Victor Harbor R-7 School : OPERATIONAL PLAN 2017

Focus Area: Numeracy

School Review Directions: 1. Increase the number of students at & above SEA through a focussed whole-school approach to assessment & moderation that supports & challenges all students. 2. Increase the % of students achieving & retained in the high proficiency bands by further building the capacity of teachers to effectively track, monitor & respond to student learning growth. 3. Develop & enact systematic whole-school PD to ensure accountability & consistency across the Site & Partnership Improvement & Operational Plans.

Other Directions: 1. TfEL 2. STEAM Learning

FOCUS AREA RESPONSIBILITY RESOURCES

TIME LINE TARGET STRATEGY

STUDENT LEARNING

Increased engagement in learning

maths (proficiencies...Understanding,

Fluency, Problem Solving, Reasoning &

Critical and Creative Thinking

continuum CCT cont)

Greater Fluency using Ann Baker Mental

Computations

Deeper understanding of the number

strand through the use of the Big Ideas

in Number/Back to Front Maths

programs

Increase student voice in learning (Tfel

domain 2.1/2.3)

EFFECTIVE TEACHING

Early Years assessment (PASA)

Numeracy PLC’s (partnership level Tfel

1.3)

Improving task design and

assessment/moderation; teacher

learning cycle (Tfel 1.6)

Increased awareness of and

involvement in VHR-7 Whole School

Agreement (WSA)

SCHOOL COMMUNITY PARTNERSHIPS

Numeracy Spotlight in newsletter each

term.

Numeracy collaboration with VHHS, not

only in catering for extension students

but perhaps in learning design tasks.

To include in pre school visits a parent

information session on how to increase

literacy and Numeracy involvement in

the home. (Tfel 1.4)

IMPROVEMENT AGENDA

NAPLAN DATA

PAT DATA

Student attitude improvement

Increase the % of students whose NAPLAN

results demonstrate they achieve the DECD SEA

for numeracy

Increase number of students top 2 bands in

years 3

2017 Year 3s

Maintain students in Higher bands from year 3

Victor Harbor R-7 School : OPERATIONAL PLAN 2017

Focus Area: Literacy School Review Directions: Other Directions: 1. TfEL 2. STEAM Learning 1. Increase the number of students at & above SEA through a focussed whole-school approach to assessment & moderation that supports & challenges all students. 2. Increase the % of students achieving & retained in the high proficiency bands by further building the capacity of teachers to effectively track, monitor & respond to student learning growth. 3. Develop & enact systematic whole-school PD to ensure accountability & consistency across the Site & Partnership Improvement & Operational Plans.

FOCUS AREA RESPONSIBILITY RESOURCES TIME LINE

TARGET STRATEGY

STUDENT LEARNING Work with staff on strategies and areas which will help improve and develop student skills and development in the areas of reading and writing (Sheena Cameron/NAPLAN criteria) TfEL 1.2)

Students develop ownership of their learning through increased student agency (TfEL 2.3, 3.1)

Develop expert learners who are challenged to achieve high standards (TfEL 2.4, 3.1, 3.3)

Literacy Focus Teacher

R Teachers

Leadership/classroom teachers/SRC

TfEL

Sheena Cameron Reading&Writing books

CAFÉ strategies

SSP

EALD Literacy Levels

Ongoing Improvements in:

% R-2 students at or above benchmark running record level by end of Term 4

Students comprehend what they are reading through use of range of reading comprehension strategies

NAPLAN reading and writing scores (See figures below in improvement agenda)

PAT-R Comprehension scores (see figures below in improvement agenda)

Trial SSP program

Introduce the CAFE (Comprehension Accuracy Fluency Expression)strategies to staff as additional aide for focus teaching of comprehension

Support interested staff to implement and run Daily 5 program (TfEL 1.3)

Training in developing and providing differentiation

Classroom teachers to develop strategies encouraging active student agency in classroom learning

SRC to lead the student body in acknowledging achievement and strategies for success within our school

EFFECTIVE TEACHING

Continue literacy leadership through focus teacher role.

Continue to focus, improve and work with staff in the area of reading and writing; with the aim of providing and implementing an effective and holistic approach to reading and writing and implement the use of SOLO into literacy assessment. NAPLAN results in 2015 identified these as areas of need. (TfEL 4.1)

Staff utilise new literacy resources; including technology to increase multi-modal literacy (TfEL 4.4)

Leadership

Leadership/ Literacy focus teacher/ Classroom teachers

Literacy focus teacher

Literacy focus teacher/Librarian

Big Ideas in Grammar Guidelines. Sheena Cameron Comprehension strategies & CAFE New/relevant resources

Ongoing

Ongoing

Improvements in NAPLAN reading, writing and spelling scores, PAT-R comprehension scores. (see figures below in improvement agenda) Continue the implementation of the whole school literacy agreement. Staff have a clear understanding of what is expected and continue implementing the whole school literacy agreements. Reading, writing and comprehension levels improve across R-7.

Staff have confidence to implement new literacy resources.

Review of what has been achieved, what still needs to be achieved and where to go next; demonstrated through performance management.

Leadership ensures clear expectations regarding literacy implementation and improvement are developed with teachers and effective support is implemented. This includes organising PD as required, allowing release for approved PD and Personal Development Plan meetings. PAT R – work with staff to analyse and identify student areas of need and learning focus.

Continue to replace and update literacy resources, complemented with appropriate training when required. Staff are shown new resources on a regular basis through a range of ways, including SENTRAL, staff meetings, weekly bulletins, notice board.

SCHOOL COMMUNITY PARTNERSHIPS

To increase parent/caregivers understanding of, engagement with and support of the school’s literacy programs, approaches and expectations.

(TfEL 1.4)

Literacy Focus teacher & classroom teachers

Governing Council

Ongoing

Families are aware and invited to engage in literacy activities across the school.

1 literacy workshop per semester at appropriate time for parents.

Promote literacy events, programs, information and strategies for parents to use at home, through Facebook, newsletters, school website, term overviews, videos and parent info sessions.

Great Start DECD

IMPROVEMENT AGENDA Work towards a better understanding of differentiated learning in the area of literacy and how to successfully implement differentiated learning in the classroom. (TfEL 1.6)

Track and monitor students’ progress and improvement in Running Records, NAPLAN bands and PAT R scale score.

Literacy focus teacher/ Classroom teachers/ Leadership

Literacy focus teacher/Leadership

New/relevant resources

Ongoing

Ongoing

All staff participate in professional development to help develop a better understanding of differentiated learning and how to implement a successful differentiated curriculum confidently. (TfEL 1.3)

Results Targets See Below

Through analysis of NAPLAN and PAT data Identify and track students in these areas and identify areas of need and improvement- Whole school, groups and individual students. Organise training and development around differentiation in literacy for staff to access. NAPLAN reflection in term 3/4 when results come out Setting up and maintaining a data wall to track students.

RES

ULT

S TA

RG

ETS

Increase the % of students whose NAPLAN results demonstrate they achieve the DECD SEA for Reading

Year 3: 80% band 3 or above Year 5: 80% band 5 or above Year 7: 80% band 6 or above (Yr 3 based on 2016 data, Yr 5 & 7 based on 2015 data)

Increase the number of students in the top bands in year 3

Based on 2015 data year 3’s in top bands 5 & 6 29/74- 39.2%

Goal 2016: 45% which equates to 33 students.

Maintain students in Higher bands from year 3

Year 5 (based on 2015 data 29/69= 42% in HB in year 3)

Goal 2017: 29 students in HB 7 & 8

Year 7 (based on 2015 data 10/53=18.9% in HB in year 5)

Goal 2016: 10 students in HB 8 & 9

Improvements in PAT-R comprehension scores from Term 3 2015 to Term 3 2016 with:

75% of Year 3 (67%)

80% of Year 4 (72%)

70% of Year 5 (63%)

70% of Year 6 (59%)

70% of Year 7 (58%)

students achieving the recommended DECD scale scores

Year 3 95 or above

Year 4 106 or above

Year 5 112 or above

Year 6 118 or above Year 7 120 or above

WELLBEING OPERATIONAL PLAN 2017

FOCUS RESPONSIBILITY RESOURCES TIME LINE TARGET Strategies

STUDENT LEARNING

Social & Emotional

Learning(SEL)

5% decrease in Suspensions

and Exclusions

EFFECTIVE TEACHING

Create safe

conditions for

students to learn

Revisit school’s

attendance

improvement plan

Provision of special

programs/social

skills lessons to

support

engagement and

participation for

priority groups e.g :

-Disengaged boys

-Disengaged JP

Students

-Disengaged Girls

Students attain 90%

attendance

Targeted students have 5%

reduced behaviour incidents

compared to 2016 /improved

relationships with peers and

staff as reflected in EDAS data

-Aboriginal Students

-Case management of

GOM students

-High achieving

students

-

Students pre and post social

skills surveys indicate

improved social/peer/learning

connections

Anecdotal information from

girls and staff about improved

relationships with peers

Aboriginal students have

improved NAPLAN results (see

Literacy /Numeracy

operational plans) / improved

attendance

ILPs set up and reviewed

regularly (refer to data from

Aboriginal Education Teacher –

AET)

Students in care attain 90%

attendance

Students in care have 5%

reduction of Time Out

compared to 2016

Identified high achievers

maintain above year level

grades

EFFECTIVE

LEADERSHIP

Building wellbeing

capacity

Students demonstrate

increased resilience

All staff utilise positive

principles and report

anecdotally about improved

resiliency/improved

relationships

Staff increase personal

resilience/wellbeing and can

transfer these strategies to

support enhanced resilience in

students

SCHOOL COMMUNITY

PARTNERSHIPS

Parent

participation

Referral

processes

Communicati

on

80% of identified students with

mental /emotional health

issues access support

Networks

Transitions

-Year 7

-Students

with special

needs

-Kindy

children

moving into

Reception/

new

enrolments

School

support

Carer support

IMPROVEMENT

AGENDA

Develop a Whole School

Agreement around Wellbeing

Target of 90% reached for

attendance; 5 % improvement

for behaviour

100% classes involved in CPC

and SEL