Improvement plan for 2019 to 2021 - Click to upload school logo - Hewett ...
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Improvement plan for Hewett Primary School
2019 to 2021
School name
Hewett Primary School Click to upload school logo
Vision statement
An inclusive, empowered learning community that
values diversity, lifelong learning and the pursuit of
personal excellence.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
80% of Year 3's achieve SEA in Numeracy in 2019 NAPLAN If we have consistent testing and regular interventions through class programs with the use of Big Ideas
To increase student in Number from TTC to Proportional Reasoning we will improve the Mathematics outcomes for all
students.
achievement in Mathematics in 85% of Year 5 & 7s achieve SEA in Numeracy 2019 NAPLAN
If we consistently use Number Talks with open-ended problems on a weekly basis from Year 3-7 we will
Years 3 and 5 in NAPLAN. 85% of Year 3's achieve SEA in Numeracy in 2020 NAPLAN maintain and increase the number of students in the Higher Bands in Mathematics.
90% of Year 5's & 7's achieve SEA in Numeracy 2020 NAPLAN If we identify student misconceptions in Mathematics through questioning and have at least one lesson a
week working through misconceptions, we will improve the Mathematics outcomes for all students.
90% of students in Year 3, 5 & 7 maintain the SEA in If students develop a positive approach, and Growth Mindset through authentic engagement in
Mathematics we will improve the Maths outcomes for all students.
Numeracy in 2021 NAPLAN.
81% of Year 3 and 71% of Year 5 students achieve SEA in NAPLAN Writing 2019
To increase student If we have a common approach to the construction of
26% of Year 3 & 16% of Year 5 students achieve in the higher bands for NAPLAN Writing 2019
achievement in NAPLAN complex sentences, paragraphs and text type
Writing in Years 3 and 5. 85% of Year 3 and 76% of Year 5 students achieve SEA in NAPLAN Writing 2020 structures, we will improve the writing outcomes for all
30% of Year 3 & 20% of Year 5 students achieve in the higher bands for NAPLAN Writing 2020 students.
89% of Year 3 and 80% of Year 5 students achieve SEA in NAPLAN Writing 2021
34% of Year 3 & 24% of Year 5 students achieve in the higher bands for NAPLAN Writing 2021
80% of Year 3's achieve SEA in Reading in 2019 NAPLAN
To increase the percentage of If we teach a common, evidence based phonics
students achieving SEA in 85% of Year 5's & 7's achieve SEA in Reading 2019 NAPLAN program R-2, we will improve reading achievement.
Year 3, 5 and 7 in Reading. 85% of Year 3's achieve SEA in Reading in 2020 NAPLAN
If we explicitly teach vocabulary and interpretative
90% of Year 5's & 7's achieve SEA in Reading 2020 in NAPLAN
comprehension strategies then we will improve reading
90% of Year 3's achieve SEA in Reading 2021 in NAPLAN achievement 3-7.
30% of Year 5's & 7's are in the Higher Bands in Reading in 2021
Page 2 of 12Improvement plan for Hewett Primary 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 To increase student achievement in
80% of Year 3's achieve SEA in Numeracy in 2019 NAPLAN
2019
Mathematics in Years 3 and 5 in 85% of Year 5 & 7s achieve SEA in Numeracy 2019 NAPLAN
NAPLAN.
85% of Year 3's achieve SEA in Numeracy in 2020 NAPLAN
2020
90% of Year 5's & 7's achieve SEA in Numeracy 2020 NAPLAN
2021 90% of students in Year 3, 5 & 7 maintain the SEA in Numeracy in 2021
NAPLAN.
Goal 2 81% of Year 3 and 71% of Year 5 students achieve SEA in NAPLAN Writing 2019
To increase student achievement in 2019
NAPLAN Writing in Years 3 and 5. 26% of Year 3 & 16% of Year 5 students achieve in the higher bands for NAPLAN Writing 2019
85% of Year 3 and 76% of Year 5 students achieve SEA in NAPLAN Writing 2020
2020
30% of Year 3 & 20% of Year 5 students achieve in the higher bands for NAPLAN Writing 2020
89% of Year 3 and 80% of Year 5 students achieve SEA in NAPLAN Writing 2021
2021
34% of Year 3 & 24% of Year 5 students achieve in the higher bands for NAPLAN Writing 2021
Goal 3 To increase the percentage of students 80% of Year 3's achieve SEA in Reading in 2019 NAPLAN
2019
achieving SEA in Year 3, 5 and 7 in 85% of Year 5's & 7's achieve SEA in Reading 2019 NAPLAN
Reading. 85% of Year 3's achieve SEA in Reading in 2020 NAPLAN
2020
90% of Year 5's & 7's achieve SEA in Reading 2020 in NAPLAN
90% of Year 3's achieve SEA in Reading 2021 in NAPLAN
2021
30% of Year 5's & 7's are in the Higher Bands in Reading in 2021
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 have consistent testing and regular interventions through class programs with the use of Big Ideas in Number from TTC to Proportional Reasoning we will improve the Mathematics outcomes for all students.
If we consistently use Number Talks with open-ended problems on a weekly basis from Year 3-7 we will maintain and increase the number of students in the Higher Bands in Mathematics.
If we identify student misconceptions in Mathematics through questioning and have at least one lesson a week working through misconceptions, we will improve the Mathematics outcomes for all students.
If students develop a positive approach, and Growth Mindset through authentic engagement in Mathematics we will improve the Maths outcomes for all students.
Goal 2 If we have a common approach to the construction of complex sentences, paragraphs and text type structures, we will improve the
writing outcomes for all students.
Goal 3 If we teach a common, evidence based phonics program R-2, we will improve reading achievement.
If we explicitly teach vocabulary and interpretative comprehension strategies then we will improve reading achievement 3-7.
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.
To increase student achievement in Mathematics in Years 3 and 5 in NAPLAN.
Goal 1
If we have consistent testing and regular interventions through class programs with the use of Big Ideas in Number from TTC to Proportional Reasoning we will improve the Mathematics outcomes for all
Challenge of practice students.
If we consistently use Number Talks with open-ended problems on a weekly basis from Year 3-7 we will maintain and increase the number of students in the Higher Bands in Mathematics.
If we identify student misconceptions in Mathematics through questioning and have at least one lesson a week working through misconceptions, we will improve the Mathematics outcomes for all students.
If students develop a positive approach, and Growth Mindset through authentic engagement in Mathematics we will improve the Maths outcomes for all students.
Actions Timeline Roles and responsibilities Resources
All teaching staff trained in Multiplicative Thinking Louise to train staff with testing procedures. Staff to test
Week 4 1/2 day release for 6 teachers.
their students, use the data to inform their practice and
Years 5 - 7 teachers will all complete testing on Term 1 record data on class data spreadsheet.
Multiplicative Thinking
BIiN Testing Kits.
Staff progressed monitored and reported at Data submitted to Louise by Week 7, Term 4.
Leadership SIP Review in Term 1 and Term 2
holidays Leaders meet in Term 1 and 2 holidays.
All classroom teachers conduct BIiN Week 5 All classroom teachers carry out relevant tests each term, BIiN Testing Kits.
Diagnostic Testing each term. use the data to inform their practice and record data on
Term 1 class data spreadsheet. Testing in NIT and Class time.
SSO time for testing during their class time.
From tests, teachers all establish Within Chat Meetings in Term 2, classroom teachers will
differentiated activities as part of then discuss this testing so we can ensure the needs of the
classroom program (2-3 times a week). students are being met and staff are on the right track.
Observe practice and receive feedback on Number Louise to train and set up with 1 teacher from each year level team. Each Lead teacher
Term 1&2 models lessons and team teachers are released to observe.
1/2 day release for each Lead Teacher.
Talks from mathematical problems.
Staff Classroom teachers to ensure their programming includes regular Number Talks and one
1 day release per team = 6 TRT = $3600.
lesson a week on interventions and misconceptions.
From PAT analysis and Number Talks, teachers
identify misconceptions.
Meeting Observations of Number Talks by Line Managers - Term 1
2 hours - Peer Observations around Number Talks - Term 2 1 SSO lesson a week = 22 hours - $36000.
Louise, Fiona, Kelly and Jacinta present Tierney Kennedy interventions to staff
One lesson a week on interventions around
misconceptions.
Thurs 24/1 Fluency practices online Mathletics = $3500.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued To increase student achievement in Mathematics in Years 3 and 5 in NAPLAN.
Actions Timeline Roles and responsibilities Resources
Staff Training around Berry Street 2 days Todd to follow up in staff meetings and develop Partnership is paying for initial training of
Education Model, Positive January whole staff activities. identified staff.
Engagement and Growth
Staff to share in Chat Meetings around how they
Mindsets. 2 days April
are incorporating this training into their teaching
and learning.
PDP's reflect pedagogical changes Week 8 Staff to include SMARTAR Goals around intellectual Time allocated during NIT.
and intellectual stretch. Term 1 stretch and current pedagogies in Mathematics
(BIiN/Number Talks/Intervention for Misconceptions).
Line Managers to follow up in Term 1 Chat Meetings
as PDP's are being developed with staff.
Classroom visits, during staff meeting, where year
level teams share BIiN and Number Talk strategies.
2 teams per Each year level team responsible for sharing. Staff meeting time allocation.
term Teacher preparation time
Pedagogical Practices and impact reviewed in Week
5 and Week 10 Leadership Meetings. Data and
Leadership Time.
observation reviewed at Term 2 and Term 3
Leadership meetings in holidays as part of the SIP
review.
Total financial resources allocated
Success criteria Students will progress through TTC, Place Value and Multiplicative thinking
Students will show growth in their PAT Maths
Students will be able to explain how they solve problems using mathematical strategies
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 To increase student achievement in NAPLAN Writing in Years 3 and 5.
Challenge of practice If we have a common approach to the construction of complex sentences, paragraphs and text type
structures, we will improve the writing outcomes for all students.
Actions Timeline Roles and responsibilities Resources
Training around NAPLAN writing Term 3 Jen R/SLLIP to support plan and facilitate Staff meeting
assessment. Staff this training.
Meeting
Leadership team to run training in a staff
meeting or PFD.
Staff meetings and team meetings 2 Staff Louise, with a staff member from each year 1 day release for staff with Louise.
on complex sentences, Meetings level team, to research and share teaching
paragraphing and text types. sequences and expectations at staff meeting. 1 days development of school resources.
Training and Development for all Term 3 Jacqui (SLIPP) will work with teams on 7 Steps. $300 for Louise to attend 7 Steps training.
teachers and classroom SSOs in 7 release time Jacqui establishes a breakfast club around 7 steps. Staff release in Term 3 to work with JA 4days
Steps Writing. working Louise to attend 7 Steps Training and introduce to with 3 TRT's.
staff.
with SLLIP
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued To increase student achievement in NAPLAN Writing in Years 3 and 5.
Actions Timeline Roles and responsibilities Resources
To develop at text type scope and Term 3 & 4 Todd and Louise to work with identified staff 1 TRT day release working with staff.
sequence to ensure the exposure, 2019 around the construction of this document,
teaching and construction of each during staff meeting or PFD.
text type across year levels.
One of the observations to focus Term 3 2019 Classroom teachers to ensure their programming
on a lesson covering paragraphing includes lessons on paragraphing and text type
and/or text type construction. construction.
Observations of paragraphing/text type
construction by Line Managers - Term 3.
Pedagogical Practices and impact Weeks 5 & Leadership Team meet to review Leadership meeting
reviewed in Week 5 and Week 10 10 Terms 2, pedagogical impact and further adjustments.
Leadership Meetings. Data and
3&4
observation reviewed at Term 2 and
Term 3 Leadership meetings in
holidays as part of the SIP review.
Total financial resources allocated
Success criteria Students will write confidently using paragraphing and appropriate text structures for their Year level.
Students will edit their own writing against their Year level expectations according to a writing rubric.
Students will construct their writing against the requirements of different text types.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 To increase the percentage of students achieving SEA in Year 3, 5 and 7 in Reading.
Challenge of practice If we teach a common, evidence based phonics program R-2, we will improve reading achievement.
If we explicitly teach vocabulary and interpretative comprehension strategies then we will improve reading
achievement 3-7.
Actions Timeline Roles and responsibilities Resources
All Teachers and classroom SSO's Term 1 External Training. Additional books
will training in Jolly Phonics and Pupil Free Training Costs
Grammar and commit to March 8th Written review, week 10 term 1, of Jolly
implementing it in classrooms. Phonics and Grammar and the impact it is
having in classes.
PLC sharing Comprehension Term 3 & 4 All classroom teachers to participate in a PLC "Strategies that Work" resource book
strategies. focussed on comprehension strategies.
Staff to share how they have used these
strategies in their teaching and learning - Term 4.
Reception and Year 1 students Term 1 Louise and R-1 teachers to order for class $5000 for more decodable take home
use decodable readers. use. readers
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued To increase the percentage of students achieving SEA in Year 3, 5 and 7 in Reading.
Actions Timeline Roles and responsibilities Resources
Regular use of Reading Eggs. Established Classroom teachers to share in Chat Meetings $5000
Term 1 in Term 1 around how they will incorporate these
Regular use of Literacy Pro. programs into their teaching and learning.
Regular use of interactive programs to
support comprehension, phonics and Todd to support ongoing training for staff.
vocab development.
Video clips for school YouTube channel and to Term 2 Teachers preparation and release time to 6 TRT days= 3600
share on school Facebook page.
record videos.
The video recordings will be focussed on Video Camera/editing software
reading with teachers creating these videos to Todd to edit and create videos after
share online instead of running parent
workshops. recording.
Staff undertake training in Reciprocal reading, QAR and Close All staff attend T&D.
Reading and implement the strategies in their classroom reading Term 1 Literacy Coaches attending staff meetings
programs. Changes in Pedagogical practices written into some PDP's.
Week 2 and follow up training.
Pedagogical changes linked to PDP's and classroom observations. Leadership review SIP and Changes of practice.
Staff School releases teachers for small group
Pedagogical Practices and impact reviewed in Week 5 and Week 10
Leadership Meetings. Data and observation reviewed at Term 2 and Meeting An identified group work with Literacy coaches to trial strategies and report to staff.
work with the Literacy Coaches.
Term 3 Leadership meetings in holidays as part of the SIP review. Written review, week 10 term 1, around the impact of comprehension teaching
strategies.
Total financial resources allocated
Success criteria Students in R-2 will decode a range of decodable texts and gain meaning from their reading.
Students will be able to confidently talk about their reading ,explaining vocab and making inferences from
what they have read.
Page 11 of 12School improvement plan Approvals
Approved by principal
Di Jamieson
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Date
Page 12 of 12You can also read
