Report · Web viewKey Improvement Strategies and Significant Projects What (Actions)the activities...
Transcript of Report · Web viewKey Improvement Strategies and Significant Projects What (Actions)the activities...
Annual Implementation Plan 2015Dorset Primary School No. 5132Based on Strategic Plan developed for 2013 - 2016
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Endorsement by School Council
Insertion of a tick ( ) in the next column indicates that the School Principal, as Executive Officer of the School Council, verifies that this Annual Implementation Plan was endorsed at a meeting of School Council.
John Jacobs
Endorsement by Regional Network Leader
Insertion of a tick () in the next column indicates that the Regional Network Leader has endorsed this Annual Implementation Plan
Debbie Locco
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Strategic Intent
Goals Targets One Year Targets
Student Learning To improve student outcomes in Literacy, Numeracy and the broader curriculum
VELS Teacher JudgementsThe percentage of students above the expected VELS level (score A or B) will increase:Reading from 42% in 2011 to 50% in 2016Writing from 33% in 2011 to 41% in 2016Speaking and Listening from 24% in 2011 to 32% in 2016Number from 44% in 2011 to 52% in 2016Measurement, Chance & Data from 27% in 2011 to 35% in 2016
NAPLAN Targets:By 2016 English and Numeracy (all dimensions):Year 3: 85% above Band 3 and 50% above Band 4Year 5: 85% above Band 5 and 50% above Band 6
Naplan Results 2014:Student Relative Growth Gr 3-521%low 50% medium 29% high
AusVELS Teacher Judgements
The percentage of students above the expected AusVELS level (score A or B) will be:Reading and Viewing: 50%Writing: 39%Speaking and Listening: 30%Number and Algebra: 48%Measurement and Geometry 31%Statistics and Probability: 31%
NAPLAN Targets:
Year 3: 80% above Band 3 and 40% above Band 4Year 5: 80% above Band 5 and 45% above Band 6
Student Relative Growth Gr 3-5:
17% low 50% medium 33% high
Strategic Intent (Continued)
Goals Targets One Year Targets
Student Engagement and Wellbeing
To improve student engagement in learning and their feelings of wellbeing.
Student Attitudes to School Survey Improve scores for both girls and boys on the following measures:Learning Confidence: from 3.84 in 2012 to 5.25 in 2016School Connectedness: from 4.00 in 2012 to 4.60 in 2016 Student Motivation: from 4.41 in 2012 to 4.70 in 2016 Classroom Behaviour: from 2.81 in 2012 to 3.60 in 2016 Student Safety: from 4.19 in 2012 to 4.50 in 2016
Parent Opinion Survey Improve scores on the following measures:Social Skills from 5.68 in 2011 to 6.0 in 2016Connectedness to Peers from 5.89 in 2011 to 6.0 in 2016Classroom Behaviour from 3.71 in 2011 to 4.0 in 2016
Staff Opinion Survey Improve scores on the following measures:Student Behaviour (time) from 86.4 in 2011 to 90.0 in 2016Student Behaviour (school) from 68.8 in 2011 to 85.0 in 2016Student Motivation from 5.98 in 2011 to 6.50 in 2016
Student Attitudes to School Survey
Learning Confidence: 4.60School Connectedness: 4.50Student Motivation: 4.70Classroom Behaviour: 4.00Student Safety: 4.70
Parent Opinion Survey
Social Skills: 5.92Connectedness to Peers: 6.00Classroom Behaviour: 4.00
Staff Opinion Survey
Shielding and Buffering 48% in 2014 – 2015 Target 55%Teacher Collaboration 71% in 2014 – 2015 Target 75%Staff Trust in Colleagues 55% in 2014 – 2015 Target 75%
Note: Staff Opinion Survey structured altered by DEECD in 2014Student Behaviour (time): 88.2Student Behaviour (school): 77.0
Student Motivation: 6.24
Strategic Intent (Continued)
Goals Targets One Year Targets
Student Pathways and Transitions
To improve student transitions at all levels. By 2016, the mean for the Transition variable on the Parent Opinion Survey to be at 6.50 or greater. (2011- 5.42)
The mean for the Transition variable on the Parent Opinion Survey to be at 6.10
Implementation
Key Improvement Strategiesand Significant Projects
What(Actions)the activities and programs required to progress the key improvement strategies
How(Resources)the budget, equipment, IT, learning time, learning space
Who the individuals or teams responsible for implementation
Whenthe date, week, month or term for completion
Achievement milestonesthe changes in practice or behaviours
STUDENT LEARNING1. Build the capacity
of teachers to deliver explicit teaching in Literacy and Numeracy within a school culture where high expectations guide student learning and teacher classroom techniques.
Refine and improve AusVELS curriculum and reporting systems as per DEECD requirements.
-Curriculum Coordinator to continue to facilitate curriculum development across the school.-Reporting Coordinator to continue to train staff in the use of ‘Accelerus’ and update staff on changes.
Curriculum Coordinator,
Reporting Coordinator.
Term 1 – 4Reports
Term 2 and 4
Program Cost $
AusVELS curriculum and reporting processes implemented as per DEECD requirements.
2015 Reporting format confirmed and implemented in alignment with AusVELS and DEECD requirements.
Further consolidate the ICT program throughout the school.
1:1 Laptop program expanded Grade 3-6.
Grade 2 Laptop program consolidated. IPAD program consolidated and improved in the Grade 1 area.Scope and Sequence for ICT program implemented.Appropriate ICT PD at staff / unit meetings
ICT Committee – Shannon Young
Jodi Wilkins
ICT Support / Ipads – Kursten Tan
Terms 1 - 4Identifiable improvements in AusVELS Year 1-6 in:
-Reading and Viewing-Number and Algebra(See targets from AusVELS Teacher Judgements)
Skills within ICT Scope and Sequence observable and implemented in planners Grade1-6.
Assessment tasks to be developed and implemented from Grade 3-6.
Continue using an agreed format for weekly teaching and learning plans that include the explicit learning intention, high level cognitive challenge, differentiated tasks, assessment criteria, ICT approaches, and identify students for specific focus
Level Coordinators to check work programs weekly. Evaluation of weekly program embedded into Level meetings.Curriculum teams collate strategies that are to be implemented for differentiated curriculum
Level Co-ordinators
Curriculum Coordinator,English and Mathematics Coordinators
Terms 2 - 4 DPS common elements for teacher work programs monitored. Common elements include: explicit learning intention, high level cognitive challenge, differentiated tasks, assessment criteria, ICT outcomes, and identifies students for specific focus
Use GradeXpert to audit Special Needs programs and children at risk across the school, review and refocus programs targeting students with additional learning needs.
Level Co-ordinators, Integration Co-ordinator and Assistant Principal have regular, specific meetings to audit programs
Assistant Principal,Level Co-ordinatorsIntegration Co-ordinator
Terms 1 - 4 Review of Special Needs programs targeting students at risk across the school completed. Identification of students at risk and planning of intervention programs to address individual needs
Strengthen whole school Professional Learning by sharing the best practice to improve classroom teaching and learning.
Introduce a three week Staff meeting cycle to include Professional Development sessions.Specific PD roster to be developed by the leadership team in consultation with curriculum committees.Staff is encouraged to engage in personal P.D. relevant to their professional needs.
Leadership Team,
CurriculumCoordinators
P.D. Co-ordinator
Terms 1 - 4Staff routinely engage in P.D relevant related to specific goals outlined in the current AIP and report at staff meetings.
P.D. is held every three weeks at each staff meeting as outlined by the P.D. schedule.
Embed peer observation practices and include opportunities for mentoring, coaching and learning walks. Support collaborative teaching practices such as team teaching and sharing strategies in PLT’s
Mentor program.
Mentors and others to coach.
'Walk throughs’
Stuart JonesJustin Mackay
Steven Lynch
Leadership TeamConsultant
All committees
Terms 1-2 Writing ‘walkthrough’ implemented in early term 2 to boost the profile of writing strategies.
Staff will have built productive / purposeful relationships with their mentor / buddy
School structure includes opportunities for all teachers to participate in mentoring, professional discussions, team teaching and /or coaching programs.
Implement school wide practices through the storing and analysis of assessment data on GradeXpert. Build teacher expertise in analyzing and using data from teacher and student self-assessment to inform planning and teaching.
Staff is instructed in the use and analysis of GradeXpert and other assessment tools to inform their planning and teaching.
Staff is instructed how to encourage the active participation of students in their learning – eg goal
Consultant
Level Co-ordinators
Literacy Committee
Assistant Principal
Terms 1-4Data and other assessment tools used to inform teaching, personalize instruction and moderate achievement.
ICT used by students to set goals, track their progress and receive feedback. (grade 3-6)
All teaching staff use GradeXpert to manage, track and analyse student progress and achievement.
setting, self assessment, peer assessment.
Refine the PDP process. Ensure all SMART goals included in annual teacher plans aim to improve student learning outcomes.
All staff are instructed and assisted in the development of a personal development plan that incorporates SMART goals that address the school AIP.
Principal
Assistant Principal
Level Co-ords
Term 2-4 Teacher performance plans are reviewed and new processes are documented and implemented
All teacher SMART goals address student learning outcomes.
Co-plan with students high-expectations for student learning and behaviour in each classroom. Display charts to anchor the expected behaviours.
Staff are encouraged and supported to create and maintain positive and collaborative classroom environments and expectations.
Classroom teachers
Co-ordinators
Term 1 Display charts detailing positive learning behaviours and characteristics are developed with students and displayed in each classroom.
Key Improvement Strategiesand Significant Projects
What(Actions)the activities and programs required to progress the key improvement strategies
How(Resources)the budget, equipment, IT, learning time, learning space
Who the individuals or teams responsible for implementation
Whenthe date, week, month or term for completion
Achievement milestonesthe changes in practice or behaviours
STUDENT LEARNING2. Implement a
consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.
Develop a common PLP proforma that explicitly defines learning focus and expected outcomes. Ensure these plans are time bound and details additional actions for school and home including who is responsible for what interventions. Store electronically.
A whole school PLP document will be formulated and staff will be provided with a best practice sample of a completed PLP.
Leadership Team
Term 1 (PLP’s to be completed by end of week 7)
Term 2-4 (PLP’s to be sent to co-ords by end of week 2 and meetings with parents conducted by end of week 4).
Common PLP proforma developed and implemented for all students outside expected level.
PLPs stored electronically and monitored regularly.
Facilitate student feedback for teachers on integrated units and teaching practices
Feedback tool to be developed for all levels Sarah Fraser Term 1
Process developed and documented by which student feedback is gathered each term for teachers on integrated units and teaching practices.
Principal/ Leadership Team to conduct regular instructional rounds: always give feedback
(Note: This goal has been transformed into a Peer Mentoring and Observation Program. See goal on page 8 of AIP.)
Key Improvement Strategiesand Significant Projects
What(Actions)the activities and programs required to progress the key improvement strategies
How(Resources)the budget, equipment, IT, learning time, learning space
Who the individuals or teams responsible for implementation
Whenthe date, week, month or term for completion
Achievement milestonesthe changes in practice or behaviours
Student Engagement and Wellbeing
Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhance student voice
Continue the progress of student engagement and wellbeing policies and programs
Review and analyse Student Opinion Survey with leadership team
Assistant Principal,
Leadership Team
Term 1 Student Opinion Survey demonstrates
the effectiveness of the Student Engagement and Wellbeing policies and programs.
Communicate the school’s attendance strategy plan (highlighting the importance of regular school attendance, awards, parents to ring the school if students are absent, school to contact families when students are absent etc).
Communicate the Dorset Attendance Strategy Plan
Assistant Principal, Term 1 DPS attendance improved to an average of 93% in 2013.
DPS attendance improves in 2014.
Continue to improve student leadership and student voice opportunities so students have varied options when participating in decision making and taking responsibility across the school.
Extend ‘student voice’ opportunities.
Review Junior School Council procedures
Jess Hinkins
Nicole Bell / Megan Ward
Level 4 Coordinator,
Assistant Principal
Term 1 - 4
Student leaders are engaged in and complete initiatives that benefit the greater school.
DPS Student Voice policy and practices strategy developed, documented and implemented.
Use ‘Restorative Justice’ and Circle Time to ensure students are aware of school welfare and well-being policies and procedures.
Professional Development on Restorative Justice.Additional support for teachers new to the RJ model
Assistant Principal,
Leading Teachers
Mentors / Coaches
Term 1 - 4 Classroom timetables indicate regular use of ‘Restorative Justice’ and Circle Time being used to focus students on welfare and well-being policies and procedures
Trial ‘KidsMatter’ to ensure the needs of the students at risk students are addressed. Contniue the implementation of MPower and Revved Up.
Leadership to investigate additional resources and staffing requirements.
Assistant Principal,Leadership Team,Curriculum CoordinatorsChaplain
Term 1 - 4The relevant student engagement components of the Attitudes to School Survey identify improvement.
(For example Chaplain)
Programs will be implemented by a variety of staff from Grade 1-6.
Welfare Officer
Broaden the means by which teacher contact with parents occurs (for example meetings, class letters, phone calls, website, email and appropriate office communication apps).
Teachers given specific guidelines on expectations in terms of effective contact with parents.
Leadership team.
Steven Lynch
Shannon Young
Term 1Parents indicate communication by the school is effective, measured by the Parent Opinion Survey.
Communication committee to be established.
Communication policy to be devised and approved by School Council.
Co-ordinate support for students and families through internal and external support agencies including student wellbeing officer, guidance officer, local government agencies, student wellbeing team
A.P. will communicate support options available to parents and the wider community via newsletter, tiqbiz etc
Liaise with parents and external agencies to ensure the most appropriate support is offered.
Assistant Principal
Chaplain
Term 1-4
Support for students and families available at DPS mapped, documented and made available to all stdeunts identified as being at risk at the school.
Conduct an annual evaluation of the student engagement and wellbeing policies and programs, invite community participation and make changes as necessary.
Wellbeing committee will complete a targeted review of the effectiveness and appropriateness of the school welfare programs.
Wellbeing committee Term 1-4 Annual evaluation of the student engagement and wellbeing policies and programs, including opportunities for community and student feedback conducted. Changes made as necessary.
Key Improvement Strategiesand Significant Projects
What(Actions)the activities and programs required to progress the key improvement strategies
How(Resources)the budget, equipment, IT, learning time, learning space
Who the individuals or teams responsible for implementation
Whenthe date, week, month or term for completion
Achievement milestonesthe changes in practice or behaviours
Student Pathways and TransitionPlan transition pathways and track student progress for all students with a focus on key transitions stages: entering school - K - P exiting the school - year
6 to year 7 through the school –
year level to year leveltransfers into / out of the school – P-6
Seek current levels of satisfaction with induction and transition procedures from teachers, parents and students and the local pre-school settings and secondary colleges on an annual basis.
Surveys
Transition coordinators to forge and maintain links with community, kinders and secondary colleges.
Transition Coordinator,Leadership Team
Term 1 - 4 Process for annual review of induction and transition procedures from teachers, parents and students and the local pre-school settings and secondary colleges developed, published and implemented.
Present DPS Transition Policy to all community stakeholders that addresses all school transitions including student support and communications with families as students enter, move through the school and prepare for secondary schooling.
Ensure all staff are aware of all transition requirements / activities throughout the year.
Sally Matheou
Catherine Holt
Steve Lynch
Leadership Team
Term 1
Term 1-4
DPS Transition Policy implemented and presented to parents.
At the beginning of the year provide concise, key written information about each student for the child’s next grade teacher.
Each teacher completes a concise summary of important information about each student that would be relevant for the new grade teacher.
Teacher Term 4-1
Transition is a smoother experience for the majority of students.
Build aspirations and connections with local Continue involvement in
SAKGP Terms 1-4
Students indicate via Student Opinion Survey that they feel confident about the transition to secondary school.
secondary schools
the VCAL program via the SAKGP.
Continue Year 10 work experience program.
Continue visits to Secondary Schools for special days, sports days, plays etc.
Encourage secondary colleges to visit Dorset
Invite previous year 6 students to visit school for special school events.
committee
Assistant Principal
Jess Hinkins
Jess Hinkins
Justin Mackay
Establish a “Start-up” program at the beginning of each school year which establishes class norms, reviews school values, establishes class procedures, reviews effective learning behaviours and prepares students for working in an orderly environment. This will be appropriate for each grade level.
Teachers will implement a beginning of year program in the first weeks of the school year.
Classroom teachers.
Term 1
School wide Start Up program developed, documented ready for introduction at the beginning of 2015
Provide opportunities for staff to regularly team teach in classes above and below their current teaching level if a staff member is transitioning to a new level.
Staff transitioning to a new level will have teaching/observation opportunities in term 4 in the grade level they are
Leadership Team
Term 4Program providing opportunities for staff to regularly team-teach in classes above and below their current teaching level developed and implemented.
moving to.
Establish Buddy Program for new students transferring to the school during the year - provide the student with a buddy from the same grade level.
Wellbeing committee will formulate a document that clearly states what a new student needs to be introduced to.
Teachers will choose an appropriate buddy and monitor the development of the new student.
Classroom teachers
Wellbeing committee
Term 1-4
Buddy Program established – all new students provided with a buddy.
New Student Guidelines formulated.
Student Learning: Targets from 2013 to 2016
VELS Teacher Judgements – AUSVELS – THE PERCENTAGE OF STUDENTS ABOVE THE EXPECTED VELS LEVEL (SCORE A or B)
Benchmark 2013 2014 2015 2016
Reading 42 44 46 50 50
Writing 33 35 37 39 41
Speaking and Listening 24 26 28 30 32
Number 44 46 48 48 52
Measurement and Chance and Data
27 29 31 31 35
NAPLAN Targets in English and Numeracy
2013 2014 2015 2016
Year 3 80% above Band 3
45% above Band 4
80% above Band 3
45% above Band 4
85% above Band 3
50% above Band 4
85% above Band 3
50% above Band 4
Year 5 80% above Band 5
45% above Band 6
80% above Band 5
45% above Band 6
80% above Band 5
45% above Band 6
85% above Band 5
50% above Band 6
Student Engagement and Wellbeing: Targets from 2013 to 2016Student Attitudes to School Survey:
Benchmark (2012) 2013 2014 2015 2016
Learning Confidence 3.84 4.20 4.56 4.60 5.25
School Connectedness 4.00 4.15 4.30 4.50 4.6
Student Motivation 4.41 4.48 4.55 4.70 4.70
Classroom Behaviour 2.81 3.00 3.20 4.00 3.60
Student Safety 4.19 4.27 4.35 4.70 4.50
Parent Opinion Survey:
Benchmark (2012) 2013 2014 2015 2016
Social Skills 5.68 5.76 5.84 5.92 6.00
Connectedness to Peers 5.89 5.92 5.95 6.00 6.00
Classroom Behaviour 3.71 3.77 3.85 4.00 4.00
Staff Opinion Survey (new):
2014 results 2015 2016
Shielding and Buffering 48% 55% 90.0
Teacher and Collaboration 71% 75% 85.0
Staff Trust in Colleagues 55% 75% 6.50
Staff Opinion Survey (old):
Benchmark (2012) 2013 2014 2015 2016
Student Behaviour (time) 86.4 87.3 88.2 89.1 90.0
Student Behaviour (school) 68.8 72.9 77.0 81.1 85.0
Student Motivation 5.98 6.11 6.24 6.37 6.50
Student Pathways and Transition: Targets from 2013 to 2016
Benchmark (2011) 2013 2014 2015 2016
The mean for the Transition
variable on the
Parent Opinion Survey
to be at 6.50 or greater.
5.42 5.75 6.00 6.10 6.60