Improvement plan for 2019 to 2021 - Click to upload school logo - Gumeracha ...
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Improvement plan for GUMERACHA PS
2019 to 2021
School name
GUMERACHA PS Click to upload school logo
Vision statement
Our vision is to build a cohesive learning community of
lifelong learners who have the capacity to contribute
positively as citizens of the 21st Century, and strive to
achieve their personal best. The school’s core values
for our learning community are: respect for self and
others, courage and resilience, commitment and
integrity.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
Meet NAPLAN Target:
Maintain growth trajectory in Year 3 - 3 of 5 students / Year 5 - 8 of 10 students / Year 7 - 4 of 6 students
NAPLAN HB in Numeracy:
Year 3 - 1 of 5 students / Year 5 - 4 of 10 students / 3 of 6 students
If we continue to develop problem solving and
maths results (Naplan, Pat, A-E 2 students retaining 3-5, 2 students retaining 5-7, 1 students retaining 3-7
Meet PAT SEA Target AND show appropriate growth between tests
Year 3 - 3 of 5 students / Year 4 - 8 of 10 students / Year 5 - 7 of 12 students
productive struggle, then we will see continued growth
data) and target HB for Year 6 - 8 of 9 students / Year 7 - 5 of 6 students
100% of students predicted to meet SEA benchmarks do so and push more sts into HB. We need to induct new
100% students with individual targets show expected growth
identified students with a NAPLAN/PAT results continue to show a growth trajectory teaching staff into the pedagogy in an effective and
Individual targets will come after analysis in 2019
particular focus on increasing timely manner to drive improvement more efficiently.
high band retention from 3 > 5 > 100% of students predicted to meet SEA benchmarks do so
100% students with individual targets show expected growth
7. NAPLAN/PAT results continue to show a growth trajectory
Individual targets will come after analysis in 2020
75% (3 of 4 students) will meet the benchmark in the Year 1 phonics screening test
Increase student 3 of 4 Year 1 students will meet Running Records SEA target If we improve teacher knowledge of phonic principles and how
4 of 7 Year 2 students will meet Running Records SEA target
decoding/encoding abilities Identified students will have individual targets that will be tracked by classroom teachers and SSO's words work then we will increase student achievement growth in
Running Records R-2 and decoding/encoding tracking and
site wide with a specific focus 100% of students predicted to meet SEA and Phonics Screening benchmarks do so
monitoring scores for R-7 (including Year 1 Phonics Screening
100% students with individual targets show expected growth
for JP and students with Running Record results start to show a growth trajectory
results)
Individual targets will come after analysis in 2019
Learning Difficulties By improving the school-wide organisation, scope, sequence and
100% of students predicted to meet SEA and Phonics Screening benchmarks do so
100% students with individual targets show expected growth pedagogy in phonics we will be more succinct in planning for
Running Record results continue to show a growth trajectory
Individual targets will come after analysis in 2020
students with Learning Difficulties regardless of their year level.
All students involved in initial Bright Path data sets collection and analysis.
3. Writing – Use a diagnostic 100% students 3-7 have specific writing improvement goals (set with/for/by teacher) based upon this initial data
collection and can articulate their individual strengths and areas to improve as a writer.
If we know what our students strengths and
tool(s) to identify strengths and Teachers collaborate to identify Bright Path Year Level and individual benchmark targets for 2020. weaknesses are, we will be more intentional around the
weaknesses and drive 100% of students predicted to meet Bright Path benchmarks do so key teaching points and next steps for students in our
100% students with individual targets show expected growth
improvement across the site 100% students R - 7 have specific writing improvement goals (set with/for/by teacher) and can articulate their school. We will be able to target PD to build capacity in
own strengths and areas to improve.
identified areas of need.
100% of students predicted to meet Bright Path benchmarks do so
100% students with individual targets show expected growth
100% students R-7 have specific writing improvement goals (set with/for/by teacher) and can articulate their
own learning journeys towards improvement in their personalised writing targets.
Page 2 of 12Improvement plan for GUMERACHA PS
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice, contact:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Meet NAPLAN Target:
Goal 1 Maintain growth trajectory in maths
Year 3 - 3 of 5 students / Year 5 - 8 of 10 students / Year 7 - 4 of 6 students
2019 NAPLAN HB in Numeracy:
Year 3 - 1 of 5 students / Year 5 - 4 of 10 students / 3 of 6 students
2 students retaining 3-5, 2 students retaining 5-7, 1 students retaining 3-7
results (Naplan, Pat, A-E data) and Meet PAT SEA Target AND show appropriate growth between tests
Year 3 - 3 of 5 students / Year 4 - 8 of 10 students / Year 5 - 7 of 12 students
Year 6 - 8 of 9 students / Year 7 - 5 of 6 students
target HB for identified students with a 100% of students predicted to meet SEA benchmarks do so
particular focus on increasing high band 2020 100% students with individual targets show expected growth
NAPLAN/PAT results continue to show a growth trajectory
retention from 3 > 5 > 7. Individual targets will come after analysis in 2019
100% of students predicted to meet SEA benchmarks do so
2021 100% students with individual targets show expected growth
NAPLAN/PAT results continue to show a growth trajectory
Individual targets will come after analysis in 2020
Goal 2 75% (3 of 4 students) will meet the benchmark in the Year 1 phonics screening test
Increase student decoding/encoding 2019 3 of 4 Year 1 students will meet Running Records SEA target
4 of 7 Year 2 students will meet Running Records SEA target
abilities site wide with a specific focus Identified students will have individual targets that will be tracked by classroom teachers and SSO's
for JP and students with Learning 100% of students predicted to meet SEA and Phonics Screening benchmarks do so
Difficulties 2020 100% students with individual targets show expected growth
Running Record results start to show a growth trajectory
Individual targets will come after analysis in 2019
100% of students predicted to meet SEA and Phonics Screening benchmarks do so
2021 100% students with individual targets show expected growth
Running Record results continue to show a growth trajectory
Individual targets will come after analysis in 2020
Goal 3 3. Writing – Use a diagnostic tool(s) to
All students involved in initial Bright Path data sets collection and analysis.
2019 100% students 3-7 have specific writing improvement goals (set with/for/by teacher) based upon this initial data collection and can articulate
their individual strengths and areas to improve as a writer.
identify strengths and weaknesses and Teachers collaborate to identify Bright Path Year Level and individual benchmark targets for 2020.
drive improvement across the site 100% of students predicted to meet Bright Path benchmarks do so
2020 100% students with individual targets show expected growth
100% students R - 7 have specific writing improvement goals (set with/for/by teacher) and can articulate their own strengths and areas to
improve.
100% of students predicted to meet Bright Path benchmarks do so
2021 100% students with individual targets show expected growth
100% students R-7 have specific writing improvement goals (set with/for/by teacher) and can articulate their own learning journeys towards
improvement in their personalised writing targets.
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice
Goal 1 If we continue to develop problem solving and productive struggle, then we will see continued growth and push more sts into HB.
We need to induct new teaching staff into the pedagogy in an effective and timely manner to drive improvement more efficiently.
Goal 2 If we improve teacher knowledge of phonic principles and how words work then we will increase student achievement growth in
Running Records R-2 and decoding/encoding tracking and monitoring scores for R-7 (including Year 1 Phonics Screening results)
By improving the school-wide organisation, scope, sequence and pedagogy in phonics we will be more succinct in planning for
students with Learning Difficulties regardless of their year level.
Goal 3 If we know what our students strengths and weaknesses are, we will be more intentional around the key teaching points and next
steps for students in our school. We will be able to target PD to build capacity in identified areas of need.
Page 5 of 12Step 3 Plan actions for improvement
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ Specify your
actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below.
The Quality School Improvement Planning Handbook explains how to do this.
Maintain growth trajectory in maths results (Naplan, Pat, A-E data) and target HB for identified students with a
Goal 1 particular focus on increasing high band retention from 3 > 5 > 7.
Challenge of practice If we continue to develop problem solving and productive struggle, then we will see continued growth and
push more sts into HB. We need to induct new teaching staff into the pedagogy in an effective and timely
manner to drive improvement more efficiently.
Actions Timeline Roles and responsibilities Resources
Support new teachers to engage in BTFM pedagogy. This will be planned and explored in Week 1 & 2 staff meetings of BTFM subscription $500 p.a
Use peer observation of practice & collaborative
2019 2019 and then re-visted throughout the school year.
planning for key concepts in BIIN/looking for multiple All staff have access to view 2016/2017 Webinar series and should Maths 300 subscription $235 for 2019 school year
representations/using manipulatives and how to use this to support their learning and can be used for PD hours.
implement a guided inquiry approach that supports Teachers will use collaborative task design opportunities with peers
students to think, act and perservere like
Numeracy progressions resources online
to develop expertise and consistency in maths planning and
mathematicians when solving a complex, meaningful practices. NRich website
and unfamiliar problems. White Rose Maths
Engage in Youcubed 'Week (or Week 0 & Lyndsey to facilitate co-planning of Week of Maths Jo Boaler resources
activities through the Week Zero planning times. - Mathematical mindsets book available from Principal
two) of Inspirational Maths" - as Week 1 of
Staff to collaborate and look for opportunities to - Youcubed website
part of Term 1 2019 setting up for 2019 - Staff made aware of Standford university online
collaborative and work across year levels.
success. courses for teachers and students
Kirstie/Lyndsey to document process in staff
meeting journal and share with Maths PLC group.
Develop common processes that Review PFD notes from Term 3 with Vicki Bitzios - co develop 2018 PFD resources
Week 0 & agreed bank of written response cards for reasoning in maths. BITL Tool on Leading learners webiste
develop metacognition and reasoning. then SSO- to make multiple sets for classroom use and posters to
(encourage written format) ongoing display in each room. BTFM moderation resources
Use mathematical investigations to Review Numeracy Agreement re: maths investigations and
staff timeline expectations. Maths 300 website
stretch thinking and give purpose to nRich website
reasoning practice. meetings Bank of investigatory tasks to be stored on staff shared drive.
White Rose website
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Maintain growth trajectory in maths results (Naplan, Pat, A-E data) and target HB for identified students with a
particular focus on increasing high band retention from 3 > 5 > 7.
Actions Timeline Roles and responsibilities Resources
R/1 group Katie & Kelly
Continue to resource additional ongoing 2/3 group Kirstie
Additional teaching time 0.1 funded from
teaching time to support 4/5 group Robyn/Lyndsey SASIF account surplus ($11,225)
6/7 group Marty
mathematics teaching in multi-level Work together in Week 0 to allocate students to year level groups or
classrooms. intervention groups +/-.
Teachers to ensure Maths blocks are planned as per Numeracy
Agreement and SIP actions.
Continue to use the misconception ongoing Teachers to refer to Numeracy Agreement for BTFM Diagnostic Questions and Fixing
scans to guide teaching & learning when to assess students using misconception Misconception guidebooks
cycles as per Numeracy Agreement. scans (will be reviewed in Week 0). Times Tables Rock Stars subscription $162
Have consistent practices in fluency Teachers will apply regular practices that lead to
p.a
and homework expectations. automaticity including times tables rock-stars and
common maths games. Maths games (already within the school)
Set specific learning goals starting All staff in teaching roles to work alongside their Gumeracha PS Numeracy Agreement
(with/for/self) based on formative Early Term maths students to set student goals (with/for/self).
assessment practices and observations 1 and then Provide evidence of annotations for Term 1/2
Increase intentionality/use of teacher PDP meetings and Term 1 LDAM Network
ongoing
annotations in work books. meetings with Birdwood PS.
with review
times set by
teachers Total financial resources allocated $11,960
and
students
Individual students will retain HB results from 3 > 5 > 7 and we will maintain/improve numbers in HB results in NAPLAN (2018/2020 and 2019/2021 cohorts).
Success criteria Misconception tests will continue to show that students are ready for new learning and teachers spend less time 'fixing misconceptions' and filling gaps in the
sequence.
Evidence in student maths journals indicating deep thinking and metacognition across all maths proficiencies.
Observation - evidence that mentee has trialled different pedagogies (STUDENT centered) and collaboration has included observation and feedback. Teachers who
have less experienced in the BTFM pedagogy are able to talk more confidently about their work. Experienced teachers are observed supplementing BTFM
resources with a wide range of researched quality materials.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase student decoding/encoding abilities site wide with a specific focus for JP and students with Learning
Difficulties
Challenge of practice If we improve teacher knowledge of phonic principles and how words work then we will increase student
achievement growth in Running Records R-2 and decoding/encoding tracking and monitoring scores for R-7
(including Year 1 Phonics Screening results)
By improving the school-wide organisation, scope, sequence and pedagogy in phonics we will be more succinct
in planning for students with Learning Difficulties regardless of their year level.
Actions Timeline Roles and responsibilities Resources
Work with SPELD/Autism SA to 2018/2019 Staff co-develop site specific set of SPELD resources and website
improve teachers wider ability to expectations to ensure student experiences Aus Dyslexic Assoc handbook
accommodate students with are consistent across classrooms Dyslexia SA website
disabilities/learning difficulties
Structured phonics PD for staff - Each teacher to complete Debbie Hepplewhite Online phonics Debble Hepplewhite Course - $260 x 6 = $1560
Starting instruction course (balance of staff meeting and homework)
followed by evidence of implementation Term 1 All teachers to keep a journal logging their learning to share at staff
in classrooms (encoding emphasis) meetings and in PDP meetings. Teachers expected to lead two Chris Killey PD (split costs with BPS) approx $1200
2019 warm up session each term in staff meetings. (rostered)
Chris Killey PFD in March to look at specific decoding/encoding
rules and teaching resources
Limetree Phonics Course - $30 x 5 = $150
SSO's to complete Limetree Online Jolly Phonics course
Using formative and diagnostic ongoing - This will be developed through ongoing staff meetings and SLLIP
work with Birdwood PS for LDAM Network sessions
data to group for purpose and reviewed Staff meetings - Week 7 of each term Vicky Bitzios
inform Teaching & Learning Cycles each term PFD - Term 1 with Chris Killey Partnership identfified resources and
in Week 8 PFD - Term 2 P'ship LDAM supports
PFD - Term 3 P'Ship Writing
staff PFD - Term 3 P'Ship LDAM
meetings
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase student decoding/encoding abilities site wide with a specific focus for JP and students with Learning
Difficulties
Actions Timeline Roles and responsibilities Resources
Develop a clear agreement re: phonics Lyndsey to work with JP teachers to establish targets for 2019/2020 Department for Education Phonics Checklist
From T1 Year 1 students and work together to deliver a succinct synthetic
teaching in R -2 including the intentional use analysis tools and supporting resources.
of decodable readers and shared formats for 2019. phonics program.
Lyndsey to teach staff (including SSO's) how to collect phonics data SPELD termly phonics checklists.
phonics lessons. Have agreed timeline for using SPELD checklists.
phonics data collection and analysis. Teachers to use Week 9 staff meetings to analyse growth and identify
Jolly Phonics checklists.
2018/2019 phonics checklist data used to next steps for individuals and groups of students. Purchase additional decodable readers $2,000:
SSO's to support teachers in managing the collation and filing of data. SPELD for 3-7 & Australian Phonics for R-2.
create action plan to address phonics gaps.
Develop a Gumeracha PS scope By end of work together to plan scope of learning Learning progressions
and sequence of phonics Term 1 2020 suitable for use in a small school with 3 tier Letters & Sounds
SPELD supporting documents
(decoding & encoding) learning classes Words their Way
R-7 Independent Spelling Stars
(all currently within school or available for free online)
Total financial resources allocated $4,910
Increased % of SEA achievement in Running Records
Success criteria Increased % of students meeting Department for Education benchmark for Phonics Screening
Teachers are undertaking termly phonics checks and reviewing data in their Week 9 staff meeting allocations
Students will be able to recognise all alphabet letters, 42 phonemes, OWL words to 404 and apply phonic principles to unknown or
nonsense words
Students with Learning Difficulties will be provided with targeted interventions in the classroom and/or SSO support
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 3. Writing – Use a diagnostic tool(s) to identify strengths and weaknesses and drive improvement across the site
Challenge of practice If we know what our students strengths and weaknesses are, we will be more intentional around the key
teaching points and next steps for students in our school. We will be able to target PD to build capacity in
identified areas of need.
Actions Timeline Roles and responsibilities Resources
Evaluate and trial assessment processes in writing Late 2019 - Lyndsey to work with ED/PC to explore
2020/2021 Bright Path team
BrightPath tools and connect with sites within the
(IDEAS)
Partnership/Portfolio who have already explored this focus. ED/PC
-audit using NAPLAN rubric 3-7
-Bright Path R-7/First Steps R-2 Attend BrightPath PD (as suggested by Julie James in early LID
Term 4 P'Ship meeting)
Use partnership/portfolio schools who have had a writing All teachers will identify which aspects of writing will be a
focus earlier in the three year cycle as a resource.
focus and develop nuanced teaching and learning cycles.
Increase frequency and intentionality of 2019 use readtheory.org to establish patterns of written responses to text
readtheory.org online resources
written responses to reading/text in Shift written focus from reasoning in maths (2019) to written
order to develop metacognitive thinking 2020 responses to text for 2020. Use structures developed in 2019 (with
Further resources to be explored
about reading strategies and sharpen some tweaks where necessary) to duplicate the process.
written responses. Strong focus on Work with SLLIP - formative assessment resources
reasoning.
All staff to attend Partnership PFD in 2019 Teachers will contribute to review after the TBD
August - talking for writing focus with PFD to identify key messages and actions
Sheena Cameron & Louise Dempsey. required when planning the 2020 writing
This will be followed by an immediate
focus with more clarity.
debrief meeting in lieu of staff meeting
in that week.
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued 3. Writing – Use a diagnostic tool(s) to identify strengths and weaknesses and drive improvement across the site
Actions Timeline Roles and responsibilities Resources
All staff to draw upon reference text/resources 2020 Teachers will sharpen how they use strategies Sheena Cameron and 7 Steps resources
available to them. discussed in the PFD in their writing programs.
- Sheena Cameron/Louise Dempsey The onwards currently within the school
Writing Book
Teachers will share evidence of this in PDP BrightPath
- 7 steps to Writing Success Early Years and meetings.
WAR genre maps
Primary Resources Leader will ensure sharing time is allocated in staff
- BrightPath meetings to promote spotlights of good practice. Literacy progressions
Use oral language development 2020 All teachers will develop a consistent approach to utilising TBD
activities and joint construction as tools onwards both oral language strategies and reading activities, to build
content prior to writing.
to model and drive improvement for Teachers use a teaching and learning cycle that promotes
early writers and students who need phonemic awareness, phonics, spelling, oral language,
additional adult support when writing. dialogue, vocabulary and reading to build content prior to
writing.
Set specific learning goals 2020 All staff in teaching roles to work alongside their TBD
(with/for/self) based on assessment onwards students to set student goals (with/for/self).
practices and observations. Provide evidence of annotations/feedback for
Increase intentionality/use of Term 1/2 PDP meetings and LDAM Network
teacher annotations in work books. meetings with Birdwood PS(?)
Total financial resources allocated
Teachers will deepen their knowledge, skills and understanding in the assessment of writing to inform next steps in teaching.
Success criteria Student writing will be consistently assessed across the school.
Specific focus areas identified in initial data analysis will improve.
Students will be provided with specific and consistent feedback about how to improve their writing.
NAPLAN results trend towards a growth trajectory.
Evidence shows Teachers using a teaching and learning cycle that promotes phonemic awareness, phonics, spelling, oral language, dialogue, vocabulary and
reading to build content prior to writing.
Page 11 of 12School improvement plan Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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