Improvement plan for 2019 to 2021 - Click to upload school logo - Kidman Park Primary School
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
Improvement plan for Kidman Park Primary V1.0
2019 to 2021
School name
Kidman Park Primary V1.0 Click to upload school logo
Vision statement
Our vision is to provide an inclusive, engaging and
challenging school that support learners to aspire to:
• Take risks
• Embrace change
• 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
Of the 14 Year 3 students who were in Band 5 in their 2018 NAPLAN Writing, at
To increase student least 90% will receive an A or B grade at the end of Year 4 (2019) for Writing.
If we commit to implementing a common and
achievement in Writing from consistent, evidence based approach to the teaching of
R-7. Of the 14 Year 3 students who achieved Band 5 in 2018 NAPLAN Writing, 4 of writing, (including the assessment of common writing
these will move into Band 8 - and an additional 5 students will enter the higher pieces 4 times a year), then we will increase the
bands for NAPLAN Writing in 2020 for the first time.
number of students achieving SEA or above in
For the cohort enrolled in Year 6 in 2021, 95% of those who where in higher bands for
Year 5 NAPLAN Writing in 2020, will receive an A or B grade at the end of Year 6 for
NAPLAN writing.
Writing.
For the cohort enrolled in Foundation in 2019, 80% will If we implement a rigorous, systematic approach to
achieve or exceed SEA for Running Record.s teaching and assessing students' knowledge of phonics
and decoding, as part of our focus on the Big 6 at every
For the cohort enrolled in Year One in 2020, 85 % will
achieve or exceed SEA for Running Records. year level, then we will increase our percentage of
students above SEA level for reading.
For the cohort enrolled in Year Two in 2021, 90% will
achieve or exceed SEA for Running Records.
Of the 5 students below SEA (93) in PAT Maths Year 2 in 2018, 3 will achieve Year 3 NAPLAN Maths
SEA (Band 3) in 2019. For the learners who achieved 122.3 or above (8 students) in their 2018 PAT If we build teacher expertise and implement an
Yr 2 test, 100% of these students will be in the higher bands for 2019 Year 3 NAPLAN Maths.
evidence based approach to explicitly teaching number
The 5 students below SEA Year 2 PAT Maths 2018 will be above SEA in Year 4 PAT topics (based on Big Ideas in number), and focus on
Maths in 2020. All higher band students from 2019 NAPLAN Maths achieve an A or B
in their 2020 end of Year 4 report.
enabling students to problem solve and share
reasoning; then we will increase student achievement
80% of students identified below SEA NAPLAN 2019 achieve SEA NAPLAN (Band 5)
in 2021. All students in NAPLAN HB 2019 Year 3 retained in 2021 NAPLAN Year 5
in the number strand of mathematics.
Numeracy test. 3 more students enter the HB for the first time as Year 5 in 2021.
Page 2 of 12Improvement plan for Kidman Park Primary V1.0
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 Of the 14 Year 3 students who were in Band 5 in their 2018 NAPLAN Writing, at
2019
Writing from R-7. least 90% will receive an A or B grade at the end of Year 4 (2019) for Writing.
Of the 14 Year 3 students who achieved Band 5 in 2018 NAPLAN Writing, 4 of these will move into Band
2020 8 - and an additional 5 students will enter the higher bands for NAPLAN Writing in 2020 for the first time.
2021 For the cohort enrolled in Year 6 in 2021, 95% of those who where in higher bands for Year
5 NAPLAN Writing in 2020, will receive an A or B grade at the end of Year 6 for Writing.
Goal 2 For the cohort enrolled in Foundation in 2019, 80% will achieve or exceed SEA
2019
for Running Record.s
2020 For the cohort enrolled in Year One in 2020, 85 % will achieve or exceed SEA
for Running Records.
2021 For the cohort enrolled in Year Two in 2021, 90% will achieve or exceed SEA
for Running Records.
Goal 3 Of the 5 students below SEA (93) in PAT Maths Year 2 in 2018, 3 will achieve Year 3 NAPLAN Maths SEA
2019 (Band 3) in 2019. For the learners who achieved 122.3 or above (8 students) in their 2018 PAT Yr 2 test,
100% of these students will be in the higher bands for 2019 Year 3 NAPLAN Maths.
The 5 students below SEA Year 2 PAT Maths 2018 will be above SEA in Year 4 PAT Maths in 2020. All
2020 higher band students from 2019 NAPLAN Maths achieve an A or B in their 2020 end of Year 4 report.
80% of students identified below SEA NAPLAN 2019 achieve SEA NAPLAN (Band 5) in 2021. All students
2021 in NAPLAN HB 2019 Year 3 retained in 2021 NAPLAN Year 5 Numeracy test. 3 more students enter the HB
for the first time as Year 5 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 commit to implementing a common and consistent, evidence based approach to the teaching of writing, (including the
assessment of common writing pieces 4 times a year), then we will increase the number of students achieving SEA or above in
NAPLAN writing.
Goal 2 If we implement a rigorous, systematic approach to teaching and assessing students' knowledge of phonics and decoding, as part
of our focus on the Big 6 at every year level, then we will increase our percentage of students above SEA level for reading.
Goal 3 If we build teacher expertise and implement an evidence based approach to explicitly teaching number topics (based on Big Ideas
in number), and focus on enabling students to problem solve and share reasoning; then we will increase student achievement in
the number strand of 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.
To increase student achievement in Writing from R-7.
Goal 1
Challenge of practice If we commit to implementing a common and consistent, evidence based approach to the teaching of
writing, (including the assessment of common writing pieces 4 times a year), then we will increase the
number of students achieving SEA or above in NAPLAN writing.
Actions Timeline Roles and responsibilities Resources
Develop common assessment Term 1 Leadership- introduce Brightpath as a moderation Bright path as a method of moderating.
tasks for written texts - specifically 2019 tool LDAM days with partnership
narrative and persuasive genre Year 3-7 teachers to commit to moderation ACARA literacy progression- writing
process of persuasive and narrative tasks
and then moderate across teams Australian Curriculum
R-2 teachers to focus on narrative genre and
recount and to introduce persuasive in year 2.
Term 1 Exisitng literacy agreements
2019 Literacy Guidebooks
Literacy Progressions
Develop a whole school approach to February- Literacy Coordinator to lead. Existing Literacy agreement- for revision.
literacy through the revision of our March 2019 All teachers involved in the revision of Composing Written Texts across the Australian
scope and sequence in relation literacy agreement. Curriculum- CESA
specifically to writing genres and when Literacy Progressions
they are taught explicitly, just exposed, Literacy Guidebooks
or revised.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued To increase student achievement in Writing from R-7.
Actions Timeline Roles and responsibilities Resources
A commitment to make writing a focus 2019 and Leadership team- commit to PD for teachers 7 steps to writing- PD on April 12th 2019
for professional development within the ongoing in writing. Brightpath- Beginning in Term 1
school specifically through continuing Class teachers- commit to attend PD and Continue with using Writer's notebook and
with Bookmaking and Writer's Bookmaking across the school.
follow through in their classroom.
Notebook and through exploring 7 7 steps to writing- cost $10,300
Steps to Writing. Brightpath release 26 days- $14090
Total financial resources allocated $24,390
In work samples we will see students' writing skills improving through our assessment through using standardized tools (eg NAPLAN writing rubric and possibly
Success criteria Brightpath and 7 steps to writing) We will see students progressively demonstrating:
Awareness of purpose and audience
Geater use of compound and complex sentences to convey ideas
Better choice of vocabulary used
Better control over the use of punctuation.
In work samples we will see years 3-7 students increasing their ability to demonstrate relevant elements of the Australian Curriculum.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2
Challenge of practice If we implement a rigorous, systematic approach to teaching and assessing students' knowledge of
phonics and decoding, as part of our focus on the Big 6 at every year level, then we will increase our
percentage of students above SEA level for reading.
Actions Timeline Roles and responsibilities Resources
Introduce Phonemic Awareness resource- Heggerty into F-2 classes. This will see
Commitment to using a structured, Feb-March Literacy coordinator to work with staff to update phonics explicit structured synthetic phonics taught consistently across all JP classes. $165
scope and sequence and to introduce decodable readers. per class teacher - plus one spare for Year 3 teachers= $1485
synthetic phonics program and 2019 Leadership to support implementation Investment in Decodable readers for Foundation, and for struggling older readers.
($8000)
scope and sequence across the Literacy coordinator to lead staff PLCs about Explicit $2000 phonics and reading resources to be purchased
school. phonics to up-skill staff. Guest speaker- Bill Hansberry to Kay Bosworth - guest speaker x 3days $2000
Consult with Literacy Guarantee Unit
engage with parent community around phonics. The Big 6 Best practice documents, Literacy Guidebook
6 teacher release days $3200. to observe explicit phonics in action
Strengthen and tailor reading Feb-Dec All class teacher have a responsibility Consult with Literacy Guarantee Unit
programs used across the school 2019 Literacy coordinator to coordinate The Big 6- Best Practice Document
(eg Guided Reading, Running Literacy Guidebook
Records, DRA's, Lexiles- common Time allocated to team meeting to explore
agreement needed across school) Big 6 document
To increase the time students are by the end All class teachers have a responsibility The big 6 -Best Practice documents
spending engaged in reading of 2019 Literacy Guidebook
activities each week- including
comprehension, inferencing,
shared reading, guided reading etc
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued
Actions Timeline Roles and responsibilities Resources
Students to create Learning March-Dec F-2- Teachers to help created learning Intentions PAT-R
Intentions from analysing their 2019 based around specific needs in reading. Running Records
PAT-R results, and Running 3-7 teachers to work with classes to develop their
own learning intentions around reading.
Records
Amanda to run training for new teachers around
best practice with Running records
Increased use of diagnostic March-Dec SPA
teasting and resulting data- Eg 2019 Phonics Screening Check 2018 data
SPA, Phonics screening check, Running Records
Running Records, PAT-R in order PAT-R
to establish differentiated groups
Meet regularly to analyse formative March- Dec Literacy Coordinator to facilitate during F-2 Running records data
assessment data and observation 2019 team meetings
data and track students' progress
with word recognition and phonic
knowledge
Total financial resources allocated $14,685
*Students will be able to recognise the letters of the alphabet, 44 phonemes, high frequency words, and apply phonic knowledge to
Success criteria nonsense words and unknown words.
*Higher percentage of achievement on Phonics Screening check
*Students with specific reading difficulty will be provide with scaffolded support such as MultiLit and decodable reading books.
*A majority of students will meet or exceed the SEA level for reading F-2
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3
Challenge of practice If we build teacher expertise and implement an evidence based approach to explicitly teaching number
topics (based on Big Ideas in number), and focus on enabling students to problem solve and share
reasoning; then we will increase student achievement in the number strand of mathematics.
Actions Timeline Roles and responsibilities Resources
Identify common misconceptions and Before All class teachers Numeracy Guidebook
gaps in student learning prior to Pre-Post test
each unit Numeracy Coordintator to provide support Tierney Kennedy- Misconceptions series
commencing each new unit. Teams to begins and Oxford resources- look at questions linked to same topic in
identify weaknesses within each cohort NAPLAN/PAT M
team
in order to teach more effectively Big Ideas in Number
meetings Maths resources- $5000
focus
Develop lessons to teach multi-step March-Dec Lead teacher in Maths- to plan and facilitate Numeracy Guidebook- Stretch
problems, reasoning and other number 2019 meetings with teaching teams to develop the ACARA- Numeracy progression
strand concepts, embedding formative shared lesson plans Australian Curriculum
assessment tasks that will reveal Class teachers to commit to attending and actively Embedded Formative Assessment by Dylan William
student's current understandings of participating in these meetings and planning. Thinking Maths PD- cost covered
concepts. Staff PD day Term 2 Big ideas in number- $5000
Explore ways to develop positive By the end All teaching teams, You-Cubed- parent and student resources
Best advice papers- beliefs and attitudes about maths
beliefs and attitudes towards of 2019 SSO's Maureen Hegarty- maths games resources
maths and numeracy parents- engaged through Seesaw, and Seesaw app for parent engagement- $3600
through resources shared with parents How to learn maths for students (students, teachers SSOs
to trial)- free
Develop student action team with senior students
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued
Actions Timeline Roles and responsibilities Resources
Teach Big Concepts End of Leadership- to support continued training Big Ideas in Number- Dianne Siemon
developmentally using visual tools 2019 and development Maureen Hegarty resources
and techniques. Maths team- led by Maths coordinator ACARA numeracy learning progressions
Australian Curriculum
Use data available to us and know Review PAT and NAPLAN data. Use data to
School Scope and Sequence
exactly where our students are. group students and target misconceptions. DfE - iTeam resources
Teach Number Sense sequentially 2019-2021 All class teachers, with support form Maths Big Ideas in Number- Dianne Siemon
Maureen Hegarty resources- use Maureen as mentor
with particular focus on Coordinator. Ann Baker resources
multiplicative thinking. ACARA numeracy learning progressions
Australian Curriculum
School Scope and Sequence
Quicksmart- $5000
Implementing a guided inquiry 2019-2021 All class teachers to implement Big Ideas in Number- Dianne Siemon
approach that supports students to Leadership support by Maths Coordinator Maureen Hegarty resources
think and act like mathematicians. Ann Baker resources
Total financial resources allocated $18,600
Success criteria In observations and work samples, we will see students increasing their ability to demonstrate relevant elements of
the Australian Curriculum- specifically in the number strand.
When working mathematically, students demonstrate an increasing evidence of number sense and multiplicative
thinking.
Page 11 of 12School improvement plan Approvals
Approved by principal
Name John Clarke
Date 12/02/19
Approved by governing council chairperson
Doriana Coppola
12/02/19
Approved by education director
Name
Date
Page 12 of 12You can also read
