Improvement plan for 2019 to 2021 - Click to upload school logo - Meningie Area ...
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Improvement plan for Meningie Area School
2019 to 2021
School name
Meningie Area School Click to upload school logo
Vision statement
Encourage in young people an enthusiasm for learning,
the acquisition of skills, and a desire for knowledge in a
safe and supportive environment.
Facilitate quality teaching and quality learning
environments that result in high standards of learning and
care for all learners.
Provide a safe, non-violent, harassment free learning
environment ensures all of our students have the
opportunity to achieve their full potential.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
Improve student achievement For the cohort enrolled in Reception in 2019, 70% of students will If we explicitly teach students how to recognise, spell
achieve 5 or above on the Running Records broadband scale.
in oral language in Years R to and apply the Oxford word list (OWL) and Tier 2
3. For the cohort enrolled in reception in 2019, 75% of students will achieve vocabulary and develop greater control over their
13 or above on the Running Records broadband scale in Year 1. choice of vocabulary, then we will improve student
achievement in oral language in Years R-3.
For the cohort enrolled in reception in 2019, 80% of students will achieve
21 or above in year 2 on the Running Records broadband scale.
Increase student achievement 2019: For the students enrolled in year 4 in 2019 increase If we change our teaching and learning cycle (DfE p.13) and continuum
their Brightpath scores by 50 points. we can progressively and strategically increase student literacy and
in writing, years 4 to 6. content knowledge, and therefore achievement in writing. Within this
2020: For the students enrolled in year 4 in 2019 increase their Brightpath scores by 50 points from their 2019 cycle and continuum we will focus on our 5 challenge components of
scores.
This would mean all students without an NEP or diagnosed learning difficulties would reach the SEA (band 5 in the NAPLAN Marking Rubric as deduced from the 2018 data (Text
NAPLAN in year 5).
Structure, Sentence Structure, Literary Devices, Punctuation &
Vocabulary). This will allow for the explicit teaching of genre and
2021:For the students enrolled in year 4 in 2019 increase linguistic features while content and context is being built and refined.
their Brightpath scores by 50 points from their 2020 scores.
Increase student achievement Students in Years 6 -9 (Not on NEP) on average increase If we use a common approach across the school to
and engagement in Secondary int their LAF level by 2 levels from 2018 data. explicitly, intentionally and sequentially teach The Big
Maths. Ideas in Number with a focus from Years 3 to 8 on
80% of students in Year 9 are on LAF level 6 or higher. Multiplicative Thinking, We will see an increase in
student achievement in PATM and NAPLAN numeracy
70% of Stage 1 students choosing to undertake General and an increase in student achievement in SACE
Maths or higher. mathematics.
Page 2 of 12Improvement plan for Meningie Area School
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 Improve student achievement in oral For the cohort enrolled in Reception in 2019, 70% of students will achieve 5 or
2019
language in Years R to 3. above on the Running Records broadband scale.
2020 For the cohort enrolled in reception in 2019, 75% of students will achieve 13 or
above on the Running Records broadband scale in Year 1.
2021 For the cohort enrolled in reception in 2019, 80% of students will achieve 21 or
above in year 2 on the Running Records broadband scale.
Goal 2 2019: For the students enrolled in year 4 in 2019 increase their Brightpath
Increase student achievement in writing, 2019
years 4 to 6. scores by 50 points.
2020: For the students enrolled in year 4 in 2019 increase their Brightpath scores by 50 points from their 2019 scores.
2020 This would mean all students without an NEP or diagnosed learning difficulties would reach the SEA (band 5 in
NAPLAN in year 5).
2021 2021:For the students enrolled in year 4 in 2019 increase their Brightpath
scores by 50 points from their 2020 scores.
Goal 3 Increase student achievement and Students in Years 6 -9 (Not on NEP) on average increase int their LAF level by
2019
engagement in Secondary Maths. 2 levels from 2018 data.
2020 80% of students in Year 9 are on LAF level 6 or higher.
2021 70% of Stage 1 students choosing to undertake General Maths or higher.
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 explicitly teach students how to recognise, spell and apply the Oxford word list (OWL) and Tier 2 vocabulary and develop
greater control over their choice of vocabulary, then we will improve student achievement in oral language in Years R-3.
Goal 2 If we change our teaching and learning cycle (DfE p.13) and continuum we can progressively and strategically increase student literacy and
content knowledge, and therefore achievement in writing. Within this cycle and continuum we will focus on our 5 challenge components of
the NAPLAN Marking Rubric as deduced from the 2018 data (Text Structure, Sentence Structure, Literary Devices, Punctuation &
Vocabulary). This will allow for the explicit teaching of genre and linguistic features while content and context is being built and refined.
Goal 3 If we use a common approach across the school to explicitly, intentionally and sequentially teach The Big Ideas in Number with a
focus from Years 3 to 8 on Multiplicative Thinking, We will see an increase in student achievement in PATM and NAPLAN
numeracy and an increase in student achievement in SACE mathematics.
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.
Improve student achievement in oral language in Years R to 3.
Goal 1
Challenge of practice If we explicitly teach students how to recognise, spell and apply the Oxford word list (OWL) and Tier 2
vocabulary and develop greater control over their choice of vocabulary, then we will improve student
achievement in oral language in Years R-3.
Actions Timeline Roles and responsibilities Resources
1) Confirm the following R-3 pedagogical
frameworks for the teaching of OWL + T2 vocabulary
Week 7 Primary Leader with R-3 Team 1) EALD R-3 'Designing, Teaching and
within the non-negotiable genres; the EALD 2018 Learning, and Assessment Cycle'.
'Designing, Teaching and Learning, and Assessment
Cycle'; the 'Oral language Pie' & 'TfEL'.
Primary Leader in conjunction with English 2) Oxford word list 1-404.
2) Agreement for a dedicated daily writing time of 15 PLC Leader 3) Tier 2 word list (Sheena Cameron)
minutes minimum across R-6 in 2019 & two full
length texts each term.
Meet with R-3 Team to decide on: 1) 'The Oral Language Book' by Sheena Cameron & Louise
1) Resources Week Primary Leader, with support from the Dempsey.
2) Shared STEM focus as a themed unit across curriculum
areas using the Lotus Digram.
zero 2019 English PLC Leader 2) 'The Writing Book' by Sheena Cameron & Louise Dempsey.
3) Appropriate model texts. 3) 'NAPLAN Marking Guide'
4) Appropriate T2 vocabulary lists. 4) Lotus Digram to scaffold intentional planning for the
5) Plan professional development in 'Designing, Teaching front-loading of T2 vocabulary lists connected to the R-3 STEM
and Learning, and Assessment Cycle' & use of the focus & also the Brightpath genre focus text.
NAPLAN Marking rubric
Building a Culture of Collaboration:
1) Observe English PLC Leader model a mini narrative Feb/March Primary Leader, with support from the Brightpath
text lesson using student scaffolds. 2019 English PLC Leader
2) R-3 Team rehearse the modeled lesson steps in class.
3) When confident, R-3 Team members observe each
other's lesson and offer feedback for encouragement and
challenge.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Improve student achievement in oral language in Years R to 3.
Actions Timeline Roles and responsibilities Resources
Explicitly teach T2 vocabulary as part of the
language features of narrative texts.
Feb/March Primary Leader 1) Oxford word list 1-404
2019 2) 'The Oral Language Book' by Sheena
Conduct first Brightpath student performance in
Narrative.
Cameron & Louise Dempsey.
3) NAPLAN Marking Guide
Moderation of T2 vocabulary in R-3 student
Brightpath samples.
Explicitly teach OWL + T2 vocabulary March 2019 Primary Leader to support R-3 Team 'The Writing Book'
as part of the language features of
persuasive texts. Dylan William
Work on formative tasks and ways to
give productive continuous feedback.
Second Brightpath performance and Brightpath
moderation of T2 vocabulary.
Adjust instruction and targets and plan
non-negotiable items for learning
continuum semester 2.
Total financial resources allocated
1) In writing samples we see students’ oral language skills improving through our assessment using standardised tools (Brightpath or
Success criteria NAPLAN writing marking rubric) demonstrating precision in their choice of vocabulary.
2) Students will be able to recognise and spell high frequency words, demonstrated through use of assessment tools (e.g. Oxford word list
1-404 and Tier 2 word list).
3) Students will reach their appropriate year level reading targets, demonstrated through using standardised tools (Running Records
broadband scale).
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase student achievement in writing, years 4 to 6.
Challenge of practice If we change our teaching and learning cycle (DfE p.13) and continuum we can progressively and strategically
increase student literacy and content knowledge, and therefore achievement in writing. Within this cycle and
continuum we will focus on our 5 challenge components of the NAPLAN Marking Rubric as deduced from the
2018 data (Text Structure, Sentence Structure, Literary Devices, Punctuation & Vocabulary). This will allow for
the explicit teaching of genre and linguistic features while content and context is being built and refined.
Actions Timeline Roles and responsibilities Resources
Confirm the teaching and learning English PLC Leader to plan and facilitate MAS teaching and learning continuum
cycle and continuum, making sure session and give information.
the non-negotiable genres are Feb 2019
listed and the Brightpath data English teachers years 3 to 10 to attend
collection dates are clarified.
Conduct first 2 Brightpath student English PLC Leader to plan and facilitate Brightpath
performances.
moderation session and planning. "NAPLAN Marking Guide"
Moderation of student work and planning March-April ACARA literacy progression-writing
of semester 2 non-negotiable components English teachers years 3 to 10 to attend.
for the teaching and learning continuum.
Meet to analyse student work and English PLC Leader to plan and facilitate
plan adjustments to instruction. meeting.
May-June Brightpath, "The Writing Book"
English teachers years 3 to 10 to attend.
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase student achievement in writing, years 4 to 6.
Actions Timeline Roles and responsibilities Resources
Work on formative tasks and ways English PLC Leader to plan and lead "The Writing Book"
to give continuous feedback. session.
July-August Dylan William
(Rubrics etc.) English teachers years 3 to 10 to participate.
Observe each other teach lessons, Teachers to work in pairs (paired with Timetabling and possible TRT's to support
moderation of student work. teacher from a close year level) and they release time.
Sept-Oct take it in turns to teach and observe each
other and then discuss their observations.
Meet to analyse student work and English PLC Leader to plan and lead the NAPLAN data
plan adjustments to instruction. session. Brightpath
Oct-Nov
English teachers years 3 to 10 to participate.
Total financial resources allocated
In student work samples (both NAPLAN and Brightpath) we see improvement, particularly in our 5 focus areas of:
Success criteria Text Structure
Sentence Structure
Literary Devices
Punctuation
Vocabulary
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Increase student achievement and engagement in Secondary Maths.
Challenge of practice If we use a common approach across the school to explicitly, intentionally and sequentially teach The Big
Ideas in Number with a focus from Years 3 to 8 on Multiplicative Thinking, We will see an increase in
student achievement in PATM and NAPLAN numeracy and an increase in student achievement in SACE
mathematics.
Actions Timeline Roles and responsibilities Resources
Further develop teachers’ Throughout Maths PLC Leader Best Advice Papers
understanding of Multiplicative 2019 Kathy Palmer SNMY project information
Thinking. Thinking Maths project
Implement agreed common Term 1 Maths PLC. Maths agreements
lesson structures to support 2019 Ros Shepherd primary teacher mentoring SNMY Misconceptions Resource Pack
opportunities to review prior Leadership observation and support
learning, target misconceptions
and apply new learning
Develop targeted interventions End of Ros Shepherd and Maths PLC Leader Ros Shepherd Maths Audits
based on data collected from Maths Term1 Kathy Palmer SNMY resources
Audits with an emphasis on Trust 2019 Additional staffing in Years 4 - 6 to enable 3
the Count, Base 10 and Place focused learning sessions per week.
Years 7 - 10 2 teachers with differentiated
Value and multiplicative thinking
approaches to learning in Maths
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Increase student achievement and engagement in Secondary Maths.
Actions Timeline Roles and responsibilities Resources
Develop teacher use of feedback 2019 LDAM Project Formative Assessment Dylan William Formative Assessment Course
and formative assessment. Leadership Team
Total financial resources allocated
Increasing evidence of students in Years 4-9 achieving higher levels in SNMY tests.
Success criteria Targets still to be set based on individual performance in SNMY test just completed
Teachers report that they have deeper understanding of multiplicative thinking.
There is evidence of:
. Common routines and structures across all Maths classes
. targeted interventions for specific groups of students
. students choosing Maths and Science beyond the compulsory requirements at SACE.
Page 11 of 12School improvement plan Approvals
Approved by principal
Iain Love
12/02/2019
Approved by governing council chairperson
Neville Kernick
12/02/2019
Approved by education director
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