Langwarrin Park Primary School (5257)
Transcript of Langwarrin Park Primary School (5257)
Submitted for review by Denise Webster (School Principal) on 16 December, 2020 at 01:52 PM
Endorsed by Stanley Szuty (Senior Education Improvement Leader) on 16 December, 2020 at 02:30 PM
Awaiting endorsement by School Council President
Term 2 Monitoring submitted by Denise Webster (School Principal) on 18 June, 2021 at 11:58 AM
Monitoring and Assessment - 2021 Langwarrin Park Primary School (5257)
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 2
Monitoring and Assessment - 2021
Term 1 monitoring (optional)
Goal 1 2021 Priorities Goal
12 Month Target 1.1 Priority 1- Learning Catch Up and Extension
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for reading will be at least 60% and maintain
writing percentage at 65%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for reading will be at least 45%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for writing will be at least 25%.
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for Numeracy will be at least 47%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for Numeracy will be at least 35%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in reading will be 25%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in writing will be 26%.
By the end of 2021, the percentage of students who achieve at and beyond the expected level in reading (teacher judgement) will be
91%
By the end of 2021, the percentage of students who achieve at and beyond the expected level in writing(teacher judgement) will be
87%
Priority 2- Happy, Active and Healthy Kids
By the end of 2021, the percentage of positive responses on the Student Attitude to School Survey for student voice and agency will
be at least 73%.
Priority 3- Connected Schools
By the end of 2021, the percentage of positive responses on the Parent Opinion Survey for Parent Community Engagement will be at
least 72%.
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 3
KIS 1.a
Curriculum planning and
assessment
Learning, catch-up and extension priority
Actions Revisit and strengthen the use of HITS in classrooms, with a focus on differentiated teaching and goal setting.
Outcomes The expected changes in knowledge, skills and behaviours that will be observed (students, teachers, leaders and community) will be:
Teachers use HITS to plan units and lessons.
Students will know how lessons are structured and how this supports their learning.
Teachers will provide students with the opportunity to work at their level using differentiated resources.
Students will know and be able to articulate their next steps are to progress their learning.
Success Indicators Teachers' formative assessment data and teacher judgement data
Classroom observation and learning walks demonstrating take up of professional learning strategies
Student feedback on differentiation, the instructional model and use of common strategies
Differentiated curriculum documentation and evidence of student learning at different levels
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Establish processes/structures for collecting
and monitoring school-wide data School Improvement Team
Learning Specialist(s)
from:
Term 1
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 4
PLC Leaders to:
Term 4
Activity 2 Document plans for
coaching/mentoring/observation
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
0%
Activity 3 Schedule and organise professional learning
on formative assessment and collecting,
analysing, responding to and monitoring data
throughout the year.
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
0%
KIS 1.b
Health and wellbeing
Happy, active and healthy kids priority
Actions Refine whole school approach to wellbeing to consider actions at the leadership, teacher and student levels
Outcomes Teachers, leaders and the school community will share a common understanding of the whole school approach to wellbeing
Teachers and leaders will establish agreed monitoring processes and leaders will ensure these are visible for staff use
At-risk students will be identified and receive targeted support in a timely manner
Families of at-risk students will receive regular communication and support from the school
Success Indicators Classroom and peer observations
Documentation of frameworks, policies or programs
Teacher reports of student wellbeing concerns
Data used to identify students in need of targeted support
Delivery of the annual actions
for this KIS
Enablers
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 5
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Consult with staff on monitoring and referral
processes All Staff from:
Term 1
to:
Term 4
0%
Activity 2 Develop peer-observation process as agreed
by staff Assistant Principal
Student Wellbeing Co-ordinator
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 3 Plan for and schedule professional learning,
including subsequent sessions to determine
impact and review actions
Assistant Principal
Student Wellbeing Co-ordinator
School Improvement Team
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 4 Establish a regular time for the Wellbeing
Team to speak with staff and for staff to ask
questions
All Staff from:
Term 1
to:
Term 4
0%
KIS 1.c
Building communities
Connected schools priority
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 6
Actions Strengthen and embed the school-wide approach to communication with parents/carers/kin, incorporating the new ways in which
schools connected during remote and flexible learning.
Outcomes Leaders will prioritise time for staff to communicate and build relationships with parents/carers/kin
Teachers will have strong relationships with students and parents/carers/kin
Students will feel connected to their school and have positive attitudes to attendance
Success Indicators Observations and learning walks demonstrate use of digital learning
Whole school surveys (SSS, AToSS)
Student/staff/parent/carer/kin focus groups and interviews
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Prioritise collaboration time in PLCs/PLTs
and share effective digital learning and
relationship building strategies
School Improvement Team
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 1
to:
Term 4
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 7
Activity 2 Plan for on-going professional development
on integrating digital learning
Assistant Principal from:
Term 1
to:
Term 4
0%
Activity 3 Allocate time for teachers to communicate
with parents/carers/kin. Where there are
siblings at the school, nominate one teacher
as their key contact
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 2
to:
Term 4
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 2
Monitoring and Assessment - 2021
Mid-year monitoring
Goal 1 2021 Priorities Goal
12 Month Target 1.1 Priority 1- Learning Catch Up and Extension
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for reading will be at least 60% and maintain
writing percentage at 65%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for reading will be at least 45%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for writing will be at least 25%.
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for Numeracy will be at least 47%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for Numeracy will be at least 35%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in reading will be 25%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in writing will be 26%.
By the end of 2021, the percentage of students who achieve at and beyond the expected level in reading (teacher judgement) will be
91%
By the end of 2021, the percentage of students who achieve at and beyond the expected level in writing(teacher judgement) will be
87%
Priority 2- Happy, Active and Healthy Kids
By the end of 2021, the percentage of positive responses on the Student Attitude to School Survey for student voice and agency will
be at least 73%.
Priority 3- Connected Schools
By the end of 2021, the percentage of positive responses on the Parent Opinion Survey for Parent Community Engagement will be at
least 72%.
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 3
KIS 1.a
Curriculum planning and
assessment
Learning, catch-up and extension priority
Actions Revisit and strengthen the use of HITS in classrooms, with a focus on differentiated teaching and goal setting.
Outcomes The expected changes in knowledge, skills and behaviours that will be observed (students, teachers, leaders and community) will be:
Teachers use HITS to plan units and lessons.
Students will know how lessons are structured and how this supports their learning.
Teachers will provide students with the opportunity to work at their level using differentiated resources.
Students will know and be able to articulate their next steps are to progress their learning.
Success Indicators Teachers' formative assessment data and teacher judgement data
Classroom observation and learning walks demonstrating take up of professional learning strategies
Student feedback on differentiation, the instructional model and use of common strategies
Differentiated curriculum documentation and evidence of student learning at different levels
Delivery of the annual actions
for this KIS
Partially Completed
Enablers
What enablers are
supporting the
delivery of this KIS?
Access to resources/programs (i.e. HITS, PLC, Teaching partners, targeted funding)
Sufficient time allocated
Key Improvement Strategies are able to be implemented
Staff capability and consistency of practice
Positive staff culture and readiness for change
Workforce stability and effective change management practices
Barriers
What barriers are
impeding the delivery
of this KIS?
Time constraints i.e. not enough time allocated
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 4
Commentary on progress
What changes in
behaviour / practice /
mindset have been
observed?
What is the evidence?
• Establishment of whole school collegiate observation model. Embedded into weekly timetable to build professional learning
strategies and consistency of practice
• Classroom observations have been focused on improving differentiation within the following areas - guided reading,
reciprocal reading and small group conferencing. Staff have observed and built skills around using explicit decoding practices and
their use of explicit phonics instruction using Spalding sound cards to cater for varying student ability
• Learning Specialists have been modelling problem solving strategies in the area of Mathematics
• Teachers use Essential Assessment, PM Benchmarking, LPPS writing spreadsheet and observational data to monitor
student needs of where they are at and what their next steps will be.
• MOI data is used for goal setting in junior school
• Junior and Middle school plan flexible groupings and include enabling and extending prompts to meet student goals.
• Senior school use flexible groupings and have the use of the SEVR PLC Practice Instructor. High Ability students are
supported through the use of our Mathematics Leader
• Documentation of differentiation is gathered through-LPPS writing spreadsheet, whole school reading data and Math touch
point spreadsheets.
Future planning
What action will be
taken next?
What support is
required?
• Due to a lack of Learning Walks being scheduled, Learning Walks will be timetabled into the leadership weekly schedule
• Year level weekly planning documents will be audited to review the content. A focus on identifying the learning needs of
students for differentiation when planning.
• Review of the current data wall template is in progress in order to clearly identify the growth of students across time
• Next semester the weekly meeting schedule will be built to include further whole staff professional development on
Formative Assessment with Dylan William.
OPTIONAL: Upload Evidence 1. 2021 MOI data .xlsx - 115MOI.pdf (0.08 MB)
2. AfL Presentation for staff meeting 19_4_21 (2).pptx (0.49 MB)
3. LPPS Narrative P-6 2021_ - Post Narrative 3.pdf (0.27 MB)
4. LPPS Narrative P-6 2021_ - Pre Narrative 3.pdf (0.23 MB)
5. Maths Groups.pdf (0.05 MB)
6. Mult_Div Touchpoints Checklist.xlsx - Sheet1.pdf (0.15 MB)
7. PLC Learning Log Mult Div Year 5 .pdf (0.12 MB)
8. Reciprocal Teaching presentation staff meeting Term 1 2021.pptx (15.50 MB)
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 5
9. TLC_PAP_form_yr1 (1).doc (0.04 MB)
10. TLC_PLOS_form_yr1 (1).doc (0.04 MB)
Activities and Milestones Activity Who When Percentage complete
Activity 1 Establish processes/structures for collecting
and monitoring school-wide data School Improvement Team
Learning Specialist(s)
PLC Leaders
from:
Term 1
to:
Term 4
100%
Activity 2 Schedule and organise professional learning
on formative assessment and collecting,
analysing, responding to and monitoring data
throughout the year.
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
50%
Activity 3 Document plans for
coaching/mentoring/observation
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
25%
KIS 1.b
Health and wellbeing
Happy, active and healthy kids priority
Actions Refine whole school approach to wellbeing to consider actions at the leadership, teacher and student levels
Outcomes Teachers, leaders and the school community will share a common understanding of the whole school approach to wellbeing
Teachers and leaders will establish agreed monitoring processes and leaders will ensure these are visible for staff use
At-risk students will be identified and receive targeted support in a timely manner
Families of at-risk students will receive regular communication and support from the school
Success Indicators Classroom and peer observations
Documentation of frameworks, policies or programs
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 6
Teacher reports of student wellbeing concerns
Data used to identify students in need of targeted support
Delivery of the annual actions
for this KIS
Completed
Enablers
What enablers are
supporting the
delivery of this KIS?
Sufficient budget
Sufficient time allocated
Key Improvement Strategies are able to be implemented
Improvement efforts are well focussed (the school was able to prioritise well)
Staff capability and consistency of practice
Positive staff culture and readiness for change
Workforce stability and effective change management practices
Barriers
What barriers are
impeding the delivery
of this KIS?
Commentary on progress
What changes in
behaviour / practice /
mindset have been
observed?
What is the evidence?
• There has been an increase in the number of incidences documented on Sentral as staff have developed clarity in the
processes. This improved documentation has led to an increased level of referral through to support services. eg SSS, Psychologist
etc.
• An increase in discussion during PLC meetings around students of concern. These students are included on PLC agendas
for which is a consistent practice across the school.
• All year levels use the THRIVE diaries as part of their wellbeing approach.
• Staff capacity has been built through a number of professional development programs such as:
Safe Minds, Respectful Relationships. Protective Intervention Training, Safe Schools, Child Safe Standards and Challenging
Behaviours with Sarah Roney.
• All year level staff have completed a Students At Risk survey each term
• The Leadership Team have begun to complete the Berry Street Trauma Education model PD
• Dog Therapy training has been completed by two staff members.
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 7
Future planning
What action will be
taken next?
What support is
required?
Some future actions that need to be undertaken (Term 3) include:
• Continuing to build consistency.-Parent education, CRTs
• After completing the first session of the Berry Street model, the leadership team reflected on the need to improve strategies
that will enable the building of a common language and common practice. eg Ready for Learning This will be investigated further in
order to develop a plan of implementation across the school
• Continuing to focus on positive education eg THRIVE
• Continuing to educate staff in managing challenging behaviours
• Improving common practice a peer observation process will be established and implemented.
OPTIONAL: Upload Evidence 1. Mid Year 2021 Students at Risk Assessment Tool.xlsx - T 1 Foundation.pdf (0.11 MB)
2. PLT Wellbeing March 2021.docx (0.04 MB)
Activities and Milestones Activity Who When Percentage complete
Activity 1 Develop peer-observation process as agreed
by staff Assistant Principal
Student Wellbeing Co-ordinator
PLC Leaders
from:
Term 1
to:
Term 4
25%
Activity 2 Plan for and schedule professional learning,
including subsequent sessions to determine
impact and review actions
Assistant Principal
Student Wellbeing Co-ordinator
School Improvement Team
PLC Leaders
from:
Term 1
to:
Term 4
75%
Activity 3 Establish a regular time for the Wellbeing
Team to speak with staff and for staff to ask
questions
All Staff from:
Term 1
to:
Term 4
100%
Activity 4 Consult with staff on monitoring and referral
processes All Staff from:
Term 1
75%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 8
to:
Term 4
KIS 1.c
Building communities
Connected schools priority
Actions Strengthen and embed the school-wide approach to communication with parents/carers/kin, incorporating the new ways in which
schools connected during remote and flexible learning.
Outcomes Leaders will prioritise time for staff to communicate and build relationships with parents/carers/kin
Teachers will have strong relationships with students and parents/carers/kin
Students will feel connected to their school and have positive attitudes to attendance
Success Indicators Observations and learning walks demonstrate use of digital learning
Whole school surveys (SSS, AToSS)
Student/staff/parent/carer/kin focus groups and interviews
Delivery of the annual actions
for this KIS
Partially Completed
Enablers
What enablers are
supporting the
delivery of this KIS?
Sufficient budget
Access to resources/programs (i.e. HITS, PLC, Teaching partners, targeted funding)
Key Improvement Strategies are able to be implemented
Staff capability and consistency of practice
Positive staff culture and readiness for change
Barriers Time constraints i.e. not enough time allocated
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 9
What barriers are
impeding the delivery
of this KIS?
Commentary on progress
What changes in
behaviour / practice /
mindset have been
observed?
What is the evidence?
A broad range of communication to parents and carers has been implemented to enhance parent knowledge of learning programs,
events and current news. This communication continues to build relationships with both parents, carers and students enabling them
to feel more connected to their school.
• Teachers have communicated with parents more consistently. Most have developed a deeper understanding of the need to
develop positive and productive relationships
• Parent teacher interviews were held at the beginning of the year to build parent teacher relationships and student
connectedness to their new teacher and their environment
• Mid- year parent teacher interviews are scheduled to be held via webex or a phone call with all teachers expected to make
contact with every child’s parent within their class.
• A newsletter is sent out fortnightly to keep parents updated with current news and events that are happening within the
school
• The Class Rep initiative has continued to be implemented with some teachers working closely with their rep to ensure
consistent communication
• Dojo messaging continues to be used by individual staff and as a whole school communication tool where parents are able
to provide and receive direct communication with the class teachers.
As we entered remote learning during Term 2, there was a seamless transition due to the communication between parents and staff.
Our whole school website was used as a tool for learning with parents moving easily into this space.
• Google classroom and dojo portfolio were used to continue the communication between students, parents and the school
• Remote learning face to face contact was increased via webex or google classroom. There was an increased contact via
small group, one on one and whole group instruction to support the learning of students and to build closer relationships with
parents.
On return to school the AtoSS was administered to all students in Years 4-6.
Future planning
What action will be
taken next?
What support is
required?
Some future actions that need to be undertaken (Term 3) include:
• Continuing work with staff to build knowledge and understanding of benefits of parent engagement with the school.
• Continuation of consistent messaging across levels
• Develop a timetable for Learning Walk observations
• Develop a process to feedback to staff around the Learning Walk observations
• Continue to facilitate parent class rep meetings
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 10
• Engaging parents in a range of activities directly linked to learning in the classroom eg Year Level Expos
• Continuing to work with teachers to develop a range of effective feedback process.
OPTIONAL: Upload Evidence 1. Home Learning Website.docx (0.18 MB)
2. Newsletter.pdf (2.27 MB)
Activities and Milestones Activity Who When Percentage complete
Activity 1 Plan for on-going professional development
on integrating digital learning
Assistant Principal from:
Term 1
to:
Term 4
25%
Activity 2 Prioritise collaboration time in PLCs/PLTs
and share effective digital learning and
relationship building strategies
School Improvement Team
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 1
to:
Term 4
75%
Activity 3 Allocate time for teachers to communicate
with parents/carers/kin. Where there are
siblings at the school, nominate one teacher
as their key contact
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 2
to:
Term 4
50%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 2
Monitoring and Assessment - 2021
Term 3 monitoring (optional)
Goal 1 2021 Priorities Goal
12 Month Target 1.1 Priority 1- Learning Catch Up and Extension
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for reading will be at least 60% and maintain
writing percentage at 65%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for reading will be at least 45%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for writing will be at least 25%.
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for Numeracy will be at least 47%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for Numeracy will be at least 35%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in reading will be 25%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in writing will be 26%.
By the end of 2021, the percentage of students who achieve at and beyond the expected level in reading (teacher judgement) will be
91%
By the end of 2021, the percentage of students who achieve at and beyond the expected level in writing(teacher judgement) will be
87%
Priority 2- Happy, Active and Healthy Kids
By the end of 2021, the percentage of positive responses on the Student Attitude to School Survey for student voice and agency will
be at least 73%.
Priority 3- Connected Schools
By the end of 2021, the percentage of positive responses on the Parent Opinion Survey for Parent Community Engagement will be at
least 72%.
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 3
KIS 1.a
Curriculum planning and
assessment
Learning, catch-up and extension priority
Actions Revisit and strengthen the use of HITS in classrooms, with a focus on differentiated teaching and goal setting.
Outcomes The expected changes in knowledge, skills and behaviours that will be observed (students, teachers, leaders and community) will be:
Teachers use HITS to plan units and lessons.
Students will know how lessons are structured and how this supports their learning.
Teachers will provide students with the opportunity to work at their level using differentiated resources.
Students will know and be able to articulate their next steps are to progress their learning.
Success Indicators Teachers' formative assessment data and teacher judgement data
Classroom observation and learning walks demonstrating take up of professional learning strategies
Student feedback on differentiation, the instructional model and use of common strategies
Differentiated curriculum documentation and evidence of student learning at different levels
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Schedule and organise professional learning
on formative assessment and collecting, School Improvement Team
PLC Leaders
from:
Term 1
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 4
analysing, responding to and monitoring data
throughout the year. Learning Specialist(s) to:
Term 4
Activity 2 Establish processes/structures for collecting
and monitoring school-wide data School Improvement Team
Learning Specialist(s)
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 3 Document plans for
coaching/mentoring/observation
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
0%
KIS 1.b
Health and wellbeing
Happy, active and healthy kids priority
Actions Refine whole school approach to wellbeing to consider actions at the leadership, teacher and student levels
Outcomes Teachers, leaders and the school community will share a common understanding of the whole school approach to wellbeing
Teachers and leaders will establish agreed monitoring processes and leaders will ensure these are visible for staff use
At-risk students will be identified and receive targeted support in a timely manner
Families of at-risk students will receive regular communication and support from the school
Success Indicators Classroom and peer observations
Documentation of frameworks, policies or programs
Teacher reports of student wellbeing concerns
Data used to identify students in need of targeted support
Delivery of the annual actions
for this KIS
Enablers
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 5
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Consult with staff on monitoring and referral
processes All Staff from:
Term 1
to:
Term 4
0%
Activity 2 Establish a regular time for the Wellbeing
Team to speak with staff and for staff to ask
questions
All Staff from:
Term 1
to:
Term 4
0%
Activity 3 Develop peer-observation process as agreed
by staff Assistant Principal
Student Wellbeing Co-ordinator
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 4 Plan for and schedule professional learning,
including subsequent sessions to determine
impact and review actions
Assistant Principal
Student Wellbeing Co-ordinator
School Improvement Team
PLC Leaders
from:
Term 1
to:
Term 4
0%
KIS 1.c
Building communities
Connected schools priority
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 6
Actions Strengthen and embed the school-wide approach to communication with parents/carers/kin, incorporating the new ways in which
schools connected during remote and flexible learning.
Outcomes Leaders will prioritise time for staff to communicate and build relationships with parents/carers/kin
Teachers will have strong relationships with students and parents/carers/kin
Students will feel connected to their school and have positive attitudes to attendance
Success Indicators Observations and learning walks demonstrate use of digital learning
Whole school surveys (SSS, AToSS)
Student/staff/parent/carer/kin focus groups and interviews
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Plan for on-going professional development
on integrating digital learning
Assistant Principal from:
Term 1
to:
Term 4
0%
Activity 2 Allocate time for teachers to communicate
with parents/carers/kin. Where there are School Improvement Team from:
Term 2
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 7
siblings at the school, nominate one teacher
as their key contact
PLC Leaders
Teacher(s)
to:
Term 4
Activity 3 Prioritise collaboration time in PLCs/PLTs
and share effective digital learning and
relationship building strategies
School Improvement Team
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 1
to:
Term 4
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 2
Monitoring and Assessment - 2021
End-of-year monitoring
Goal 1 2021 Priorities Goal
12 Month Target 1.1 Priority 1- Learning Catch Up and Extension
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for reading will be at least 60% and maintain
writing percentage at 65%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for reading will be at least 45%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for writing will be at least 25%.
By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for Numeracy will be at least 47%.
By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for Numeracy will be at least 35%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in reading will be 25%.
By the end of 2021, the percentage of students who achieve beyond benchmark growth in writing will be 26%.
By the end of 2021, the percentage of students who achieve at and beyond the expected level in reading (teacher judgement) will be
91%
By the end of 2021, the percentage of students who achieve at and beyond the expected level in writing(teacher judgement) will be
87%
Priority 2- Happy, Active and Healthy Kids
By the end of 2021, the percentage of positive responses on the Student Attitude to School Survey for student voice and agency will
be at least 73%.
Priority 3- Connected Schools
By the end of 2021, the percentage of positive responses on the Parent Opinion Survey for Parent Community Engagement will be at
least 72%.
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 3
Has this 12 month target met Not Met
KIS 1.a
Curriculum planning and
assessment
Learning, catch-up and extension priority
Actions Revisit and strengthen the use of HITS in classrooms, with a focus on differentiated teaching and goal setting.
Outcomes The expected changes in knowledge, skills and behaviours that will be observed (students, teachers, leaders and community) will be:
Teachers use HITS to plan units and lessons.
Students will know how lessons are structured and how this supports their learning.
Teachers will provide students with the opportunity to work at their level using differentiated resources.
Students will know and be able to articulate their next steps are to progress their learning.
Success Indicators Teachers' formative assessment data and teacher judgement data
Classroom observation and learning walks demonstrating take up of professional learning strategies
Student feedback on differentiation, the instructional model and use of common strategies
Differentiated curriculum documentation and evidence of student learning at different levels
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 4
Activity 1 Establish processes/structures for collecting
and monitoring school-wide data School Improvement Team
Learning Specialist(s)
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 2 Document plans for
coaching/mentoring/observation
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
0%
Activity 3 Schedule and organise professional learning
on formative assessment and collecting,
analysing, responding to and monitoring data
throughout the year.
School Improvement Team
PLC Leaders
Learning Specialist(s)
from:
Term 1
to:
Term 4
0%
KIS 1.b
Health and wellbeing
Happy, active and healthy kids priority
Actions Refine whole school approach to wellbeing to consider actions at the leadership, teacher and student levels
Outcomes Teachers, leaders and the school community will share a common understanding of the whole school approach to wellbeing
Teachers and leaders will establish agreed monitoring processes and leaders will ensure these are visible for staff use
At-risk students will be identified and receive targeted support in a timely manner
Families of at-risk students will receive regular communication and support from the school
Success Indicators Classroom and peer observations
Documentation of frameworks, policies or programs
Teacher reports of student wellbeing concerns
Data used to identify students in need of targeted support
Delivery of the annual actions
for this KIS
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 5
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Consult with staff on monitoring and referral
processes All Staff from:
Term 1
to:
Term 4
0%
Activity 2 Establish a regular time for the Wellbeing
Team to speak with staff and for staff to ask
questions
All Staff from:
Term 1
to:
Term 4
0%
Activity 3 Develop peer-observation process as agreed
by staff Assistant Principal
Student Wellbeing Co-ordinator
PLC Leaders
from:
Term 1
to:
Term 4
0%
Activity 4 Plan for and schedule professional learning,
including subsequent sessions to determine
impact and review actions
Assistant Principal
Student Wellbeing Co-ordinator
School Improvement Team
PLC Leaders
from:
Term 1
to:
Term 4
0%
KIS 1.c Connected schools priority
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 6
Building communities
Actions Strengthen and embed the school-wide approach to communication with parents/carers/kin, incorporating the new ways in which
schools connected during remote and flexible learning.
Outcomes Leaders will prioritise time for staff to communicate and build relationships with parents/carers/kin
Teachers will have strong relationships with students and parents/carers/kin
Students will feel connected to their school and have positive attitudes to attendance
Success Indicators Observations and learning walks demonstrate use of digital learning
Whole school surveys (SSS, AToSS)
Student/staff/parent/carer/kin focus groups and interviews
Delivery of the annual actions
for this KIS
Enablers
Barriers
Commentary on progress
Future planning
OPTIONAL: Upload Evidence
Activities and Milestones Activity Who When Percentage complete
Activity 1 Prioritise collaboration time in PLCs/PLTs
and share effective digital learning and
relationship building strategies
School Improvement Team
School Improvement Team
PLC Leaders
from:
Term 1
to:
Term 4
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 7
Teacher(s)
Activity 2 Plan for on-going professional development
on integrating digital learning
Assistant Principal from:
Term 1
to:
Term 4
0%
Activity 3 Allocate time for teachers to communicate
with parents/carers/kin. Where there are
siblings at the school, nominate one teacher
as their key contact
School Improvement Team
PLC Leaders
Teacher(s)
from:
Term 2
to:
Term 4
0%
Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 8
Monitoring and Self-assessment - 2021
SEIL Feedback
Submitted Feedback
Mid Cycle Comments The school has gained strong traction in the three DET Priority areas, acknowledging the disruption of Lockdown 3 and Lockdown 4. The
Learning, catch-up and extension priority has seen a strong focus on establishing a school collegiate observation model with an emphasis on differentiation within
guided reading, reciprocal reading and small group conferencing. The school has also supported flexible groupings to enable students to meet their learning goals, in
particular, high performing students. The school is to be commended for their successful implementation of the Tutor Learning Initiative that has ensured individualised
learning to identified students. The Happy, active and healthy kids priority has witnessed a continued commitment by all staff to student engagement and wellbeing.
Evidence of this includes the teaching of Safe Minds, Respectful Relationships. Protective Intervention Training, Safe Schools, Child Safe Standards and Challenging
Behaviours to address and support student wellbeing and mental health. The Sentral portal is being used more consistently when reporting incidences and
communicating with parents and caregivers. The Connected schools priority has witnessed a continued commitment by all staff to ensure a high level of communication
to parents and care givers in relation to learning programs and school events. Communication channels included Google classroom, Class Representative initiative and
dojo portfolios. In addition, there was also a strong focus on student engagement, mental health and wellbeing.
Submitted by Stanley Szuty (SEIL) on 12 July, 2021 at 07:50 AM