School Annual Implementation Plan for
1075 KEW PRIMARY SCHOOL 2015
Based on Strategic Plan 2013-2016
Endorsements
Endorsement by
School Principal
Name: James Penson
Date: 25th March 2015
Endorsement by
School Council
Name: Julie Coleman
Date: 25th March 2015
School Council President’s endorsement represents endorsement of School Strategic
Plan by School Council
Strategic Direction
Goals Targets One Year Targets
Achievement
PEDAGOGY & PROCESSES
To foster the achievement of high quality educational outcomes for all students with a particular focus on mathematics, writing and spelling. (To maximise the achievement of high quality learning outcomes in literacy and numeracy for all students within a broad curriculum that fosters self-motivated learners).
To ensure that all students achieve their
optimum level of literacy, numeracy and
curiosity.
To increase the % of students above the expected AusVELS P-6 (Recorded as A’s & B’s on student reports). To have all students deemed capable make at least one year of AusVELS teacher judgement progress annually in Literacy and Numeracy.
NAPLAN
55% of students to be in the top 2 bands of NAPLAN. (Year 3 – Bands 5 & 6 and Year 5 Bands 7 & 8). To have Year 3 and Year 5 NAPLAN matched cohort equal or exceed the State mean growth in Literacy and Numeracy.
Reduce the percentage of students deemed capable who
are achieving at or below the National Minimum Standard
in reading, writing, spelling and numeracy to zero.
Reading:
Prep to Year 2 = 60% Years 3-6 = 60%
Writing:
Prep to Year 2 = 50% Years 3-6 = 50%
Speaking & Listening:
Prep to Year 2 = 50% Years 3-6 = 50%
Number:
Prep to Year 2 = 55% Years 3-6 = 55%
Measurement& Geometry
Prep to Year 2 = 50% Years 3-6 = 50%
Statistics & Probability
Prep to Year 2 = 50% Years 3-6 = 50%
2014
Actuals
P-2 3-6
READING 57% 57%
WRITING 44% 42%
SPEAK &
LISTEN.
45% 41%
NUMBER 51% 46%
MEASMT&
GEOM.
36% 48%
STATS &
PROB.
26% 43%
By the end of 2015 all students (deemed
capable) will make at least one year’s
AusVELS progress annually in Literacy &
Numeracy.
Increase the percentage of students deemed capable
achieving in the top two NAP bands for reading, writing,
spelling and numeracy to at Year 3 and Year 5:
YEAR 3
Domain 2013 2014
2015
2016
Goal
Reading 64 74 70+ 70
Writing 67 62 65 65
Spelling 54 64 65 70
Numeracy 44 63 55+ 55
YEAR 5
Domain 2013 2014
2015
2016
Goal
Reading 55 54 60 60
Writing 18 31 50 60
Spelling 45 52 55 55
Numeracy 33 39 55 60
Engagement & Wellbeing
POSITIVITY & PROCESSES& PERSISTENCE
To continue to build all teachers’ capacity to
monitor and assess student achievement
and use this data to inform teaching at point
of need and deliver a differentiated
program. (Visual Learning / Data Informed
Teaching).
To enhance engagement and wellbeing in a
vibrant school culture that nurtures positive
relationships and a whole school approach
to learning.
CARE PROGRAM & CIRCLE TIME
To deliver a consistent approach to student
engagement and wellbeing through a whole
school CARE program, Circle Time,
Kewriosity, and Year 6 student leadership
and Action Teams program.
BullyStoppers Program (Cybersafety,
Cyberbullying).
To develop a whole school approach to the
identification of gifted and talented students
and to implement strategies to cater for
these students.
STUDENT ATTITUDES TO SCHOOL SURVEY
Based on 2012 benchmarks, the following combined
Years 5 & 6 means to improve:
Deliver a more consistent “point of need” curriculum across each level via the use of developed KPS teaching & learning protocols in mathematics, learning intentions / success criteria & differentiation.
All teachers are using student
performance data to inform their planning
and teaching and use visible data tracking
tools to monitor cohorts of students
achieving below and above level required.
Teachers are differentiating the curriculum
in their planning to cater for and engage
all students.
Evidence of different entry and exit points
for students in planning documents.
Develop and embedded (evidence in work
programs and classroom / peer
observations) adherence to teaching &
learning protocols in mathematics,
learning intentions & success criteria &
differentiation.
Improved student & teacher voice
feedback in relation to CARE, Circle time
and Kewriosity programs.
Documented CARE & CIRCE TIME
program
Full completion of Bullystoppers grant
Improve the variable of stimulating learning on the student survey from 3.88 (2012) 1st Quartile to 4.14 (2016) – 3rd Quartile over the life of the Strategic Plan. Improve the variable of school connectedness on the student survey from 4.20 (2012) 2nd Quartile to 4.40 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of connectedness to peers on the student survey from 4.07 (2012) 1st Quartile to 4.34 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of student safety on the student survey from 4.18 (2012) 1st Quartile to 4.42 (2016) 3rd Quartile over the life of the Strategic Plan. Improve the variable of classroom behaviour on the student survey from 3.07 (2012) to 3rd Quartile over the life of the Strategic Plan. (To have the Teaching & Learning variables and Student Behaviour variables on the Staff Survey, to be in the 3rd & 4th Quartile over the life of the strategic plan) To improve percent endorsement scores in new format Staff Survey by 5% each year in 2015 and 2016.
program.
Student Attitudes Survey Stimulating
learning results improved. Target above
4.00. (2012 = 3.88 / 2013 = 3.95 / 2014 =
3.89)
Student Attitudes Survey School
connectedness results improved. Target
above 4.30. (2012 = 4.20 / 2013 = 4.18 /
2014 = 4.22)
Student Attitudes Survey Connectedness
to peers results improved. Target above
4.35 (2012 = 4.07 / 2013 = 4.26 / 2014 =
4.36)
Student Attitudes Survey Student safety
results improved. Target above 4.30.
(2012 = 4.18 / 2013 = 4.13 / 2014 = 4.12)
Student Attitudes Survey Classroom
Behaviour results improved. Target
above State 3.40 (2012 = 3.07 / 2013 =
2.92 / 2014 = 2.64)
Staff Opinion Survey School Climate
Targets
School Climate Overall
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
69% 74% 74% 80%
*Staff Trust in Colleagues
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
66% 75% 70% 80%
*Teacher Collaboration
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
71% 67% 75% 72%
*Shielding / Buffering
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
51% 60% 56% 65%
*Professional Learning Overall
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
69% 72% 75% 77%
*Feedback
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
51% 57% 60% 65%
Productivity & Pathways
PROCESSES, PERSISTENCE, POSITIVITY, PEDAGOGY
To implement an effective roles and responsibilities structure and leadership structure which enables and strengthens pedagogy and planning around collaboration, feedback, improved teacher practice and teacher consistency. To strengthen student transitions into, through and beyond the school by embedding additional transition program as implemented in 2014. To provide clear and transparent communication to parents.
To improve teacher practice, professional learning and school climate. (Staff Opinion Survey to increase 5% in each component in 2015 & 2016). Deliver the Transition variable on the parent survey into the 3rd and 4th quartile over the life of the strategic plan.
Staff Opinion Survey Targets
School Climate Overall:
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
69% 74% 74% 80%
*Professional Learning Overall:
2014
Whole
School
Prin /
Teah.
2015
Whole
School
Target
Prin /
Teach
69% 72% 75% 77%
Improved recognition of school transition processes (parent feedback & parent survey). Parent Opinion Survey Goals: *Transitions
2013 2014 2015 Goal
5.13 5.47 5.7
*Approachability
2013 2014 2015 Goal
4.92 5.51 5.7
*School Improvement
2013 2014 2015 Goal
4.92 5.52 5.7
*Parent Input
2013 2014 2015 Goal
4.94 5.59 5.75
To improve the allocation of resources (human, financial, time, space & materials) to maximise learning outcomes for students whilst also remaining sustainable and viable for both the short and long term future of KPS. To develop a financial plan and framework that supports the servicing of school debt (via inherited deficit) whilst also building a platform for a strong financial future. To align key teaching resources and staffing expertise to priority areas as identified in AIP – including TASK, Gifted & Talented Program, Mathematics, Writing, Spelling, Student Engagement & Wellbeing and ICT.
To plan & establish 2015 staffing plan model that delivers surplus. Ensure all 2015 budgets areas remain within set budget amounts. Develop a Future Funds line item in school budget to track savings as part of 2015/16 budget and assist with repayment of potential deficit for 2015/16.
To complete work force bridging process and develop future funds capacity. All budget areas within spending at end of year. Future Funds Target of $50,000 at the end of 2015 school year (carry forward figure).
Implementation
Key Improvement
Strategies
What the activities and programs required to progress the key
improvement strategies
How the budget, equipment, IT,
learning time, learning space
Who
the individuals or teams
responsible for implementation
When
the date, week, month or term for
completion
Achievement milestones the changes in practice or
behaviours
Achievement
MATHEMATICS
Develop and implement consistent mathematics planning processes across PLT’s – including Yearly / Term Overview and weekly work programs. Development of Teaching & Learning protocols in Mathematics- including the explicit use of Learning Intentions & Success Criteria, Differentiation. These protocols will assist all KPS staff to have a clear understanding of what constitutes high quality professional practice in the teaching of mathematics. Develop improved pedagogical skills in the teaching of mathematics, including the ability to use student achievement data and tracking processes to teach at point of need and cater for different entry and exit points.
Share current practices and
proformas and build KPS
version based on high quality
practice.
PD Day and support via
Michael Ymer.
Following Michael Ymer in
class modelling sessions.
Teams to present back to
whole staff elements of high
quality teaching in
mathematics.
Professional learning
presentations, follow up
discussions with SIT and
PLT’s.
Provide ongoing professional
learning.
Support Pedagogy Leaders to
embed this learning through
SIT and PLT meetings.
Andrew with the support of
Pedagogy Leaders
Andrew with the support of
Pedagogy Leaders and
PLT’s.
Andrew with the support of
Pedagogy Leaders & PLT’s.
SIT meetings – focus for first
term and finalise KPS version
by end of Semester 1.
Working Draft list of protocols
developed after PL session in
Term 1.
Completed in Term 2
following second Ymer visit.
Professional Learning
program develop each term –
including Michael Ymer in
class modelling, PD Day,
classroom visits and follow up
PL sessions each term.
SIT & PLT Meetings
PLT’s using a consistent planning process in mathematics. Documented use of format in work programs as shared at SIT meetings. Documented list of protocols developed by whole staff team, published and utilised to guide maths teaching & learning. Evidence of influence of T & L Protocols in work programs, PLT meeting minutes and in classroom observations. Evidence of data based planning and teaching via SIT & PLT meeting minutes. Evidence of point of need teaching in work programs.
ENGLISH –
WRITING
Develop improved staff knowledge and teaching of Measurement,& Geometry and Statistics & Probability. Create a broad scope and sequence of writing genres across the school Develop and publish a set of moderated writing samples at each AusVELS level outlining what is expected at each level. Develop improved pedagogical skills in the teaching of writing, including the ability to engage students in the writing process. Publish a KPS collection of excellent student writing – to raise the profile of student writing and provide an outlet for gifted writers.
Use SIT / PLT processes to
drive professional learning,
discussion and improved
practice in these areas.
Share current practices and
AusVELS resources and build
KPS version.
PL sessions dedicated for
whole staff writing
moderation.
Support Pedagogy Leaders to
embed this learning through
SIT and PLT meetings.
$1,000 donation
Writing competitions and
writing extension via G & T
program and Kewriosity
sessions.
Andrew with the support of
Pedagogy Leaders & PLT’s.
Sally with the support of
Pedagogy Leaders and
PLT’s.
Sally with the support of
Pedagogy Leaders and
PLT’s.
Pedagogy Leaders & PLT’s
James – Sally – All Staff
Scheduled as part of the SIT /
PLT meeting format.
SIT meetings – focus for
second and third term and
finalise KPS version by end
of Semester 2.
SIT meetings – focus for
second and third term and
finalise set writing samples
version by end of Semester
2.
Term 2 writing competition
and G & T / Kewriosity
sessions in Terms 2, 3 and 4.
Improved teacher judgement AusvELS scores Semester 2 (Percentage of students working above level). Measurement & Geometry
2014 2015
P-2 36% 45%
3-6 48% 55%
Statistics & Probability
2014 2015
P-2 26% 40%
3-6 43% 50%
Documented KPS writing scope and sequence. Documented and published examples of KPS writing at each AusVELS level. Displayed for staff, students and parents. Evidence in more detailed work programs and writing lessons. Student voice feedback of more engagement and quality in writing lessons in classrooms. Published collection of student writing samples each semester.
SPELLING
READING
SPEAKING &
LISTENING.
Develop pedagogical skills in the teaching of spelling. Effective implementation of KPS Spelling Scope & Sequence. To reduce the number of students working below level in reading To extend and increase % of students working above level in reading
To increase staff knowledge and pedagogy skill in S & L outcomes
Provide ongoing professional
learning, to embed the
knowledge gained from the
David Hornsby PL sessions.
Ensure spelling is
incorporated into planning
and spelling and data
analysed to inform teaching.
Provide targeted reading
support for students below
level or at risk (TASK
program).
Ensure that students have
access to engaging reading
materials at reading levels
above their class.
Develop a S & L task that is
moderated at each level
across the school.
Sally with the support of
Pedagogy Leaders and
PLT’s.
Sally with the support of
Pedagogy Leaders and
PLT’s.
Robin, Shelley, Ali Sally Sally & Pedagogy Leaders.
SIT meetings each term.
Part of regular SIT and PLT
meetings and planning.
Weekly TASK program implemented. Audit and survey of reading materials completed in Term 3. Part of SIT and PLT meeting process and Term 3 staff PL session.
Documented references to spelling strategies and approaches t in work programs as shared at SIT meetings. Evidence of influence of spelling scope and sequence in work programs, PLT meeting minutes and in classroom observations. Documented data tracking system to identify selected students. All students deemed capable to reach benchmark standard in 2015. Reading materials purchased and circulated. Speaking & Listening task completed and moderated across school.
INQUIRY
Develop a whole school
schedule of overview of
Inquiry concepts to be
covered.
To increase staff pedagogical
knowledge and skill in the
Inquiry learning process and
approach.
To ensure students are
engaged in deeper Inquiries
through the use of enduing
understandings and rich
questions (student voice).
Share current practices and
unpack AusVELS to develop
KPS model.
Provide ongoing professional
learning around the Inquiry
process.
Provide ongoing professional
learning around the Inquiry
process.
Sally with the support of
Pedagogy Leaders and PLT’s.
Sally & Leadership Team
Sally & Leadership Team
SIT meetings each term. (In
preparation for the next term).
Part of regular SIT and PLT
meetings and planning.
Ongoing throughout each term
as part of PL cycle.
Documented KPS Inquiry concepts schedule.
Range of professional
learning – Inquiry Focus
delievered.
Evidence of influence of improved Inquiry process and student engagement via work programs, PLT meeting minutes and in classroom observations.
Engagement &
Wellbeing
CARE Program
Student
Engagement
Using the staff and
students CARE evaluation
information, plan and
implement a revised CARE
PROGRAM for 2015
(which also includes an
improved use of Circle
Time & Circle Strategies)
Increase student voice and
student engagement
processes.
Marg Armstrong PD
Meet with PLT’s
Set out a timeline and
delegate tasks.
CARE groups typed and
distributed.
Implement term 2 Monday
session 6
Administer SOS and
Student Voice Processes
and Learning Walks with
students.
Clare & Student
Engagement and Wellbeing
Team
Clare & Student
Engagement and Wellbeing
Team
Start End of Term 1 &
weekly Circle time
allocated.
Implemented revised
CARE program in Term’s
2 and 3
Targets as outlined in AIP
2015.
ICT & Student
Engagement &
Wellbeing
ESMART
Complete the components
of the ESMART to achieve
“Implementation” stage.
Continue to work through
eSmart program including
completion of the Bully
reporting system including
cybersafety tips in school
newsletter.
Clio & ICT Team in
conjunction with Clare &
Student Engagement &
Wellbeing Team.
Carla
Ongoing throughout 2015
Fortnightly
Achievement of the
Implementation status as
part of eSmart.
Feedback from parents
and students indicating
improved understanding
and practices around
cybersafety.
ICT PLT Completion of the BullyBusters Grant Program (Cybersaftey) Increase level of ICT and Cybersafety embedded across all levels and areas of the curriculum. Increase level of higher order ICT skills demonstrated across the school – including the use of SAMR model when planning.
Continue to work through
the BullyBusters program
as outlined in the grant
application.
KidSafe Support
presentations to students,
staff and parents.
Share current practices and
provide ongoing professional
learning around ICT and
Cybersafety
Share current practices and
provide ongoing professional
learning around ICT and
Cybersafety
Clio & ICT Team in conjunction with Clare & Student Engagement & Wellbeing Team. Clio & ICT Team with the support of PL and PLT’s Clio & ICT Team with the support of PL and PLT’s
Term 1 dates Ongoing throughout 2015 Ongoing throughout 2015
Completion of all the
requirements of
BullyBusters Grant.
Evidence of influence of improved level of ICT and Cybersafety in work programs, PLT meeting minutes and in classroom observations. Range of feedback and survey data indicating an increased ability and usage of SAMR and higher order ICT skills across the school.
Productivity &
Pathways
Continue to build leadership
opportunities and processes
for students and strengthen
transition across grades.
Ensure opportunities are developed throughout school calendar and planning to arrange students to work in cross age transition groups. Continue to develop comprehensive transition program at all levels and provide high level information about program to parents.
Plan and timetable cross age
groupings during whole school
personalised learning sessions
– CURIOSITY LEARNING
SESSIONS
Further improve and extend
Transition program and
communication processes.
Leadership Team + All Staff
Leadership Team
Terms 2, 3 & 4
Develop targeted school improvement strategy by providing additional targeted support and resources into Prep and Junior School area to ensure all students receive the strongest start to school.
Ensure financial control measures to support servicing of school debt (deficit) and then develop financial platform for rebuild.
Continue to implement Step-Into-Prep Program.
Continue to develop processes to gather feedback from students and parents about transition across year levels.
Continue to develop strong link with community including pre-schools. Continue to implement and extend Year 6 leadership program – including buddies.
Extend partnership program
across grades e.g. reading
buddies program &
Kewriosity
Implement changes to school staffing structure as required / available / advised during school year.
Implement financial control measures to support servicing of school debt (deficit).
Deliver Step Into Prep
Program 2015.
Develop and implement
student / parent transition
survey process.
Strategic Staffing and Roles (EAL, LIL) + extending opportunities for parents to assist.
JP – (in conjunction with Work Force Bridging if required) and with advice from DEECD. Finance Team to monitor Future Funds item.(JP, RG, DC, FP)
James & Prep Staff
James
Beginning Term 2 and as changes can be made during year. Reviewed each term).
Budget reports tracked each month. Mini Finance Meeting each fortnight (or more frequently if required). Future Funds line item tracked each month.
Term 4
Terms 2 & 3 and 4
Carry forward aim of $50,000 “Future Funds” to assist with 2015 deficit.
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