Safety 5.17 5.68 6.20

Classroom Behaviour 3.97 4.36 4.76

Behaviour Management 5.56 6.12 6.67

Stimulating Learning 6.14 6.23 7.37

Learning Focus 5.99 6.09 7.18

School Improvement 5.96 6.56 7.15

Approachability 6.06 6.66 7.27

Reporting 5.89 6.48 7.07

Parent Input 5.85 5.90 7.02

Student Attitudes to

School Survey

Student Motivation 4.49 4.61 5.38

Stimulating Learning 4.08 4.27 4.89

Confidence 4.015 4.14 4.82

School Connectedness 4.32 4.39 5.18

Student Safety 4.43 4.87 5.32

Student Morale 5.64 6.20 6.20

Learning Confidence 4.08 4.48 4.89

Teacher Empathy 4.52 4.97 5.42

Key Improvement Strategies (KIS)

List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Initiative: KIS

Building practice excellence

1. Introduce school-wide framework for Explicit Teaching of Writing.

2. To implement a school-wide strategy to promote oral language as a key engagement tool.

3. Apply a range of strategies and rigorous assessment processes when determining AusVELS achievement across all domains and dimensions, including targeted dimensions.

4. Utilise data-informed planning, collaborative teaching, flexible grouping and classroom support mechanisms to ensure student learning needs are being addressed and monitor that all students are working in their zone of proximal development.

KIS EVIDENCE 2014 2016 TARGET 2016 ACTUAL 2018 TARGET

1 Improve NAPLAN Writing Scores: Grade 3→5 growth

53.0 58.3 63.6

2 Improve AusVELS Speaking & Listening results % of As and Bs – whole school

9.21 10.13 13.82

Empowering students and building school pride

Implement evidence-driven practices that are proven to increase student engagement levels and monitor their impact.

To engage parents in their child’s learning journey, as a strategy to enhance student engagement.

To implement a range of strategies that ensure students feel physically, emotionally and academically safe in all aspects of their education at Lockwood PS.

Implement productivity strategies that support improved achievement, including reducing interruptions to the learning program and maximising morning learning blocks

KIS EVIDENCE 2014 2016 TARGET 2016 ACTUAL 2018 TARGET

1 Improve NAPLAN Writing Scores: Grade 3→5 growth

53.0 58.3 63.6

2 Improve AusVELS Speaking & Listening results % of As and Bs – whole school

9.21 10.13 13.82

Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT

Goals

To increase school-wide student achievement in all domains.

Targets NAPLAN - to reduce the % of students achieving low growth and increase the percentage of students achieving medium and high growth by 20% over four years. To improve NAPLAN Writing Scores by 20% by 2018 (2014 =Low = 31% Medium = 50% High = 19% )

To achieve, by 2018, a 20% improvement from 2014 results in: Staff survey: Academic emphasis (2014 = 529 or 73% endorsementt) Collective focus on student learning (2014 = 564 or 94% endorsement) Guaranteed and viable curriculum (2014 = 557 or 90% endorsement) Collective responsibility (2014 =562 or 98% endorsement) Parent Opinion survey: Stimulating learning (2014 = 6.14) Learning focus (5.99) Student Attitudes to School Survey: Student motivation (2014 =4.49) Stimulating learning (2014 =4.08)

By 2018, achieve a 50% increase in the % of As and Bs in teacher-assessed AusVELS results school-wide from the 2014 average, in the following domains: speaking and listening (2014: Prep =0% Gr.1=23.1% Gr.2=18.5% Gr.3=16% Gr.4=6.9% Gr.5=0% Gr.6=0%) science (2014: Gr.3=0% Gr.4=0% Gr.5=0% Gr.6=0%)

To ensure, by 2018, that 100% of student s are achieving at least one year’s growth in AusVELS* standards or ABLES Targets, every twelve months.

12 month targets

NAPLAN - to reduce the % of students achieving low growth and increase the percentage of students achieving medium and high growth by 10% by 2016. (2014: Low=31.3% Medium=40.6% High=12.4%) 2016 Targets: Low = 28.17 Medium + High = 58.3 To improve NAPLAN Writing Scores by 10% from 2014 results : Grade 3 2014 mean-408.7 Grade 5 2015 mean=463.8 To achieve, by 2018, a 10% improvement from 2014 results in: Staff survey: Academic emphasis (2014 =73% ) 2016 target = 75.7% Collective focus on student learning (2014 =94%) 2016 target = 94.6% Guaranteed and viable curriculum (2014 =90%) 2016 target =91% Collective responsibility (2014 =98%) 2016 target = 98.2% Parent Opinion survey: Stimulating learning (2014 =6.14) 2016 target = 6.23 Learning focus (2014=5.99) 2016 target = 6.09 Student Attitudes to School Survey: Student motivation (2014 =4.49) 2016 Target = 4.61 Stimulating learning (2014 =4.08) 2016 Target = 4.27

By December 2015, achieve a 10% increase in the % of As and Bs in teacher-assessed AusVELS results school-wide from the 2014 average, in the following domains: speaking and listening:

o 2014: Prep =0% Gr.1=23.1% Gr.2=18.5% Gr.3=16% Gr.4=6.9% Gr.5=0% Gr.6=0% o 2016 Targets: Prep=10%, Gr.1=25.4% Gr.2=20.35 Gr.3=17.6 Gr.4=7.59 Gr.5=10% Gr.6=10%

Science: o 2014: Gr.3=0% Gr.4=0% Gr.5=0% Gr.6=0%

o 2016 Targets: Gr.Prep-6 = 10%

KIS ACTIONS:

what the school will do

HOW the school will do it

(including financial and human resources)

WHO has responsibility

WHEN timeframe for completion

SUCCESS CRITERIA: Markers of success reflecting observable changes in practice,

behaviour, and measures of progress

Integrate the entire

AusVELS-aligned

curriculum as part of

thematic inquiry,

including specialist

subjects and activities,

where possible, so that

every task and event

has relevance and

deepens understanding

of the thematic inquiry.

Teaching teams plan collaboratively, mindful

of key components:

Oral language focus/content vocab.

Weekly focus questions re-inquiry BIG Q.

Short term, specific goals set by students

Use of whole school inquiry planner

Excursions/activities address the Big Q.

Provide each team one day time release in 2nd

last week of each term using specialist teachers

to cover classes.

Specialists endeavour to link to each inquiry’s

‘big question’

Develop whole school inquiry planner

Major excursions financially supported by

Parents’ Club

Principal

Specialist teachers

Teachers

Teacher-Prin-

Parents’ Club

Jan.2016

End of each term

End of Feb. 2016

As planning

proceeds

Weekly planning documentation includes:

A focus question linked to the Inquiry BIG question

Oral language activities related to content vocab

Oral language activities to reinforce VCOP (from Term 2)

Flexible grouping sessions for literacy and numeracy

Time for metacognition and individual goal review/goal setting

Term planning documentation includes:

Inquiry BIG question

Weekly focus questions (these may alter as inquiry progresses)

Excursions/active learning tasks that address the Inquiry BIG

question

Text type focus and tasks are linked to the inquiry

Apply a range of

strategies and rigorous

assessment processes..

School-wide implementation of goal setting

and metacognition processes.

Teachers collaborate to determine format and

template for student-generated specific, short-

term goals in particular learning areas.

Staff Meetings include metacognition/goal

setting focus and time for sharing stories and

strategies.

Share learning/achievement data with students

as basis for reflection and subsequent personal

goal setting – using rubrics, success criteria,

VCOP-Big Write data, empirical data (test

results, on-demand, pre-post testing for flexible

grouping)

Provide time in the classroom for individual

data analysis, feedback and goal-setting as a

continuous, cyclical process and provide

opportunities for re-submission, re-try, re-write,

re-assessment to foster culture of continuous

improvement.

Include as goal on all teacher P&D plans

Staff PD sessions

Staff meetings

All teachers

All teachers

All teachers

By end of Term 1

Ongoing

Ongoing

Ongoing

By Feb. 2016

All teachers skilfully support students in goal setting.

Teachers determine common format* for student-generated specific,

short-term goals in particular learning areas.

*format may vary between teams (p-2,3-6)

Staff Meeting agenda includes time for professional sharing at start of

meeting.

All teachers share students’ learning data with them as basis for

individual goal setting. Data may come from:

rubrics, success criteria, VCOP-Big Write data (Term 2) , empirical data

(test results, on-demand, pre-post testing for flexible grouping)

Teachers’ planners show time for student metacognition, feedback,

goal setting in a range of formats including self, teacher, peer.

Teachers can show evidence of students improving* their work in light

of feedback at P&D meetings.

* re-submit, re-try, re-write, re-assess

All teacher P&D plans include a goal related to Metacognition/Goal

Setting/Feedback.

Utilise data-informed

planning, collaborative

teaching, flexible

grouping and classroom

support mechanisms to

ensure student learning

needs are being

addressed and monitor

that all students are

Provide time for teachers to plan within

grade-based teaching teams.

Widen the range of data sources used to

determine student learning needs, including

data generated through whole-school writing

model (Big Write/VCOP) and student-

generated goals.

Timetable provides 2-3 collaborative planning

time for each team.

Staff training/PD in Big Write/VCOP

Principal

All teachers

By Jan. 2016

By end of Term 1

Timetable facilitates at least 2 hours of team-based planning time.

Principal and team members observe teachers/students using a range

of data sources to determine student learning needs, including

students’ own goals and VCOP-Big Write data (from Term 2).

working in their zone of

proximal development.

Responsibility for goal-setting is handed over

to students. Student-generated goals are

considered when determining flexible

grouping & opportunities are created for

students to note their learning/growth.

School-wide data analysis and strategies to

collegiately address identified individual

learning needs.

Provide time in the classroom for individual

data analysis and goal-setting as a continuous,

cyclical process and provide opportunities for

re-submission, re-try, re-write, re-assessment to

foster culture of continuous improvement.

Undertake whole school data analysis for

number, reading, writing. School-wide flexible

groups are planned to target learning needs

more efficiently.

Train Education Support staff to facilitate daily,

mixed grade level, 15 minute intensive literacy

sessions to target foundation literacy skills

including sight words.

Staff member to provide extension classes for

identified students.

All teachers

All teachers

Education Support

Staff

Identified staff

From start of 2016

Week 3 of each

term

Commenced by

end of Term 1

Semester Two

Practice observed:

during classroom walk-throughs, focused on goal setting/feedback

during meeting sharing time

Meeting schedule includes whole school data analysis each term.

School-wide flexible grouping occurs for a staff-determined period, in

response to whole-school data analysis.

ES Staff are trained by end of Week 2.

Intensive literacy sessions operate at least three times per week for

identified students, based on phonemic awareness continuum.

Weekly extension classes operate for identified students.

Introduce school-wide

framework for Explicit

Teaching of Writing.

School-wide focus on metacognition and goal

setting.

Introduce Big Write/VCOP strategy.

Continue implementing Explicit Teaching of

Writing model, especially use of Text Types.

Continue to implement writing moderation

processes

Students generate short-term, specific goals for

writing, every 2-3 weeks.

Utilise Thursday PD sessions for this purpose in Term

One. Staff who attended initial training to on-train

teachers in VCOP

Allow reflection/sharing time in meetings.

Facilitate classroom visits, peer observation.

Share games and resources.

Regular discussion and professional sharing.

Consistent, whole-school approach

Secure whole-school PD in Big Write and VCOP

Ensure this is a focus of all teacher P&D plans

Text type focus appears on Inquiry Planning Template

Teachers follow the published text types scope and

sequence.

Participate in BRSN Moderation process

Undertake school-wide writing moderation

All teachers

Sally/Lauren

Principal/teachers

Principal

Principal/teachers

All teachers

All teachers

All teachers

From start of 2016

From start of 2016

From start of 2016

By end of Term 1

By Feb. 2016

From start of 2016

Terms 2 and 4

Terms 1 and 3

Writing goals sighted on Week 3 walk throughs

Sally/Lauren present 3x PD sessions on VCOP strategies in Term 1

Meeting agenda includes professional sharing time

Peer observation: Sem.1 – goals; Sem. 2 –VCOP

Whole school pro-formas, resources created and shared

All teachers participate in VCOP-Big Write PD

All teachers include a VCOP-Big Write goal in P&D plans

All term planners include text type focus appropriate to grade level

Participation in BRSN moderation T2 and T4

School-based writing moderation occurs in T1 and T3


ENGAGEMENT

Goals

To increase student engagement in the learning program.

Targets To improve 2014 outcomes in the Student Attitudes to School Survey components listed, to be at state average in all areas and above in 2 areas, by

2018:

learner stimulating learning, (2014 =4.08) 2014 State Average = 4.16

confidence (2014 = 4.015) 2014 State Average = 4.14

student motivation (2014 =4.49) 2014 State Average =4.58

school connectedness (2014 =4.32) 2014 State Average =4.39

To achieve a 50% increase in the % of As and Bs allocated via AusVELS teacher judgements from the 2014 average, in speaking and listening, by 2018.

o 2014: Prep =0% Gr.1=23.1% Gr.2=18.5% Gr.3=16% Gr.4=6.9% Gr.5=0% Gr.6=0% o 2018 Targets: Prep=50%, Gr.1=46.2% Gr.2=37% Gr.3=35.2% Gr.4=13.8 Gr.5=50% Gr.6=50%

To achieve a 20% improvement in the Parent survey components approachability, reporting and learning focus, by 2018.

Approachability: 2014=6.06 Reporting: 2014=5.89 Learning Focus: 2014=5.99

12 month targets

To improve 2014 outcomes in the Student Attitudes to School Survey components listed, to be at state average in three areas by end of 2016:

learner stimulating learning, (2014 =4.08) 2014 State Average = 4.16 2016 target=>4.16

confidence (2014 = 4.015) 2014 State Average = 4.14 2016 target=>4.14

student motivation (2014 =4.49) 2014 State Average =4.58 2016 target=>4.58

school connectedness (2014 =4.32) 2014 State Average =4.39 2016 target=>4.39

To achieve a 25% increase in the % of As and Bs allocated via AusVELS teacher judgements from the 2014 average, in speaking and listening, by end of 2016.

o 2014: Prep =0% Gr.1=23.1% Gr.2=18.5% Gr.3=16% Gr.4=6.9% Gr.5=0% Gr.6=0% o 2016 Targets: Prep=25%, Gr.1=28.8% Gr.2=23.12 Gr.3=20% Gr.4=8.62 Gr.5=25% Gr.6=25%

To achieve a 10% improvement in the Parent survey components approachability, reporting and learning focus, by end of 2016.

Approachability: 2014=6.06 2016 Target = 6.66 Reporting: 2014=5.89 2016 Target=6.48 Learning Focus: 2014=5.99 2016 Target=6.58

KIS ACTIONS:








Implement evidence-driven practices that are proven to increase student engagement levels and monitor their impact.

School-wide implementation of goal setting and metacognition processes.

Provide time in the classroom for individual data analysis, feedback and goal-setting as a continuous, cyclical process and provide opportunities for re-submission, re-try, re-write, re-assess to foster student engagement through ownership of their learning.

Teachers From start of 2016 Planners incorporate data analysis/goal setting/reflection time for

students.

Evidence that students have opportunities to address tasks again, in

light of feedback, eg. Evidence in Learning diary.

All students show growing understanding of how they learn and are

engaged in ongoing reflection of specific learning development.

To develop tools to measure a wider spectrum of engagement across the school.

Measure impact of metacognition/goal setting focus

Develop a tool to determine impact of goal setting processes on student engagement

Engagement Team By start of Term 2 By end of term one, members of the Engagement Team will have

developed a survey to gauge impact on student engagement.

To implement a school-wide strategy to promote oral language as a key engagement

Introduce the Big Write/VCOP process as the foundation of our school’s literacy program.

Implement embedded oral language expectations as part of the Big Write/VCOP process – “if they can’t say it, they can’t write it.”

Undertake Big Write-VCOP PD – supported by equity funding

Teachers led by Principal and Literacy Leader

All staff

From start of 2016

By end of Term 1

By December, all teachers are using the VCOP approach and Big Write is

occurring weekly.

Students are analysing their own Big Writes using VCOP highlighting by

Dec. 2016.

Teachers have taken part in VCOP-Big Write PD

tool. Seek and create opportunities for teacher training and development in strategies to foster and improve students’ oral language skills.

Speech Pathologist models oral language activities in P-2 classrooms Practise and share games and strategies in designated meeting time. Participate in BRSN Literacy PD day with Anne Bayetto

Speech pathologist and Principal Teachers

All staff

From start of 2016

From start of 2016

29.08.2016

Agreement is formed with new Speech Pathologist to model oral

language strategies in the P-2 classrooms.

Meetings include regular sharing and active learning from peers. Teams

designated to “lead” sharing section each fortnight.

All teachers participate in BRSN PD on 29.08.2016

To engage parents in their child’s learning journey, as a strategy to enhance student engagement.

Introduce processes to provide regular communication between school and home.

School-wide introduction of Communication Diary and parent:teacher email contact (replaces reading diary – checked daily)

School website and facebook page – continue

Sentral system enhanced – parents can view wellbeing and academic progress data

Student learning goals are shared with parents as they formulate and update them.

All teachers

Principal, B’manager, teacher - special resp’y Principal Teachers

From start of 2016 Continue Wellbeing – Term 1 Progress – Sem.2

From start of 2016

Communication diaries are in use school wide and replace reading diary

Teachers check diaries daily. Parents are informed of tasks via email.

Grade 4-6 catch up unfinished work at home.

Facebook page - upcoming events, reminders, celebrations.

Incidents are logged on Sentral & parents informed via email.

Academic progress can be viewed on Sentral (by end of Term 3)

Goals are glued into diary continuously throughout year and parents

indicate sighting goals.

To implement programs and strategies based on fostering a sense of familiarity, as a key tool to support smooth transitions

Inform and prepare parents and students for their next stage of transition. Inform the subsequent teacher about each student’s place on the developmental continuum through a formalised handover process.

Continue to implement Transition Evenings for each section of the school – P-2, 3-4, 5-6 Data gained from the goal setting process is shared with next year’s teacher. Sentral tracks student achievement of progression points and is unpacked during handover. Formalise handover process – time release in final weeks.

Principal , teachers Principal, teachers Principal Principal, teachers

Week prior to O’day Terms 1 and 4 By Term 2 Term Four

Transition evenings are held in the week prior to Orientation Day.

Handover week is held prior to transition evenings.


WELLBEING

Goals

To create a calm, safe, friendly, caring and inclusive environment that embodies the school motto of Learning, Caring, Laughing, Sharing.

Targets To achieve, by 2018, a 20% improvement from 2014 results in: Student Attitudes to School Survey: Student Safety (4.43). Student Morale (5.64)

Parent Opinion Survey: Student Safety (5.17) Classroom Behaviour (3.97) Behaviour Management (5.56)

To achieve eSMART accreditation by December 2016. To ensure all members of the school community have a voice and have opportunities for input, observation, feedback and communication

To improve staff survey results in the Parent and Community Involvement component by 20% over four years, from a mean of 576.

To improve Parent Opinion Survey results in the Parent Input component by 20% over four years, from a mean of 5.85.

To create a calm, safe, friendly, caring and inclusive environment that embodies the school motto of Learning, Caring, Laughing, Sharing.

12 month targets

To achieve, by 2016, a 10% improvement from 2014 results in: Student Attitudes to School Survey: Student Safety (4.43) 2016 Target= 4.87 Student Morale (5.64) 2016 Target =6.20

Parent Opinion Survey: Student Safety (5.17) 2016 Target=5.68 Classroom Behaviour (3.97) 2016 Target=4.36 Behaviour Management (5.56) 2016 Target = 6.12

To achieve eSMART accreditation by December 2016. To ensure all members of the school

community have a voice and have opportunities for input, observation, feedback and communication

To improve staff survey results in the Parent and Community Involvement component by 10% from a 2014 mean of 576. 2016 Target = 633

To improve Parent Opinion Survey results in the Parent Input component by 10% from a 2014 mean of 5.85 2016 Target=5.90

KIS ACTIONS:








To implement a range of strategies that ensure students feel physically, emotionally and academically safe in all aspects of their education at Lockwood PS.

Emphasise Circle Time as a key factor in creating classroom climate and school culture. Articulate and implement school-wide cultural expectations, based on a Restorative Practices philosophy. Implement strategies to enhance academic safety by creating a culture of continuous improvement via empowering students with tools to take control of and monitor their own improvement. Implement programs and processes to promote personal and social development.

Employ a trained Restorative Practices teacher to facilitate weekly Circle Time with each grade, supported with Equity Funding. Implement revised Student Behaviour Management process reviewed in 2015, supported with Equity Funding. Implementation of goal setting-feedback-metacognition processes to enhance students’ sense of academic safety. Continue to use the You Can Do It (YCDI) Program as foundation of our personal development program. As per previous years, the YCDI program will continue to cascade through a weekly. Implement Life Education Program – supported by Equity funding.

Principal All staff Teachers Principal/Whole School Principal/Teachers

From start of 2016 From start of 2016 From start of 2016 Continuing from 2014 Education Week, 2016

Timetable re-arranged to incorporate weekly circle time for each class, facilitated by Karry Gray – trained Restorative Practices teacher.

Revised Student Behaviour Management model is implemented from start of 2016 and includes Restorative Lunchtime Sessions and improved process for parent notification. JSC explain the new model to students during first two weeks of Term One, 2016. Individual, short-term, specific goal setting begins Week One 2016. VCOP strategies include peer feedback sessions, following writing at least every 2 weeks. Goals are openly shared within classrooms. YCDI focus is established each week and reinforced via cascading model – staff bulletin, Monday assembly, Wednesday newsletter, Friday assembly – Student of the Week awards. Life Education Van visit and follow-up activities executed by teachers.

To proactively address the issue of bullying including cyber bullying to create a zero-bullying school.

Actions outlined above. Provide opportunities for students to learn about and practice cybersafety

Continue to implement Cybersmart actions. P-2 students issued 1:1 netbooks for school use Achieve eSmart accreditation.

eSmart Coordinator,

teachers

eSmart Coordinator

Ongoing

By December 2016

Circle time is undertaken every week by every grade, using a trained

facilitator.

Computer licensing in Grades P-6 has strong eSmart emphasis.

Cybersmart site hyperlink on all netbooks.

To achieve eSMART accreditation by December 2016.

To implement structures and strategies which promote enhanced communication with and between all stakeholders.


School-wide introduction of Communication Diary and parent:teacher email contact (replaces reading diary – checked daily)

School website and facebook page – continue

Sentral system enhanced – parents can view wellbeing and academic progress data

Student learning goals are shared with parents as they formulate and update them.

All teachers

Principal, B’manager, teacher - special resp’y Principal Teachers

From start of 2016 Continue Wellbeing – Term 1 Progress – Sem.2 From start of 2016

Communication diaries implemented school wide Website is further developed to include curriculum content, homework and inquiry units. Parents view wellbeing data as it’s logged Parents view academic progress by Semester Two. Goals are shared via diary at least three times per term.

Inform the subsequent teacher about each student’s place on the developmental continuum through a formalised handover process.

Data gained from the goal setting process is shared with next year’s teacher. Sentral tracks student achievement of progression points and is unpacked during handover. Formalise handover process – time release in final weeks.

Principal, teachers Principal Principal, teachers

Terms 1 and 4 By Term 2 Term Four

Handover week is introduced in the week preceding Transition Sessions

(ie.two weeks before Orientation Day).

Sentral data is ready to be shared during handover week.


PRODUCTIVITY

Goals

To ensure human, physical and financial resources support achievement of our core purpose, defined as: “Ensuring that every child is working in their ZPD and feels both supported and appropriately challenged to achieve personal excellence.”

Targets See achievement targets.

Data informed-planning to be embedded in the pedagogical culture of the school by 2018, indicated by an improvement of 20%, in the following measures: Parent Survey: Learning Focus (2014=5.99) School Improvement (2014 = 5.96) Student Attitudes to School Survey: Learning Confidence (2014 = 4.08) Teacher Empathy (2014 = 4.52) Staff Survey: Teacher Collaboration (2014 = 611) Collective Efficacy (2014 = 568) Collective Responsibility (2014 = 562)

12 month targets

See achievement targets.

Data informed-planning to be embedded in the pedagogical culture of the school by end of 2016, indicated by an improvement of 10%, in the following measures: Parent Survey: Learning Focus (2014=5.99) School Improvement (2014 = 5.96) Student Attitudes to School Survey: Learning Confidence (2014 = 4.08) Teacher Empathy (2014 = 4.52) Staff Survey: Teacher Collaboration (2014 = 611) Collective Efficacy (2014 = 568) Collective Responsibility (2014 = 562)

KIS ACTIONS:








To implement a range

of improvement

strategies that support

the school to achieve

its definition of a

Centre of Excellence as

outlined in the

accompanying targets

and to ensure a

sustainable pattern of

growth based on

strong enrolment

trends.

Transition processes continue to attract new

prep enrolments.

See achievement strategies to ensure children

are working in ZPD and achieving growth

Continue positive school profile in local media

VCOP and Big Write strategies and embedded

goal setting support strong academic growth.

Better Buddies program continues.

Holiday Correspondence continues

See achievement strategies

Designate staff member as Media Liaison Officer

All teachers implement VCOP/Big Write/Goal

Setting/Feedback/Metacognition strategies

Claire Hannah

Sally Rule, Buddies

Staff

Media Liaison Officer

Teachers

Term 4 2015

Summer holidays

From start of 2016

From start of 2016

From start of 2016

Better Buddies program includes at least 1 x buddies activity session per

term, correspondence during Summer and prior to O’day, weekly escort

and supervision at assembly.

Student, parent and empirical feedback indicates students are

challenged and experiencing growth. Tool is developed to capture data

re: student perception of growth.

Media Liaison officers ensures the school appears in local media at least

once per term.

Teacher support initiatives and share student achievement

measures/progress internally and with parents.

Implement

productivity strategies

that support improved

achievement.

Utilise additional specialist time to directly support Student Learning program. Reduce interruptions to the learning program and maximising morning learning blocks;

0.2 allocation – Circle Time facilitation 0.2 allocation – extension program Daily intensive literacy group Gr.1-6 Enhance specialist program – Science, Art, Music, PE

Karry Gray

Jessie Rodgers S2

ES staff

Specialist staff

From start of 2016 Karry Gray facilitates 30-60 min sessions of Circle Time with every grade Sally Rule/Jessie Rodgers facilitate extension sessions for identified students. Intensive daily literacy support sessions are run for identified students, using literacy continuum.

Monitoring of Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT

Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date

Status Evidence Status Evidence

Teaching teams plan collaboratively, mindful of

key components:

1. Oral language focus/content vocab.

2. Weekly focus questions re-inquiry BIG Q.

3. Short term, specific goals set by students

4. Use of whole school inquiry planner

5. Excursions/activities address the Big Q.

1.

2.

3.

4.

5.

School-wide implementation of goal setting and

metacognition processes.

1. Provide time for teachers to plan within

grade-based teaching teams.

2. Widen the range of data sources used to

determine student learning needs,

including data generated through whole-

school writing model (Big Write/VCOP) and

student-generated goals.

3. Responsibility for goal-setting is handed

over to students.

4. Student-generated goals are considered

when determining flexible grouping.

5. Opportunities are created for students to

note their learning/growth.

6. School-wide data analysis and strategies to

collegiately address identified individual

learning needs.

1.

2.

3.

4.

5.

6.

1. School-wide focus on metacognition and

goal setting.

2. Introduce Big Write/VCOP strategy.

3. Continue implementing Explicit Teaching of

Writing model, especially use of Text Types.

4. Continue to implement writing moderation

processes

1.

2.

3.

4.

ENGAGEMENT



School-wide implementation of goal setting and

metacognition processes.

Measure impact of metacognition/goal setting

focus

Introduce the Big Write/VCOP process as the foundation of our school’s literacy program.

Seek and create opportunities for teacher training and development in strategies to foster and improve students’ oral language skills.


Inform and prepare parents and students for their next stage of transition.


WELLBEING



1. Emphasise Circle Time as a key factor in creating classroom climate and school culture.

2. Articulate and implement school-wide cultural expectations, based on a Restorative Practices philosophy.

3. Implement strategies to enhance academic safety by creating a culture of continuous improvement via empowering students with tools to take control of and monitor their own improvement.

4. Implement programs and processes to promote personal and social development.

Provide opportunities for students to learn about and

practice cybersafety

Introduce processes to provide regular

communication between school and home.


PRODUCTIVITY



2016 School Annual Implementation Plan Template · Outcomes (AIP) schools will work with support...

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