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Improvement plan for
PORT LINCOLN JUNIOR PRIMARY SCHOOL
2019 to 2021
Port Lincoln Junior Primary School
School name
P.O. Box 1785, Port Lincoln South Australia 5606
Telephone: (08) 8682 1226 Email: dl:1277.info@schools.sa.edu.au
PORT LINCOLN JUNIOR PRIMARY SCHOOL
Click to upload school logo
Vision statement
Page 1 of 40Plan summary
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to provide a summary of your plan.
Goals Targets Challenge of practice Success criteria
Students will be able to work with phonemes in
Improve student achievement For the cohort enrolled in Foundation in 2019 80% of By improving the organisation, words at the following levels with proficiency at age
appropriate checking point. (as assessed by PASM
in Reading with a specific students will achieve 6 areas correct in PASM. scope & sequence and screens Term 1 & 3 & the PAST test for identified
students) : syllable, on-set - rime, phoneme deletion
focus on PHONOLOGICAL 85% of Foundation students achieve 6 areas correct on PASM screen in Term 3. (age appropriate PA skills) pedagogy (including Learning & substitution (initial & final phoneme)
PASM has 6 areas- FOUNDATION - Segment
80% of Foundation students reading a Level 9 InitiaLit decodable text by the end of the year. syllables / match & produce rhyme, identify 1st
AWARENESS R to 2. 85% of Yr 1 students achieve 8 areas correct on PASM screen in Term 3. (age appropriate PA skills) Design) in phonological sounds, blend sounds, 3 sound Segment.
70% of all Yr 2 students achieve SEA in term 3 Running Records. (2019 yr 1 group: 34% achieved the SEA) PASM has 8 areas - YEAR 1/2 - all of the above as
awareness we will improve well as 4 sound segment, delete sounds
Students with specific difficulties will be referred to
90% of Foundation students achieve 6 areas correct on PASM screen in Term 3. (age appropriate PA skills)
85% of Yr 1 students achieve 8 areas correct on PASM screen in Term 3. (age appropriate PA skills) outcomes in R-2 Reading and early intervention programs and work on a regular
basis using specific resources for QDTP as
95% of Yr 2 wave 2 & 3 learners achieve age appropriate scores / benchmark by the end of Term 3
Spelling (Writing). recommended by Speech pathology.
Foundation Students will be able to recognize the sounds in
For the cohort enrolled in Yr 1 & 2, all students will progress 8 Running Record
Improve student achievement levels in a 12 month period. By improving the organisation, IntiaLit - 38 (Student data will be tracked using InitiaLit
Year 1 students will be monitored using school based jolly
in Reading with a specific Aim for 50% of Foundation reaching Lvl 5 of a levelled text (SEA) scope & sequence and phonics - 44 sounds, alternate sounds, tricky words and apply
phonic principles with proficiency at agreed / additional
checking points. Student will do, write and say these phonics
focus on PHONICS R to 2. FOUND: 80% achieve 38 correct sounds on InitiaLit assessment in Term 4. 85% achieve SEA reading a levelled text (RRL 5) - Term 3. 80% of pedagogy (including Learning sounds. Yr 1 students will be monitored twice per term.
(Visible learning Tool)
Foundation students reading a Level 9 InitiaLit decodable text by Term 4.
Year 2 students will be monitored using school based jolly
Yr 1: 70% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 80% achieve SEA (RRL 15) - Term 3.
Yr 2: 70% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 60% achieve SEA (RRL 21) - Term 3
Design) in systematic synthetic phonics - 44 sounds, alternate sounds, tricky words and apply
phonic principles with proficiency at agreed / additional
phonics (including spelling) we checking points. Student will do, write and say these phonics
sounds. Yr 2 students will be monitored twice per term.
(Visible learning Tool)
FOUND: 85% achieve 38 correct sounds on Initial Lit assessment in Term 4. 85% achieve SEA - leveled text (RRL 5) - Term 3. 90% of Foundation students
reading a Level 9 InitiaLit decodable text by Term 4.
Yr 1: 80% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 80% achieve SEA leveled text (RRL 15) - Term
will improve outcomes in R-2 Students with specific reading difficulties WAVE 2 will be
referred to early intervention programs (including MiniLit) and
3.
Yr 2: 80% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 85% achieve SEA - leveled text (RRL 21) - Reading and Spelling (Writing). will work with SSO's on a regular basis using specific and
agreed (common) approaches.
Term 3
By the end of Yr 2 Students will be have sound number fact
By end of F students are able to Trust the Count to 10. By the end of Yr 1 all students will
Improve student achievement have achieved all components of Trust the count diagnostics. By the end of Yr 2 all students By improving the organisation, knowledge and/or access to efficient mental strategies for TTC such
as ... can accurately count to 20 and beyond, understand the
numbers 0 to 10 in terms of their parts (part-part-whole relations),
will have achieved all components of Place Value as outlined in Year 2 Maths curriculum .
in Mathematics R-2 with a scope & sequence and can work flexibly with numerals to 10 without having to model the
count (trust the count), interpret/ visualize numbers beyond ten in
terms of 1 ten and 4 more = “fourteen”, skip count by 2s, 5s and 10s
focus on Trust the Count 6 students will be tracked across each class. By end of F these students are able to Trust the Count to 10. By pedagogy (including Learning (count large collections efficiently.
By the end of Yr 2 show their understanding of the place-value
pattern (10 of these is 1 of those) which shows they have efficient
the end of Yr 1 all students will have achieved all components of Trust the count diagnostics. By the end of Yr 2
(TTC) and Place Value (PV) all students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum . Design) in Trust the Count and ways of working with 2 digit numbers and beyond. Students can
recognise the count of 10 and treat 10 as a countable unit and
rename in terms of place-value parts. Students will use grouping
Plave Value teaching we will methods to count a large collection efficiently (e.g., by twos, fives or
tens) indicating the extent to which students trust the count of the
particular group chosen and see the group as a countable unit in its
By end of F 80% of students will be able to Trust the Count to 10 as determined by diagnostic tool. By the end
of Yr 1 85% all students will have achieved all components of Trust the count diagnostics. By the end of Yr 2 all
improve outcomes in R-2 own right (an important pre-requisite for working with multiplication)
By the end of Yr 2 all students will have achieved all components of
Place Value as outlined in Year 2 Maths curriculum
students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum
Mathematics and Numeracy .
Page 2 of 12Improvement plan for PORT LINCOLN JUNIOR 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:
Shelley McInerney
Review, Improvement and Accountability
Phone: 8226 4297
Shelley.McInerney@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 For the cohort enrolled in Foundation in 2019 80% of students will achieve 6
2019
Reading with a specific focus on areas correct in PASM.
PHONOLOGICAL AWARENESS R to 2. 85% of Foundation students achieve 6 areas correct on PASM screen in Term 3. (age appropriate PA skills)
2020 80% of Foundation students reading a Level 9 InitiaLit decodable text by the end of the year.
85% of Yr 1 students achieve 8 areas correct on PASM screen in Term 3. (age appropriate PA skills)
70% of all Yr 2 students achieve SEA in term 3 Running Records. (2019 yr 1 group: 34% achieved the SEA)
90% of Foundation students achieve 6 areas correct on PASM screen in Term 3. (age appropriate PA skills)
2021 85% of Yr 1 students achieve 8 areas correct on PASM screen in Term 3. (age appropriate PA skills)
95% of Yr 2 wave 2 & 3 learners achieve age appropriate scores / benchmark by the end of Term 3
Goal 2 For the cohort enrolled in Yr 1 & 2, all students will progress 8 Running Record levels in a 12 month period.
Improve student achievement in 2019 Aim for 50% of Foundation reaching Lvl 5 of a levelled text (SEA)
Reading with a specific focus on
PHONICS R to 2. FOUND: 80% achieve 38 correct sounds on InitiaLit assessment in Term 4. 85% achieve SEA reading a levelled text (RRL 5) - Term 3. 80% of
2020 Foundation students reading a Level 9 InitiaLit decodable text by Term 4.
Yr 1: 70% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 80% achieve SEA (RRL 15) - Term 3.
Yr 2: 70% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 60% achieve SEA (RRL 21) - Term 3
FOUND: 85% achieve 38 correct sounds on Initial Lit assessment in Term 4. 85% achieve SEA - leveled text (RRL 5) - Term 3. 90% of Foundation students
2021 reading a Level 9 InitiaLit decodable text by Term 4.
Yr 1: 80% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 80% achieve SEA leveled text (RRL 15) - Term 3.
Yr 2: 80% achieve benchmark score of 28/40 (or above - Fluent decoders) on the Phonics Screen in Term 3. 85% achieve SEA - leveled text (RRL 21) - Term 3
Goal 3 Improve student achievement in By end of F students are able to Trust the Count to 10. By the end of Yr 1 all students will have achieved all
2019 components of Trust the count diagnostics. By the end of Yr 2 all students will have achieved all
Mathematics R-2 with a focus on Trust components of Place Value as outlined in Year 2 Maths curriculum .
the Count (TTC) and Place Value (PV) 6 students will be tracked across each class. By end of F these students are able to Trust the Count to 10. By
2020 the end of Yr 1 all students will have achieved all components of Trust the count diagnostics. By the end of Yr 2
all students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum .
By end of F 80% of students will be able to Trust the Count to 10 as determined by diagnostic tool. By the
2021 end of Yr 1 85% all students will have achieved all components of Trust the count diagnostics. By the end of
Yr 2 all students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum
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 Success criteria
Goal 1 By improving the organisation, scope & sequence and pedagogy
Students will be able to work with phonemes in words at the following levels with proficiency at age appropriate checking
point. (as assessed by PASM screens Term 1 & 3 & the PAST test for identified students) : syllable, on-set - rime,
phoneme deletion & substitution (initial & final phoneme)
(including Learning Design) in phonological awareness we will PASM has 6 areas- FOUNDATION - Segment syllables / match & produce rhyme, identify 1st sounds, blend sounds, 3
sound Segment.
improve outcomes in R-2 Reading and Spelling (Writing). PASM has 8 areas - YEAR 1/2 - all of the above as well as 4 sound segment, delete sounds
Students with specific difficulties will be referred to early intervention programs and work on a regular basis using specific
resources for QDTP as recommended by Speech pathology.
Goal 2 By improving the organisation, scope & sequence and pedagogy
Foundation Students will be able to recognize the sounds in IntiaLit - 38 (Student data will be tracked using InitiaLit
Year 1 students will be monitored using school based jolly phonics - 44 sounds, alternate sounds, tricky words and apply phonic principles
with proficiency at agreed / additional checking points. Student will do, write and say these phonics sounds. Yr 1 students will be monitored
(including Learning Design) in systematic synthetic phonics twice per term. (Visible learning Tool)
Year 2 students will be monitored using school based jolly phonics - 44 sounds, alternate sounds, tricky words and apply phonic principles
(including spelling) we will improve outcomes in R-2 Reading and with proficiency at agreed / additional checking points. Student will do, write and say these phonics sounds. Yr 2 students will be monitored
twice per term. (Visible learning Tool)
Students with specific reading difficulties WAVE 2 will be referred to early intervention programs (including MiniLit) and will work with SSO's
Spelling (Writing). on a regular basis using specific and agreed (common) approaches.
Goal 3 By improving the organisation, scope & sequence and pedagogy
By the end of Yr 2 Students will be have sound number fact knowledge and/or access to efficient mental strategies for TTC such as ... can
accurately count to 20 and beyond, understand the numbers 0 to 10 in terms of their parts (part-part-whole relations), can work flexibly with
numerals to 10 without having to model the count (trust the count), interpret/ visualize numbers beyond ten in terms of 1 ten and 4 more =
(including Learning Design) in Trust the Count and Plave Value “fourteen”, skip count by 2s, 5s and 10s (count large collections efficiently.
By the end of Yr 2 show their understanding of the place-value pattern (10 of these is 1 of those) which shows they have efficient ways of working
with 2 digit numbers and beyond. Students can recognise the count of 10 and treat 10 as a countable unit and rename in terms of place-value
teaching we will improve outcomes in R-2 Mathematics and parts. Students will use grouping methods to count a large collection efficiently (e.g., by twos, fives or tens) indicating the extent to which students
trust the count of the particular group chosen and see the group as a countable unit in its own right (an important pre-requisite for working with
Numeracy . multiplication) By the end of Yr 2 all students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum
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 Reading with a specific focus on PHONOLOGICAL AWARENESS R to 2.
Goal 1
Challenge of practice By improving the organisation, scope & sequence and pedagogy (including Learning Design) in
phonological awareness we will improve outcomes in R-2 Reading and Spelling (Writing).
Actions Timeline Roles and responsibilities Resources
Literacy Senior Leader - attend meeting with Reception and Year 1 InitiaLit taught with fidelity across all Foundation classes. Initialit assessments will guide interventions
Implement a clear scope and sequence Term 1 teachers (individuals & teams)
at a class level.
Jolly Phonics Yrs 1 & 2 - assessed weeks 3 and 8 every term
in phonological awareness teaching in R 2020 Literacy Senior Leader - Plan meeting with Year 2 teachers Australian Curriculum - Literacy progressions
Speech Pathologist - Support R-1 teachers implementing oral language PASM test - classroom level Term 1 & 3
-2 by developing a lesson model using CELF -5 screener & PAST test - Senior leader to administer on students - limited growth
activities based on PASM results passed from Pre-school (Planning Team meetings - focus of discussion on PASM data
Learning Design with timings and to meetings) Decodable readers ( InitiaLit - $10,000) at year 1 level.
Year 1 & 2 teachers trained in InitiaLit end of 2020. ($$ ??) - possibly trainer to come here??
include the intentional use of resources MiniLit - Term 1 (Year 2 intervention in Semester 1) Model lesson plans and timings- pilot group of teachers to trial and feedback to staff. Foundation
Class teachers use 2019 in Term 1 2020 as the basis for programing and (Orbis Literacy Teachers)
recommended from speech pathologists planning Data and planning meetings twice per term with senior leader (released)
Foundation : establish action plan for 2020 Analysis of the PASM data
2020 PASM data used to create Term 1 Yr 1 teachers - establish targets for 2021 ~students going to yr 2 Analysis of PAST data for targeted students in Yrs 1 & 2(Wave 2 &
action plan to address Yr 2 teachers - establish targets for 2021 students going to Yr 3
Senior Leader and Speech Pathologist - attend a meeting with teaching
3 students are assessed using this tool)
Team meetings - purpose to review data against the standard and
phonological awareness gaps Term 3 teams
planning for re-teaching to enable students to achieve standard
Senior Leader and Speech Pathologist - attend a meeting with yr 2
teachers (including Literacy Progressions)
Senior Leader, Speech Pathologist, PLPS English & Special Ed Data and planning meetings twice per term with senior leader
Coordinator - meet to discuss 2021 Yr 3 data (released)
Principal and Literacy Senior Leader - meet with year level teachers (Rec, Yr1, Yr 2) every Use of data to target differentiation wave 1, wave 2 and wave 3 (who are
Develop whole school Term 1 - 4 term to discuss student data / progress, discuss differentiation in relation to phonological
these students and what are we going to do to support their learning)
development and later on reading abilities (Running records)
expectations in relation to QDTP - Deputy - Meet and review all intervention programs every term, present data every term to SSO to support wave 3 students on a regular basis.
Students at Risk (Deputy) to discuss at leadership & provide ongoing
leadership.
so that less children are Senior Leader & Deputy - refine PASM tracking and monitoring systems throughout the year
Foundation Teachers use InitiaLit with fidelity. Heggarty used for children not making
training to up skill SSO's
National Literacy Learning progression
withdrawn. progress to supplement WAVE 2 & 3 learners
Yr 1 & 2 teachers - DAILY 10-15 mins Phonemic Awareness (Heggarty) Wave 1. Wave 2 & 3 Learning Design
students have a 2nd session each day. Literacy Guarantee PD & coaching
Data and planning meetings twice per term with senior leader (released)
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Improve student achievement in Reading with a specific focus on PHONOLOGICAL AWARENESS R to 2.
Actions Timeline Roles and responsibilities Resources
Team meeting (all teachers) tracking 5 students below benchmarks.
Review cycle of Phonological skills Term 1 Leadership - Block meeting
Up to date PASM data
testing in consultation with speech Principal / Literacy Senior Leader - source relevant phonological Phonological awareness training
awareness training. (Outsourced expertise with Speech Pathology
pathology team. Review Literacy background)
Up to date resources
assessment schedule . Deputy - Align interventions with assessments. Data and planning meetings twice per term
Consult with Speech pathology about the PAST assessment
with senior leader (released)
Team & Co-Teaching model All Year Rec teachers - teach lessons and to be observed Possible TRT's to support observation release
(introduced in 2020) for team planning Yr 1 teachers - teach lessons and to be observed
Yr 2 teachers - teach lessons and to be observed time (2xtrt to release in 2 days = $1,100)
to coach and provide feedback to Literacy Senior Leader- to support by releasing teachers to Partnership Principal Consultant
develop teachers content knowledge - participate in observations. Released 3x per term (1 block)
phonological awareness and reading Teachers - attend a meeting to discuss their observations
Staff Meetings for team planning 3 x term
Make purposeful use of speech Term 1 - 4 Rec, Yr 1 and Yr 2 teachers - receive additional Dept Speech Pathology support - QDTP
pathologist to develop teachers support implementing phonological awareness Literacy Guarantee - PD and coaching
understanding of oral language programmes and to develop a repertoire of oral
including the establishment of language resources. Support to implement the
whole class language interventions english block consisting of the big 6.
Total financial resources allocated
Students will be able to work with phonemes in words at the following levels with proficiency at age appropriate checking point. (as assessed by
Success criteria PASM screens Term 1 & 3 & the PAST test for identified students) : syllable, on-set - rime, phoneme deletion & substitution (initial & final phoneme)
PASM has 6 areas- FOUNDATION - Segment syllables / match & produce rhyme, identify 1st sounds, blend sounds, 3 sound Segment.
PASM has 8 areas - YEAR 1/2 - all of the above as well as 4 sound segment, delete sounds
Students with specific difficulties will be referred to early intervention programs and work on a regular basis using specific resources for QDTP as
recommended by Speech pathology.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Improve student achievement in Reading with a specific focus on PHONICS R to 2.
Challenge of practice By improving the organisation, scope & sequence and pedagogy (including Learning Design) in
systematic synthetic phonics (including spelling) we will improve outcomes in R-2 Reading and Spelling
(Writing).
Actions Timeline Roles and responsibilities Resources
Evaluate the existing English block Terms 1 - 2 Leadership -attend team meetings discussion and Teacher Self Review Survey - Online survey
investigating whole school sharing what do we do in our English block. (term 4 2019)
approaches to teaching of Phonics Year Levels to have a common agreement on what Quarantined school time for English Block
this looks like.
Best Advice Big 6 papers
Term 1 - 4 Learning Walks Team meetings - releases
Implement a clear scope and sequence in Feb - March Literacy - Senior Leader- attend meetings with InitiaLit - Foundation team trained end of 2019
Consider InitiaLit training for Yr 1 & 2 end of 2020
phonics teaching in R -2 by developing a 2020 teachers (1:1 and team meetings) Australian Curriculum - including phonics literacy progressions)
lesson model (using Learning Design) Speech Pathologist- Support teachers implementing Decodable readers
with timings and to include the intentional oral language activities based on PASM results Model lesson plans and timings- pilot group of teachers to trial and
use of phonetic readers and shared passed from Pre-school feedback to staff.
Data and planning meetings twice per term with senior leader
formats for phonics lessons On-Site speech intervention SSO to support students (released)
Train and support teachers to Term 1 - 4 Literacy Senior Leader - participate in Team Meetings TRT releases to attend Phonics screen PD
Leadership - each term work in year level teams around
adopt pedagogical approaches: data and target setting & programming meetings for phonics InitiaLit - Foundation team trained end of
building knowledge of phonics Speech pathology - expertise 2019
Literacy Guarantee Unit Consider InitiaLit training for Yr 1 & 2 end of
Any teacher yet to attend Phonics Screen Check
Professional Learning to attend 2020
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Improve student achievement in Reading with a specific focus on PHONICS R to 2.
Actions Timeline Roles and responsibilities Resources
2020 phonics checklist data used Term 3 Yr 1 teachers - establish targets for 2021 teachers for their Analysis of the phonics checklist
students going to yr 2 Termly meetings -purpose of meetings is phonics
to create action plan to address Literacy Senior :Leader - meets (analysis of data and
phonics gaps - Yr 1 assessed and data review against the standard and planning for
planning) with yr 1 teachers
re-teaching to enable students to achieve standard
Yr 2 assessed Literacy Senior :Leader - meets (analysis of data and
planning) with yr 2 teachers Data and planning meetings twice per term with
senior leader (released)
Principal and Literacy Senior Leader - meet with year Use of data to target differentiation wave 1, wave 2 and wave 3
Develop whole school expectations Terms 1 - 4 (who are these students and what are we going to do to support
level teachers every term to discuss student progress,
in relation to quality first teaching discuss differentiation in relation to phonic development
their learning)
SSO to support wave 3 students on a regular basis.
so that less children are withdrawn. and later on reading abilities (using Running record data) Deputy - provide ongoing training to up skill SSO's
Deputy - Meet and review all intervention programs National Literacy Learning progression
every term, present data every term to leadership. Data and planning meetings twice per term with senior leader
(released)
Team & Co-Teaching model Term Team Planning / Co - Teacher model for NIT programme for each year level
Possible TRT's to support observation
Regular Team planning with Year Level Co Teacher
(introduced in 2020) for team planning Rec teachers - teach lessons and to be observed release time (4xtrt to release in 2 days =
to coach and provide feedback to Yr 1 teachers - teach lessons and to be observed
Yr 2 teachers - teach lessons and to be observed $2,200)
develop teachers content knowledge - Literacy Senior Leader - to support by releasing teachers to participate in
phonic and guided reading observations. Partnership Principal Consultant
Teachers - attend a meeting to discuss their observations Literacy Guarantee support
Total financial resources allocated
Foundation Students will be able to recognize the sounds in IntiaLit - 38 (Student data will be tracked using InitiaLit
Success criteria Year 1 students will be monitored using school based jolly phonics - 44 sounds, alternate sounds, tricky words and apply phonic principles with proficiency at
agreed / additional checking points. Student will do, write and say these phonics sounds. Yr 1 students will be monitored twice per term. (Visible learning Tool)
Year 2 students will be monitored using school based jolly phonics - 44 sounds, alternate sounds, tricky words and apply phonic principles with proficiency at
agreed / additional checking points. Student will do, write and say these phonics sounds. Yr 2 students will be monitored twice per term. (Visible learning Tool)
Students with specific reading difficulties WAVE 2 will be referred to early intervention programs (including MiniLit) and will work with SSO's on a regular basis using
specific and agreed (common) approaches.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Improve student achievement in Mathematics R-2 with a focus on Trust the Count (TTC) and Place Value (PV)
Challenge of practice By improving the organisation, scope & sequence and pedagogy (including Learning Design) in Trust the
Count and Plave Value teaching we will improve outcomes in R-2 Mathematics and Numeracy .
Actions Timeline Roles and responsibilities Resources
Implement a clear scope and Term 1, 2 Team Planning Team planning time (- block release & staff
sequence in Mathematics teaching 'STEM 500' team meeting)
in R -2 by developing a lesson Yumi Coaches
model (using Learning Design)
with timings
Team Planning / Co - Teacher model for NIT programme for each year
Team & Co-Teaching model Term 2 level Possible TRT's to support observation
(introduced in 2020) for team planning Term 4 Regular Team planning with Year Level Co Teacher release time (4xtrt to release in 2 days =
Rec teachers - teach lessons and to be observed
to coach and provide feedback to Yr 1 teachers - teach lessons and to be observed $2,200)
develop teachers content knowledge - Yr 2 teachers - teach lessons and to be observed
Partnership Principal Consultant
Deputy - to support by organizing to release teachers to participate in
phonic and guided reading observations.
Teachers - attend a meeting to discuss their observations
P/Ship SLLIP
Train and support teachers to Term 1, 2, SLLIP / Deputy - participate & guide Team Meetings Team Planning time
adopt pedagogical approaches: 3, 4 Leadership - each term work in year level teams
around data and target setting & programming
building knowledge of TTC / PV
meetings for TTC / PV
Professional Learning - staff meeting (SLLIP &
STEM 500 team)
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Improve student achievement in Mathematics R-2 with a focus on Trust the Count (TTC) and Place Value (PV)
Actions Timeline Roles and responsibilities Resources
Year level teams / teaching teams to track 6 Term 2 Teaching Teams (including co-teachers) Team planning time (Block release and staff
students per class across the year, using the
TTC & PV diagnostic tools . Use the data to Term 4 meeting time)
design learning. Teams to discuss the data to PAT-M DATA
develop understandings of TTC & PV including
the establishment of whole class Mathematics
TTC & PV data - diagnostic tools
interventions for the Big Ideas in Number. assessment data on the 6 students tracked
Year 2 student PAT-M data is Year level teams Team Meeting / staff meeting
reviewed in year level teams PAT-M data
Teacher track 6 students per class Term 1 - 2 Class Teachers Release time (school based release
(2 below, 2 around benchmark, 2 teachers)
above) using "Big ideas in "Big Ideas in Number" - diagnostic tools -
Number" diagnostic tool. TTC & PV
Total financial resources allocated
By the end of Yr 2 Students will be have sound number fact knowledge and/or access to efficient mental strategies for TTC such as ... can accurately count to 20 and beyond,
Success criteria understand the numbers 0 to 10 in terms of their parts (part-part-whole relations), can work flexibly with numerals to 10 without having to model the count (trust the count), interpret/
visualize numbers beyond ten in terms of 1 ten and 4 more = “fourteen”, skip count by 2s, 5s and 10s (count large collections efficiently.
By the end of Yr 2 show their understanding of the place-value pattern (10 of these is 1 of those) which shows they have efficient ways of working with 2 digit numbers and beyond.
Students can recognise the count of 10 and treat 10 as a countable unit and rename in terms of place-value parts. Students will use grouping methods to count a large collection
efficiently (e.g., by twos, fives or tens) indicating the extent to which students trust the count of the particular group chosen and see the group as a countable unit in its own right (an
important pre-requisite for working with multiplication) By the end of Yr 2 all students will have achieved all components of Place Value as outlined in Year 2 Maths curriculum
Page 11 of 12School improvement plan Approvals
Approved by principal
Kathy Davison
November 2019
Approved by governing council chairperson
Name
Date
Approved by education director
Rowena Fox
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