2022 Annual Implementation Plan - for improving student outcomes - Derrimut Primary School
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2022 Annual Implementation Plan
for improving student outcomes
Derrimut Primary School (5512)
Submitted for review by Joanna Stanford (School Principal) on 01 March, 2022 at 12:19 PM
Endorsed by Charles Branciforte (Senior Education Improvement Leader) on 01 March, 2022 at 12:20 PM
Endorsed by Leonie Foote (School Council President) on 12 May, 2022 at 04:43 PM
Derrimut Primary School (5512) - 2022 - AIP - Overall
Page 1Self-evaluation Summary - 2022
FISO 2.0 Dimensions Self-evaluation Level
Teaching Documented teaching and learning program based on the Victorian
and Curriculum and senior secondary pathways, incorporating extra-
curricula programs
Learning
Embedding
Use of common and subject-specific high impact teaching and
learning strategies as part of a shared and responsive teaching and
learning model implemented through positive and supportive student-
staff relationships
Assessment Systematic use of assessment strategies and measurement practices
to obtain and provide feedback on student learning growth, attainment
and wellbeing capabilities
Embedding
Systematic use of data and evidence to drive the prioritisation,
development, and implementation of actions in schools and
classrooms.
Derrimut Primary School (5512) - 2022 - AIP - Self Evaluation Summary
Page 2Leadership The strategic direction and deployment of resources to create and
reflect shared goals and values; high expectations; and a positive,
safe and orderly learning environment
Excelling
Shared development of a culture of respect and collaboration with
positive and supportive relationships between students and staff at the
core
Engagement Activation of student voice and agency, including in leadership and
learning, to strengthen students’ participation and engagement in
school
Embedding
Strong relationships and active partnerships between schools and
families/carers, communities, and organisations to strengthen
students’ participation and engagement in school
Support Responsive, tiered and contextualised approaches and strong
relationships to support student learning, wellbeing and inclusion
Embedding
Effective use of resources and active partnerships with families/carers,
specialist providers and community organisations to provide
responsive support to students
Enter your reflective comments We are well on our way to achieve the goals and targets set out in our Strategic Plan and 2021 AIP. There were some
significant impacts on learning and improvement in 2020-2021 period, that slowed down the learning of our staff and
students. There were significant improvements in other areas such as in our connections to our families, and our flexibility in
learning how to engage our students in both face to face and remote learning, using the technology available to us, and
learning how to engage our children in learning through these platforms.
Derrimut Primary School (5512) - 2022 - AIP - Self Evaluation Summary
Page 3Considerations for 2022 In 2022, we have new members to our leadership team and a number of new staff to our school. Using our embedded
structures and practices in the school, we will induct them into our PLC processes to allow for exemplary student learning
through our unit designs, curriculum, pedagogy and assessment strategies.
We will continue to focus on on embedding SWPBS as our social and emotional learning framework to ensure our students
are engaged in the learning.
Documents that support this plan
Derrimut Primary School (5512) - 2022 - AIP - Self Evaluation Summary
Page 4SSP Goals Targets and KIS
Goal 1 2022 Priorities Goal
Some of our students have thrived in the remote learning environment, others have maintained their learning progress,
and some need extra learning and wellbeing support despite the best efforts of their teachers and families. In 2022 we will
continue to focus on student learning - with an increased focus on numeracy - and student wellbeing through the 2022
Priorities Goal, a learning Key Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and
support each student at their point of need and in line with FISO.
Target 1.1 Support for the 2022 Priorities
Key Improvement Strategy 1.a Learning - Support both those who need extra support and those who have thrived to continue to extend their learning,
Priority 2022 Dimension especially in numeracy
Key Improvement Strategy 1.b Wellbeing - Effectively mobilise available resources to support students' wellbeing and mental health, especially the most
Priority 2022 Dimension vulnerable
Goal 2 To improve student learning outcomes in Reading and Writing.
Target 2.1 NAPLAN Relative Growth Reading
Increase % of students showing high relative growth from 26% in 2018 to more than 30% in 2022.
Reduce % of students showing low relative growth in grade from 34% in 2018 to less than 10% in 2022.
Target 2.2 NAPLAN Relative Growth Writing
Increase % of students showing high relative growth from 19% in 2018 to more than 25% in 2022.
Reduce % of students showing low relative growth in from 33% in 2018 to less than 10% in 2022.
Target 2.3 Reading Top Two Bands
Increase the number of students in the top two NAPLAN bands in year 3 from 29 in 2018 to 53% in 2022.
Derrimut Primary School (5512) - 2022 - AIP - SSP Goals Targets and KIS
Page 5Increase the number of students in the top two NAPLAN bands in year 5 from 25% in 2018 to 40% in 2022.
Target 2.4
Reading Bottom Two bands
Decrease the number of students in the bottom two NAPLAN bands in year 3 from 11% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 10% in 2022.
Target 2.5 Writing Top Two Bands
Increase the number of students in the top two NAPLAN bands in year 3 from 21% in 2018 to 46% in 2022.
Increase the number of students in the top two NAPLAN bands in year 5 from 25% in 2018 to 40% in 2022
Target 2.6 Writing Bottom Two bands
Decrease the number of students in the bottom two NAPLAN bands in year 3 from 24% in 2018 to 16% in 2022.
Key Improvement Strategy 2.a Develop and embed, and evaluate a guaranteed and viable curriculum in Reading and Writing underpinned by the
Curriculum planning and assessment Victorian Curriculum and supported by an agreed instructional model (CPA)
Key Improvement Strategy 2.b Build staff, leadership, PLC capacity in data literacy in order to differentiate and measure impact on teaching and learning
Curriculum planning and assessment in Reading and Writing (CPA)
Key Improvement Strategy 2.c Build staff and leadership to embed HITS instructional practice across the school
Evidence-based high-impact teaching
strategies
Derrimut Primary School (5512) - 2022 - AIP - SSP Goals Targets and KIS
Page 6Goal 3 To improve student learning outcomes in Numeracy
Target 3.1 Increase % of students showing high relative growth from 17% in 2018 to more than 25% in 2022.
Reduce % of students showing low relative growth from 34% in 2018 to less than 10% in 2022.
Target 3.2
Increase the number of students in the top two NAPLAN bands in year 3 from 28% in 2018 to 40% in 2022.
Target 3.3 Increase the number of students in the top two NAPLAN bands in year 5 from 16% in 2018 to 30% in 2022.
Target 3.4 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 19% in 2018 to 10% in 2022.
Target 3.5 Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 15% in 2022.
Key Improvement Strategy 3.a Develop and embed a guaranteed and viable curriculum in Numeracy underpinned by the Victorian Curriculum and
Curriculum planning and assessment supported by an agreed instructional model.
Key Improvement Strategy 3.b Build teacher capacity in data literacy in order to differentiate teaching and learning in Numeracy.
Curriculum planning and assessment
Key Improvement Strategy 3.c Build staff and student capacity in making learning highly visible, explicit and purposeful using research–based evidence
informed teaching practices in Numeracy
Derrimut Primary School (5512) - 2022 - AIP - SSP Goals Targets and KIS
Page 7Evidence-based high-impact teaching
strategies
Goal 4 To develop aspirational learning culture of high level engagement and achievement
Target 4.1 Increase the percentage endorsement of Stimulating learning from 75% in 2017 to 85% in 2022
Target 4.2 Increase the percentage endorsement of Student Voice from 65% in 2017 to 81% in 2022
Target 4.3 Increase the percentage endorsement of Student safety from 66% in 2017 to 80% in 2022
Target 4.4 By the end of 2022, the Student Absences Averages will have decreased, as outline below: Prep to 6 = 15.5 days in 2017 to 20% or
less in 2020.
.
Key Improvement Strategy 4.a To develop teacher capacity to develop and embed Student Voice and agency in Learning
Empowering students and building school
pride
Key Improvement Strategy 4.b Embed a consistent approach to School Wide Positive Behaviours underpinned by the vision of Derrimut Primary School
Setting expectations and promoting
inclusion
Derrimut Primary School (5512) - 2022 - AIP - SSP Goals Targets and KIS
Page 8Key Improvement Strategy 4.c Develop and embed leadership skills of all students to set high expectations of themselves and a strong sense of school Empowering students and building school and community pride pride Derrimut Primary School (5512) - 2022 - AIP - SSP Goals Targets and KIS Page 9
Select Annual Goals and KIS
Four Year Strategic Goals Is this Four Year Strategic Targets 12 month target
selected for
focus this The 12 month target is an incremental step
year? towards meeting the 4-year target, using the
same data set.
2022 Priorities Goal Yes Support for the 2022 Priorities All Students will show months learning in
Some of our students have thrived in F&P assessment with 70% at and above,
the remote learning environment, and less than 10% 12 months below.
others have maintained their learning
progress, and some need extra
learning and wellbeing support
despite the best efforts of their
teachers and families. In 2022 we will
continue to focus on student learning
- with an increased focus on
numeracy - and student wellbeing
through the 2022 Priorities Goal, a
learning Key Improvement Strategy
and a wellbeing Key Improvement
Strategy. We will teach and support
each student at their point of need
and in line with FISO.
To improve student learning Yes NAPLAN Relative Growth Reading Benchmark growth cannot be assessed in
outcomes in Reading and Writing. Increase % of students showing high relative growth from 2022 as Naplan was not done in 2020
26% in 2018 to more than 30% in 2022.
Reduce % of students showing low relative growth in grade
from 34% in 2018 to less than 10% in 2022.
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 2NAPLAN Relative Growth Writing Benchmark growth cannot be assessed in
Increase % of students showing high relative growth from 2022 as Naplan was not done in 2020
19% in 2018 to more than 25% in 2022.
Reduce % of students showing low relative growth in from
33% in 2018 to less than 10% in 2022.
Reading Top Two Bands Increase the number of students in the
top two NAPLAN bands in year 3 from 29
Increase the number of students in the top two NAPLAN bands in 2018 to 53% in 2022.
in year 3 from 29 in 2018 to 53% in 2022. Increase the number of students in the
Increase the number of students in the top two NAPLAN bands top two NAPLAN bands in year 5 from
in year 5 from 25% in 2018 to 40% in 2022. 25% in 2018 to 40% in 2022.
Decrease the number of students in the
bottom two NAPLAN bands in year 3 from
Reading Bottom Two bands 11% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN Decrease the number of students in the
bands in year 3 from 11% in 2018 to 10% in 2022. bottom two NAPLAN bands in year 5 from
24% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN
bands in year 5 from 24% in 2018 to 10% in 2022.
Writing Top Two Bands Increase the number of students in the
Increase the number of students in the top two NAPLAN bands in year top two NAPLAN bands in year 3 from
3 from 21% in 2018 to 46% in 2022. 21% in 2018 to 46% in 2022.
Increase the number of students in the
Increase the number of students in the top two NAPLAN bands in year
top two NAPLAN bands in year 5 from
5 from 25% in 2018 to 40% in 2022
9% in 2018 to 20% in 2022
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 3Writing Bottom Two bands Decrease the number of students in the
Decrease the number of students in the bottom two NAPLAN bands in bottom two NAPLAN bands in year 3 from
year 3 from 24% in 2018 to 16% in 2022. 24% in 2018 to below 10% in 2022.
Decrease the number of students in the
bottom two NAPLAN bands in year 5 from
24% in 2018 to 12% in 2022.
To improve student learning Yes Increase % of students showing high relative growth from Benchmark growth cannot be assessed in
outcomes in Numeracy 17% in 2018 to more than 25% in 2022. 2022 as Naplan was not done in 2020
Reduce % of students showing low relative growth from 34%
in 2018 to less than 10% in 2022.
Increase the number of students in the
Increase the number of students in the top two NAPLAN bands in year top two NAPLAN bands in year 3 from
3 from 28% in 2018 to 40% in 2022. 28% in 2018 to 40% in 2022.
Increase the number of students in the top two NAPLAN bands in year Increase the number of students in the
5 from 16% in 2018 to 30% in 2022. top two NAPLAN bands in year 5 from
16% in 2018 to 30% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in Decrease the number of students in the
year 3 from 19% in 2018 to 10% in 2022. bottom two NAPLAN bands in year 3 from
19% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in Decrease the number of students in the
year 5 from 24% in 2018 to 15% in 2022. bottom two NAPLAN bands in year 5 from
24% in 2018 to 15% in 2022.
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 4To develop aspirational learning Yes Increase the percentage endorsement of Stimulating learning from 75% in 2017 to Increase the percentage endorsement of
culture of high level engagement and 85% in 2022 Stimulating learning from 75% in 2017 to
achievement above 85% in 2022
Increase the percentage endorsement of Student Voice from Increase the percentage endorsement of
65% in 2017 to 81% in 2022 Student Voice from 65% in 2017 to 81%
in 2022
Increase the percentage endorsement of Student safety from Increase the percentage endorsement of
66% in 2017 to 80% in 2022 Student safety from 66% in 2017 to
above 85% in 2022
By the end of 2022, the Student Absences Averages will have decreased, Reduce days absent??.. What measure
as outline below: Prep to 6 = 15.5 days in 2017 to 20% or less in 2020.
.
Goal 1 2022 Priorities Goal
Some of our students have thrived in the remote learning environment, others have maintained their learning progress, and
some need extra learning and wellbeing support despite the best efforts of their teachers and families. In 2022 we will continue
to focus on student learning - with an increased focus on numeracy - and student wellbeing through the 2022 Priorities Goal, a
learning Key Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and support each student at
their point of need and in line with FISO.
12 Month Target 1.1 All Students will show months learning in F&P assessment with 70% at and above, and less than 10% 12 months below.
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 5Key Improvement Strategies Is this KIS selected for focus this
year?
KIS 1 Learning - Support both those who need extra support and those who have thrived to Yes
Priority 2022 Dimension continue to extend their learning, especially in numeracy
KIS 2 Wellbeing - Effectively mobilise available resources to support students' wellbeing and Yes
Priority 2022 Dimension mental health, especially the most vulnerable
Explain why the school has selected this Please leave this field empty. Schools are not required to provide a rationale as this is in line with system priorities for 2022.
KIS as a focus for this year. Please make
reference to the self-evaluation, relevant
school data, the progress against School
Strategic Plan (SSP) goals, targets, and the
diagnosis of issues requiring particular
attention.
Goal 2 To improve student learning outcomes in Reading and Writing.
12 Month Target 2.1 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 2.2 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 2.3 Increase the number of students in the top two NAPLAN bands in year 3 from 29 in 2018 to 53% in 2022.
Increase the number of students in the top two NAPLAN bands in year 5 from 25% in 2018 to 40% in 2022.
12 Month Target 2.4 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 11% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 10% in 2022.
12 Month Target 2.5 Increase the number of students in the top two NAPLAN bands in year 3 from 21% in 2018 to 46% in 2022.
Increase the number of students in the top two NAPLAN bands in year 5 from 9% in 2018 to 20% in 2022
12 Month Target 2.6 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 24% in 2018 to below 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 12% in 2022.
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 6Key Improvement Strategies Is this KIS selected for focus this
year?
KIS 1 Develop and embed, and evaluate a guaranteed and viable curriculum in Reading and No
Curriculum planning and assessment Writing underpinned by the Victorian Curriculum and supported by an agreed instructional
model (CPA)
KIS 2 Build staff, leadership, PLC capacity in data literacy in order to differentiate and measure Yes
Curriculum planning and assessment impact on teaching and learning in Reading and Writing (CPA)
KIS 3 Build staff and leadership to embed HITS instructional practice across the school No
Evidence-based high-impact teaching
strategies
Explain why the school has selected this As we will be in review in term 1 2022, We are focussing on the 2022 Priority goals
KIS as a focus for this year. Please make
reference to the self-evaluation, relevant
school data, the progress against School
Strategic Plan (SSP) goals, targets, and the
diagnosis of issues requiring particular
attention.
Goal 3 To improve student learning outcomes in Numeracy
12 Month Target 3.1 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 3.2 Increase the number of students in the top two NAPLAN bands in year 3 from 28% in 2018 to 40% in 2022.
12 Month Target 3.3 Increase the number of students in the top two NAPLAN bands in year 5 from 16% in 2018 to 30% in 2022.
12 Month Target 3.4 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 19% in 2018 to 10% in 2022.
12 Month Target 3.5 Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 15% in 2022.
Key Improvement Strategies Is this KIS selected for focus this
year?
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 7KIS 1 Develop and embed a guaranteed and viable curriculum in Numeracy underpinned by the No
Curriculum planning and assessment Victorian Curriculum and supported by an agreed instructional model.
KIS 2 Build teacher capacity in data literacy in order to differentiate teaching and learning in Yes
Curriculum planning and assessment Numeracy.
KIS 3 Build staff and student capacity in making learning highly visible, explicit and purposeful No
Evidence-based high-impact teaching using research–based evidence informed teaching practices in Numeracy
strategies
Explain why the school has selected this As we will be in review in term 1 2022, We are focussing on the 2022 Priority goals
KIS as a focus for this year. Please make
reference to the self-evaluation, relevant
school data, the progress against School
Strategic Plan (SSP) goals, targets, and the
diagnosis of issues requiring particular
attention.
Goal 4 To develop aspirational learning culture of high level engagement and achievement
12 Month Target 4.1 Increase the percentage endorsement of Stimulating learning from 75% in 2017 to above 85% in 2022
12 Month Target 4.2 Increase the percentage endorsement of Student Voice from 65% in 2017 to 81% in 2022
12 Month Target 4.3 Increase the percentage endorsement of Student safety from 66% in 2017 to above 85% in 2022
12 Month Target 4.4 Reduce days absent??.. What measure
Key Improvement Strategies Is this KIS selected for focus this
year?
KIS 1 To develop teacher capacity to develop and embed Student Voice and agency in Learning No
Empowering students and building
school pride
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 8KIS 2 Embed a consistent approach to School Wide Positive Behaviours underpinned by the Yes
Setting expectations and promoting vision of Derrimut Primary School
inclusion
KIS 3 Develop and embed leadership skills of all students to set high expectations of themselves No
Empowering students and building and a strong sense of school and community pride
school pride
Explain why the school has selected this As we will be in review in term 1 2022, We are focussing on the 2022 Priority goals
KIS as a focus for this year. Please make
reference to the self-evaluation, relevant
school data, the progress against School
Strategic Plan (SSP) goals, targets, and the
diagnosis of issues requiring particular
attention.
Derrimut Primary School (5512) - 2022 - AIP - Annual Goals Targets and KIS
Page 9Define Actions, Outcomes and Activities
Goal 1 2022 Priorities Goal
Some of our students have thrived in the remote learning environment, others have maintained their learning progress, and some
need extra learning and wellbeing support despite the best efforts of their teachers and families. In 2022 we will continue to focus on
student learning - with an increased focus on numeracy - and student wellbeing through the 2022 Priorities Goal, a learning Key
Improvement Strategy and a wellbeing Key Improvement Strategy. We will teach and support each student at their point of need and
in line with FISO.
12 Month Target 1.1 All Students will show months learning in F&P assessment with 70% at and above, and less than 10% 12 months below.
KIS 1 Learning - Support both those who need extra support and those who have thrived to continue to extend their learning, especially in
Priority 2022 Dimension numeracy
Actions Whole School Level
Staff will embed PLC/PLT structures to support teacher collaboration to design units of work using school documents to guarantee
student growth.
Staff will embed school's instructional model (Gradual Release of Responsibility) and lesson plan structure (LESR).
Leaders will build staff capacity in data literacy and differentiation in order to identify whole school, cohort and individual student
learning needs
Leaders will develop tiered systems of support that enable teachers to identify and respond to individual learning needs.
Classroom Level
Staff will use PLC/PLTs to collaborate to plan units of work using the FISO Improvement cycle.
Staff will engage in PLCs to identify a cake, slice, crumb
Staff will implement the school's instructional model (Gradual Release of Responsibility) and lesson plan structure (LESR).
Staff will use cycles of formative assessment through the unit design process.
Staff will identify and track student learning needs and growth using developmental continuums.
Staff will use data and evidence to inform whole class, small group and conferences to choose appropriate pedagogy and teaching
approaches.
Staff will document small group and individual differentiation and strategies in work programs based on formative data
Individual or Small group Level
Teachers document the school's instructional model (Gradual Release of Responsibility) and lesson plan structure (LESR) in their
work programs.
Teachers use the developmental continuums to co-construct learning goals with students.
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 2Teachers provide feedback to ensure students can articulate their learning goals and steps of achievement.
Leaders build staff capacity to understand and implement IEPs.
Teachers will ensure that students needing Tier 3 intervention will be supported through a targetted Individual Education Plan (IEP)
and/or tutoring progra
Outcomes Whole School Level
Leaders will design Whole School learning using the FISO Improvement Cycle to target teacher practice with student learning at the
centre.
Teachers will use the language of the school's instructional model (Gradual Release of Responsibility) and lesson plan structure
(LESR) when following the unit design process.
Leaders will collaborate to identify patterns and trends in student data that will be used to inform the unit design process.
PLTs will design common formative assessment tasks (CFAT) to plan for student learning and growth.
Staff will document tiered systems of support for all areas of academic, social, and emotional learning.
Classroom Level
Staff will collaborate using the FISO Improvement Cycle to design learning that meets all students' needs.
PLT will ensure all learning experiences will feature elements of the school's instructional model (Gradual Release of Responsibility)
and lesson plan structure (LESR).
Staff will use assessment data systems to moderate, track growth and inform future learning needs
Staff will use formative data to collate evidence of learning and students' next steps.
Staff will use the tiered systems of support to ensure appropriate levels of support are provided
Individual or Small group Level
Teachers will ensure student learning goals will be documented and tracked, and made visible to all students.
Teachers will ensure that every learning experience in work programs follows the lesson plan structure (LESR) and the instructional
model is evident (GRR) within individual lessons and across learning sequences.
Teacher will ensure that all students know what their next steps are to progress their learning.
Teachers will ensure that Tier 3 supports are tracked and documented in work programs and IEPs with clear ES roles.
Success Indicators Whole School Level
Early Indicators
- Unit Designs reflect the FISO Improvement Cycle
- Unit designs reflect an understanding of the GRR within learning sequences.
- Unit Designs and planners show evidence of differentiation from patterns and trends in the data.
- Assessment data systems show evidence of student growth.
- Tiered systems are understood and used by all staff
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 3Late Indicators
- Victorian Curriculum Judgements will show growth in learning.
- Naplan results show an increase in students in the middle and top 2 bands.
- Naplan Benchmark growth show an increase in expected and high growth, and a reduction in low growth
- An increase in positive endorsement of parent, staff and student perception data
Classroom Level
Early Indicators
- Classroom observations and learning walks demonstrate differentiation and gradual release of responsibility within the lesson plan
structure.
- A documented assessment schedule ensuring teachers are inputting assessment, tracking growth and evidence of moderating.
- Curriculum Data Tools (data walls) indicate student level of achievement and growth
- Documentation and data from Formative Assessments, including Birds Eye View
- Regular communication with families about student academic growth is documented (frequency depends on tiered approach)
- Work programs show differentiation for small group and individual instructional practice
Late Indicators
- Teacher Judgements
- Pat assessment
- F&P Data
Individual or Small group Level
Early Indicators
- Students achieve the indicators of success as learning is targeted at their point of need.
- Students can articulate their learning, goals, and progress
- All stakeholders will share evidence of progress and achievement of goals set in an IEP.
- Work Programs show all levels of Tier Intervention
Late Indicators
- An increase in positive endorsement of parent, staff and student perception data
- End of year survey and focus groups
Post test results
Activities and Milestones People Responsible Is this a PL When Funding Streams
Priority
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 4GRR is modelled during whole school professional learning Assistant Principal PLP from: $120,000.00
(coaching cycles) Learning Specialist(s) Priority Term 1
Literacy Coaching by Mardi Gorman, Terri Campbell and Ruth to:
Moodie Principal Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
The purchase Literacy, Library and Intervention texts to support Leadership Team PLP from: $50,000.00
classroom libraries and reading gain PLC Leaders Priority Term 1
to:
Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Purchase of online licences for Reading Eggs, mathletics, Storybox School Improvement Team PLP from: $15,500.00
Teacher(s) Priority Term 1
to:
Term 4
Equity funding will
be used
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 5 Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Numeracy hands on resources to supplement those handed at Learning Specialist(s) PLP from: $3,000.00
during remote learning Priority Term 1
to:
Term 2
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Ipad lease to support F-2 iPad program Leadership Team PLP from: $28,000.00
Priority Term 1
to:
Term 1
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 6may include DET
funded or free items
Create the architecture and professional learning to build the School Improvement Team PLP from: $2,000.00
capacity of leaders for collaboration and data analysis Priority Term 1
Introduce Norms and Protocols at a whole school level to engage to:
in data and collaboration Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Develop and embed learning about tiered levels of support and All Staff PLP from: $1,000.00
develop a response model as a part of the Unit Design Process School Improvement Team Priority Term 1
Review the Instructional model to establish how the tiered system if to:
intervention is a part of work programs Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Professional Learning to ensure students have voice and agency in All Staff PLP from: $1,000.00
their learning Priority Term 1
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 7to: Equity funding will
Term 4 be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
KIS 2 Wellbeing - Effectively mobilise available resources to support students' wellbeing and mental health, especially the most vulnerable
Priority 2022 Dimension
Actions Whole School Level
Embedding the use of the whole school acknowledgement (PBIS reward system) to acknowledge students when they are showing
expected behaviours
Build staff capacity to consistently collect (referral system PBIS) , analyse, monitor and respond to student referral data.
Build staff capacity to teach expected behaviour
Collaborate with the Departmental Attendance Coordinator for attendance strategy improvement.
Classroom Level
Embedding the use of the whole school acknowledgement (PBIS reward system) to acknowledge students when they are showing
expected behaviours
Use referral data to develop and plan teaching of expected behaviours.
Use referral data to develop and plan teaching of expected behaviours.
Follow the attendance flow chart and process for managing student absenteeism
Individual or Small group Level
Teachers provide feedback to student around expected behaviours.
Build community understanding around expected behaviour and whole school behaviour matrix
SWPBS team to analyse whole school data
Use referral data to identify and plan for students who require tier 2 or tier 3 supports.
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 8Develop and plan targeted teaching of expected behaviours
Implement tier 2 and tier 3 interventions which includes social groups, support groups, support services and external agencies
Outcomes Whole School Level
Staff will use positive feedback statements to acknowledge expected behaviours
Staff will know and understand the PBIS system and how to use it
Staff will know and follow the Referral Data process
Staff will be able to analyse and respond to the referral data
Staff will use the DPS responding to inappropriate behaviour flow chart
Staff will use the referral system to record minor and major behaviours
Teachers would understand how to teach expect teach expected behaviours
Leaders will know how use attendance strategy to reengage families
Classroom Level
Staff will use positive feedback statements to acknowledge expected behaviours
Staff to see the link to teaching expected behaviours and acknowledging expected behaviours
Staff will be able to analyse the referral data to develop and plan targeted teaching experiences
Staff will use the DPS responding to inappropriate behaviour flow chart
Students in need of tier 2/3 supports will be identified and supported
Staff will be able to analyse the referral data to develop and plan targeted teaching experiences
Staff will use the DPS responding to inappropriate behaviour flow chart
Individual or Small group Level
Teachers provide feedback to student around expected behaviours.
Build community understanding around expected behaviour and whole school behaviour matrix
SWPBS team to analyse whole school data
Use referral data to identify and plan for students who require tier 2 or tier 3 supports.
Develop and plan targeted teaching of expected behaviours
Implement tier 2 and tier 3 interventions which includes social groups, support groups, support services and external agencies
Success Indicators Whole School Level
Early Indicators
- Classroom and peer observations
- Increase in PBIS reward data (Acknowledgement data)
- Students spending points at SWPBS shop
- Increase in referral for minor behaviors
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 9Late Indicators
- Decrease in whole school referral data
- Decrease in whole school absence data
Classroom Level
Early Indicators
- Classroom and peer observations
- Increase in PBIS reward data (Acknowledgement data)
- Students spending points at SWPBS shop
- Evidence of targeted teaching based on referral data
- Work programs have evidence of teaching expected behaviour lessons
Late Indicators
- Decrease in cohort/homeroom referral data
- Decrease in cohort/homeroom absence data
Individual or Small group Level
Early Indicators
- students will be able to name the value and expected behaviour they had shown to recieve an acknowledgement point
- Evidence of students using tier 2/3 support to engage learning
- Small group workshops
Late Indicators
- Decrease in referral data at a individual student level
- Decrease in individual absence data
Activities and Milestones People Responsible Is this a PL When Funding Streams
Priority
Year 6 Drumming Program to lever school leadership and School Improvement Team PLP from: $10,000.00
pathways to secondary schools Priority Term 3
to:
Term 3
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 10 Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Commitment for the MHiPs Funding with team of staff across School Improvement Team PLP from: $5,000.00
classrooms attending Professional Learning to ensure this learning Teacher(s) Priority Term 1
is embedded in to the schools systems structures and strategies to:
Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Goal 2 To improve student learning outcomes in Reading and Writing.
12 Month Target 2.1 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 2.2 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 2.3 Increase the number of students in the top two NAPLAN bands in year 3 from 29 in 2018 to 53% in 2022.
Increase the number of students in the top two NAPLAN bands in year 5 from 25% in 2018 to 40% in 2022.
12 Month Target 2.4 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 11% in 2018 to 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 10% in 2022.
12 Month Target 2.5 Increase the number of students in the top two NAPLAN bands in year 3 from 21% in 2018 to 46% in 2022.
Increase the number of students in the top two NAPLAN bands in year 5 from 9% in 2018 to 20% in 2022
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 1112 Month Target 2.6 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 24% in 2018 to below 10% in 2022.
Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 12% in 2022.
KIS 1 Build staff, leadership, PLC capacity in data literacy in order to differentiate and measure impact on teaching and learning in Reading
Curriculum planning and and Writing (CPA)
assessment
Actions See Priority goals as the school is in review and this is a light touch AIP
Outcomes See Priority goals as the school is in review and this is a light touch AIP
Success Indicators See Priority goals as the school is in review and this is a light touch AIP
Activities and Milestones People Responsible Is this a PL When Funding Streams
Priority
Curriculum Day for Literacy School Improvement Team PLP from: $5,000.00
Priority Term 1
to:
Term 1
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Goal 3 To improve student learning outcomes in Numeracy
12 Month Target 3.1 Benchmark growth cannot be assessed in 2022 as Naplan was not done in 2020
12 Month Target 3.2 Increase the number of students in the top two NAPLAN bands in year 3 from 28% in 2018 to 40% in 2022.
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 1212 Month Target 3.3 Increase the number of students in the top two NAPLAN bands in year 5 from 16% in 2018 to 30% in 2022.
12 Month Target 3.4 Decrease the number of students in the bottom two NAPLAN bands in year 3 from 19% in 2018 to 10% in 2022.
12 Month Target 3.5 Decrease the number of students in the bottom two NAPLAN bands in year 5 from 24% in 2018 to 15% in 2022.
KIS 1 Build teacher capacity in data literacy in order to differentiate teaching and learning in Numeracy.
Curriculum planning and
assessment
Actions See Priority goals as the school is in review and this is a light touch AIP
Outcomes See Priority goals as the school is in review and this is a light touch AIP
Success Indicators See Priority goals as the school is in review and this is a light touch AIP
Activities and Milestones People Responsible Is this a PL When Funding Streams
Priority
Ongoing data PLCs School Improvement Team PLP from: $0.00
Priority Term 1
to:
Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Goal 4 To develop aspirational learning culture of high level engagement and achievement
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 1312 Month Target 4.1 Increase the percentage endorsement of Stimulating learning from 75% in 2017 to above 85% in 2022
12 Month Target 4.2 Increase the percentage endorsement of Student Voice from 65% in 2017 to 81% in 2022
12 Month Target 4.3 Increase the percentage endorsement of Student safety from 66% in 2017 to above 85% in 2022
12 Month Target 4.4 Reduce days absent??.. What measure
KIS 1 Embed a consistent approach to School Wide Positive Behaviours underpinned by the vision of Derrimut Primary School
Setting expectations and
promoting inclusion
Actions See Priority goals as the school is in review and this is a light touch AIP
Outcomes See Priority goals as the school is in review and this is a light touch AIP
Success Indicators See Priority goals as the school is in review and this is a light touch AIP
Activities and Milestones People Responsible Is this a PL When Funding Streams
Priority
PLCs School Improvement Team PLP from: $1,000.00
Priority Term 1
to:
Term 4
Equity funding will
be used
Disability Inclusion
Tier 2 Funding will be
used
Schools Mental
Health Menu items
will be used which
may include DET
funded or free items
Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities
Page 14Derrimut Primary School (5512) - 2022 - AIP - Actions Outcomes and Activities Page 15
Funding Planner
Summary of Budget and Allocated Funding
Summary of Budget School’s total funding ($) Funding Allocated in activities ($) Still available/shortfall
Equity Funding $181,153.88 $181,153.88 $0.00
Disability Inclusion Tier 2 Funding $0.00 $0.00 $0.00
Schools Mental Health Fund and Menu $0.00 $0.00 $0.00
Total $181,153.88 $181,153.88 $0.00
Activities and Milestones – Total Budget
Activities and Milestones Budget
GRR is modelled during whole school professional learning $120,000.00
(coaching cycles)
Literacy Coaching by Mardi Gorman, Terri Campbell and
Ruth Moodie
The purchase Literacy, Library and Intervention texts to $50,000.00
support classroom libraries and reading gain
Purchase of online licences for Reading Eggs, mathletics, $15,500.00
Storybox
Numeracy hands on resources to supplement those $3,000.00
handed at during remote learning
Ipad lease to support F-2 iPad program $28,000.00
Year 6 Drumming Program to lever school leadership and $10,000.00
pathways to secondary schools
Commitment for the MHiPs Funding with team of staff $5,000.00
across classrooms attending Professional Learning tp en
Derrimut Primary School (5512) - 2022 - AIP - Funding Planner
Page 2sure this learning is embedded in to the schools systems
structures and strategies
Totals $231,500.00
Activities and Milestones - Equity Funding
Activities and Milestones When Funding allocated ($) Category
GRR is modelled during whole from: $99,153.00 School-based staffing
school professional learning Term 1
(coaching cycles) to:
Literacy Coaching by Mardi Term 4
Gorman, Terri Campbell and Ruth
Moodie
The purchase Literacy, Library and from: $27,500.00
Intervention texts to support Term 1
classroom libraries and reading to:
gain Term 4
Purchase of online licences for from: $15,500.00 Teaching and learning programs and resources
Reading Eggs, mathletics, Term 1
Storybox to:
Term 4
Numeracy hands on resources to from: $1,000.88 Teaching and learning programs and resources
supplement those handed at during Term 1
remote learning to:
Term 2
Ipad lease to support F-2 iPad from: $28,000.00 Teaching and learning programs and resources
program Term 1
to:
Term 1
Derrimut Primary School (5512) - 2022 - AIP - Funding Planner
Page 3Year 6 Drumming Program to lever from: $10,000.00
school leadership and pathways to Term 3
secondary schools to:
Term 3
Totals $181,153.88
Activities and Milestones - Disability Inclusion Funding
Activities and Milestones When Funding allocated ($) Category
Totals $0.00
Activities and Milestones - Schools Mental Health Fund and Menu
Activities and Milestones When Funding allocated ($) Category
Year 6 Drumming Program to lever from:
school leadership and pathways to Term 3
secondary schools to:
Term 3
Commitment for the MHiPs from: $20,000.00 Tier 3/Category: Mental health and wellbeing professionals
Funding with team of staff across Term 1
classrooms attending Professional to:
Learning tp en sure this learning is Term 4
embedded in to the schools
systems structures and strategies
Totals
Derrimut Primary School (5512) - 2022 - AIP - Funding Planner
Page 4Additional Funding Planner – Total Budget
Activities and Milestones Budget
Totals $0.00
Additional Funding Planner – Equity Funding
Activities and Milestones When Funding allocated ($) Category
Totals $0.00
Additional Funding Planner – Disability Inclusion Funding
Activities and Milestones When Funding allocated ($) Category
Totals $0.00
Additional Funding Planner – Schools Mental Health Fund and Menu
Activities and Milestones When Funding allocated ($) Category
Totals $0.00
Derrimut Primary School (5512) - 2022 - AIP - Funding Planner
Page 5Professional Learning and Development Plan
Professional Learning Who When Key Professional Learning Organisational Structure Expertise Accessed Where
Priority Strategies
GRR is modelled during Assistant from: Design of formative Whole School Pupil Literacy expertise On-site
whole school professional Principal Term 1 assessments Free Day Learning Specialist
learning (coaching cycles) Learning to: Moderated assessment Formal School Meeting /
Literacy Coaching by Mardi Specialist(s) Term 4 of student learning Internal Professional
External consultants
Gorman, Terri Campbell and Learning Sessions Mardi Gorman Terri
Ruth Moodie Principal Collaborative
Campbell Ruth Moodie
Inquiry/Action Research Timetabled Planning
team Day Practice Principles
for Excellence in
Teaching and Learning
Pedagogical Model
High Impact
Teaching Strategies
(HITS)
Ongoing data PLCs School from: Formalised PLC/PLTs PLC/PLT Meeting High Impact On-site
Improvement Term 1 Teaching Strategies
Team to: (HITS)
Term 4
PLCs School from: Formalised PLC/PLTs PLC/PLT Meeting High Impact On-site
Improvement Term 1 Teaching Strategies
Team to: (HITS)
Term 4
Derrimut Primary School (5512) - 2022 - AIP - Professional Learning Plan
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