Improvement plan for 2019 to 2021 - Click to upload school logo - Christie Downs Primary School
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Improvement plan for Christie Downs Primary
2019 to 2021
NS PRIMA
W
RISTIE DO
RY
School name
SCHOOL
Christie Downs Primary Click to upload school logo
Vision statement
Learn, play & grow together for a successful future.
CH
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
For students enrolled in yr 5 in 2019 we will increase by 5 the number of student's achieving SEA in PATR. If we deepen our understanding of the Big 6 of reading and Australian
Reading: Increase student For those students enrolled in Yr 1 in 2019 the number of students achieving the SEA for Running Records and
Phonics screening we will increase by 10%. Curriculum English, we will utilize this understanding to plan for differentiation
reading achievement in yrs 1 and intentional learning design, with an explicit focus on oral language and
vocabulary development. Then we will increase reading achievement across the
to 7 For those students students enrolled in yr 6 in 2020 we will increase by 5 the number of student's achieving
school.
PATR SEA in 2019.
For those students enrolled in Yr 2 in 2020 the number of students achieving the SEA for Running Records, we
will increase by another 10%
For those students enrolled in yr 7 in 2021 we will increase by another 5 student's achieving PATR SEA in 2020 If we develop a rigorous systematic approach to teaching and assessing
For those students enrolled in Yr 3 in 2021 we will increase the number of students meeting the SEA for Naplan to
60%.
students' knowledge of phonics and decoding as part of our focus on the Big 6,
then we will increase student achievement.
For those students in Year 5 in 2019 with a 2018 Round 2 Bright Path persuasive scale score of 240+ will achieve a
If we explicitly model and teach students the writing structure of an extensive
Writing: Increase student Bright path score of 320+(Naplan SEA Yr5) by Round 2 2019 (September).
For those students in Year 5 2019 with a 2018 Round 2 Bright path persuasive scale score of 160 to 240 will variety of multi-modal texts with a focus on text cohesion, sentence and text
writing achievement in yrs 1 to progress by 60 points in one year, working towards NAPLAN YR 5 SEA by round 2 September 2019 (September)
structure, paragraphing, purpose and audience then we will increase student
achievement in writing across the school.
7 For those students in Year 6 in 2020 with a Round 2 2019 Bright Path persuasive scale score of 320-+ will
achieve a Bright Path score of 382+ (NAPLAN Band 6) by Round 2 2020 (September)
For those students in yr 6 2020 with a Round 2 2019 Bright Path persuasive scale score of 220-280 will
progress by 60 points in one year, working towards proficiency band 5.
For those students in Year 7 in 2021 with a Round 2 2020 Bright path persuasive scale score of 382+ will achieve a
Bright path score of 445+ (NAPLAN Band 7) by Round 2, 2021 (September, 2021) with 5% achieving higher bands.
For those in Year 7 2021 with a Round 2 2020 Bright path persuasive scale score of 280-340 will progress by 60
points in one year, achieving NAPLAN SEA Year 7 by Round 2, 2021 (September).
In 2019 20 students will move from their current level of ABLES English Speaking If we intentionally plan and design activities based on next steps identified in
Communication: Increase and Listening to the next level of ABLES English Speaking and Listening. ABLES and AC for each individual student then we will increase students'
listening, speaking and meeting their ABLES SMARTAR goals.
communication skills for all A number of students to be determined will move from their current level of ABLES English
Speaking and Listening to the next level of ABLES English Speaking and Listening.
students in the Disability unit
A number of students to be determined will move from their current level of ABLES English
If we use formative assessment regularly and intentionally then we will increase
Speaking and Listening to the next level of ABLES English Speaking and Listening. student achievement in communication.
Page 2 of 12Improvement plan for Christie Downs Primary
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
Goal 1
For students enrolled in yr 5 in 2019 we will increase by 5 the number of student's achieving SEA in PATR.
Reading: Increase student reading 2019 For those students enrolled in Yr 1 in 2019 the number of students achieving the SEA for Running Records and Phonics screening we will
increase by 10%.
achievement in yrs 1 to 7
For those students students enrolled in yr 6 in 2020 we will increase by 5 the number of student's achieving PATR SEA in 2019.
2020 For those students enrolled in Yr 2 in 2020 the number of students achieving the SEA for Running Records, we will increase by
another 10%
For those students enrolled in yr 7 in 2021 we will increase by another 5 student's achieving PATR SEA in 2020
2021 For those students enrolled in Yr 3 in 2021 we will increase the number of students meeting the SEA for Naplan to 60%.
Goal 2 For those students in Year 5 in 2019 with a 2018 Round 2 Bright Path persuasive scale score of 240+ will achieve a Bright path score of 320
Writing: Increase student writing 2019 +(Naplan SEA Yr5) by Round 2 2019 (September).
For those students in Year 5 2019 with a 2018 Round 2 Bright path persuasive scale score of 160 to 240 will progress by 60 points in one
achievement in yrs 1 to 7 year, working towards NAPLAN YR 5 SEA by round 2 September 2019 (September)
For those students in Year 6 in 2020 with a Round 2 2019 Bright Path persuasive scale score of 320-+ will achieve a Bright Path score of 382
2020 + (NAPLAN Band 6) by Round 2 2020 (September)
For those students in yr 6 2020 with a Round 2 2019 Bright Path persuasive scale score of 220-280 will progress by 60 points in one year,
working towards proficiency band 5.
For those students in Year 7 in 2021 with a Round 2 2020 Bright path persuasive scale score of 382+ will achieve a Bright path score of 445+
2021 (NAPLAN Band 7) by Round 2, 2021 (September, 2021) with 5% achieving higher bands.
For those in Year 7 2021 with a Round 2 2020 Bright path persuasive scale score of 280-340 will progress by 60 points in one year, achieving
NAPLAN SEA Year 7 by Round 2, 2021 (September).
Goal 3 Communication: Increase listening, In 2019 20 students will move from their current level of ABLES English Speaking and Listening to the next
2019 level of ABLES English Speaking and Listening.
speaking and communication skills for
all students in the Disability unit A number of students to be determined will move from their current level of ABLES English Speaking and
2020 Listening to the next level of ABLES English Speaking and Listening.
A number of students to be determined will move from their current level of ABLES English Speaking and
2021 Listening to the next level of ABLES English Speaking and Listening.
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 deepen our understanding of the Big 6 of reading and Australian Curriculum English, we will utilize this understanding to plan for differentiation and intentional learning design, with an explicit
focus on oral language and vocabulary development. Then we will increase reading achievement across the school.
If we develop a rigorous systematic approach to teaching and assessing students' knowledge of phonics and decoding as part of our focus on the Big 6, then we will increase student achievement.
Goal 2 If we explicitly model and teach students the writing structure of an extensive variety of multi-modal texts with a focus on text cohesion, sentence and text structure, paragraphing, purpose and audience then we will increase student achievement in writing
across the school.
Goal 3 If we intentionally plan and design activities based on next steps identified in ABLES and AC for each individual student then we will increase students' meeting their ABLES SMARTAR goals.
If we use formative assessment regularly and intentionally then we will increase student achievement in communication.
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.
Reading: Increase student reading achievement in yrs 1 to 7
Goal 1
If we deepen our understanding of the Big 6 of reading and Australian Curriculum English, we will utilize this understanding to plan for differentiation and
Challenge of practice intentional learning design, with an explicit focus on oral language and vocabulary development. Then we will increase reading achievement across the school.
If we develop a rigorous systematic approach to teaching and assessing students' knowledge of phonics and decoding as part of our focus on the Big 6, then
we will increase student achievement.
Actions Timeline Roles and responsibilities Resources
1. Establish Speaking and Listening Tanya to lead JP team and under guidance of Karen Karen Langridge - Speech Therapist
1 year
classrooms. Langridge in Speaking Listening classrooms.
Katie Dawson - CBL in MARCH T & D vocabulary based on oral
Gail to lead - JP team to establish Strive for Five across site. Language.
RW Inc. T & D inclusive of unit.
Continue with CBL, RWI & Play Pedagogy
Across site inclusive of specialist teachers it is an expectation that Learning Improvement Team lead T & D in oral
2. All staff access T & D in Big 6 of Term 2 all teachers provide opportunities for oral language,communication
reading. and vocabulary development.
language and vocabulary contextualising to our site.
All staff are responsible for the development of students'
comprehension skills through exposure to multi modal text types
including, graphic, online, magazines and books.
3. All staff familiarise and begin to term 1 All staff engage with a trial of student led reading All staff initiate with whole class implementation
enact the reading progression with targets through use of the reading ladder. of "I will" reading progressions.
their students.
Create student booklets of "I will" statements
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Reading: Increase student reading achievement in yrs 1 to 7
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated $13,000
Students will be able to identify the letters of the alphabet, high frequency words, phonemes and apply phonic principles to unknown or nonsense words.
Success criteria
Students with identified reading difficulties will have access to targeted Intervention
Students will accurately sumarise the main content and answer questions (direct & inferential) related to content of a text.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Writing: Increase student writing achievement in yrs 1 to 7
Challenge of practice If we explicitly model and teach students the writing structure of an extensive variety of multi-modal texts with a focus on text cohesion, sentence and text structure,
paragraphing, purpose and audience then we will increase student achievement in writing across the school.
Actions Timeline Roles and responsibilities Resources
Spend half a day during a student free day to Term 1 Principal organise student free day. Curriculum Australian Curriculum
revise the scope and sequence of text types co-ordinator plan for teachers to engage with this Scope & Sequence documents
linked to the AC and in context to the site. work. ACARA literacy progression - writing
All main, specialist teachers and class SSOs to
attend sessions.
Utilise CDPS Bright Path common Ongoing to Curriculum Co-ordinator and Lead Bright Path Bright Path moderation release to use tools
assessment task to highlight; text 2021 teacher plan and facilitate meetings to work on Sue Jones from Bright Path to assist teachers
cohesion, sentence and text structure, CDPS and Bright Path exemplars. to use data analysis points for teaching points.
paragraphing, purpose and audience then
we will increase student achievement in
writing across the school.
Explicit modeling of writing elements Ongoing to Reception to year 2 teachers explicitly Bright Path and site exemplars
(text cohesion...) 2021 modeling writing elements with their class. ACARA literacy progressions.
.
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Writing: Increase student writing achievement in yrs 1 to 7
Actions Timeline Roles and responsibilities Resources
Teachers intentionally differentiate ongoing to Teachers will plan and design learning that LDAM T & D in week 1 & 2 term 1
lessons for yr 1 to yr 7s to enable 2021 caters for all students within their class. Australian Curriculum
students to independently include 1/2 day release for team planning
writing elements.
Analyse student's work at end of ongoing till All teacher engage in PLC discussion, LDAM
teaching sequence. 2021 moderation and reflection. PLC
Bright Path
Plan adjustments to instructions for
future teaching
Total financial resources allocated $8,672.00
Success criteria In work samples we see student's writing skills improving through our assessments using standardised tools (Bright
Path and Naplan writing rubric). Specifically, we will see students progressively demonstrating writing elements: text
cohesion, sentence and text structure, paragraphing, purpose and audience.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Communication: Increase listening, speaking and communication skills for all students in the Disability unit
If we intentionally plan and design activities based on next steps identified in ABLES and AC for each individual student then we will increase students' meeting their
Challenge of practice ABLES SMARTAR goals.
If we use formative assessment regularly and intentionally then we will increase student achievement in communication.
Actions Timeline Roles and responsibilities Resources
Develop a whole school approach for Leanne as PLC Leader and Unit Teaching staff to develop PLC time
1 year approach based on proloquo2go and relevant communication
functional communication. systems. Stationary, printing and relevant ICT equipment
Todd as Senior Leader to support infrastructure and implementation and resources to develop posters,lanyards and
across site signage around school.
Staff will create signage, programs and posters across site
Teachers will work collaboratively in 1 year Leanne to co-ordinate team release for team planning. Teacher release 1/2 day per term
learning teams to intentionally plan for Staff meetings to deliver T & D re LDAM.
communication and oral language
development. Teaching staff to engage with Learning Improvement
Team in week 1 & 2 of term 1 re: LADAM & Australian
curriculum.
All teachers engage in OCOP Term 1 Leanne to co-ordinate T & D in week 0 Relief teachers to cover 1:1 sessions.
T & D. 2019 Teachers engage in 1:1 2 hr session with OCOP
team.
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Communication: Increase listening, speaking and communication skills for all students in the Disability unit
Actions Timeline Roles and responsibilities Resources
Teachers use ABLES and AC data to Termly till Leanne leads PLC in data analysis and goal Registration with ABLES
develop individual student goals. 2021 development and review. Team planning - Teacher release
All unit teachers & specialist teachers engage Wk 1 & 2 Learning Improvement Team LADAM T
with ABLES and Australian Curriculum Planning. & D.
Meet regularly to analyse formative 1 year Leanne to co-ordinate and facilitate PLC. Teachers
assessment data and observation data participate in PLC.
and track student's progress with
listening, speaking and communication.
Total financial resources allocated $29,764.00
Success criteria Communication systems (including prologou2go and visuals) will be accessible to all staff and students across all learning areas on site.
We will see students engaging in an increased number of communications each day.
Through analysis of observation and assessment data we will see students increasing their skills in listening, speaking and communication
Page 11 of 12School improvement plan Approvals
Approved by principal
Name Gail Evans
Date 4/12/2018
Approved by governing council chairperson
Name Vicki Rawlings
Date
Approved by education director
Name
Date
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