Large Primary School 1 - 2021-2024 Strategic Improvement Plan
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2021-2024 Strategic Improvement Plan
Large Primary School 1
Page 1 of 22 Large Primary School 1 (2021-2024) 29 October 2020School vision and context
School vision statement School context
At Large Primary School 1 we believe that every student should be challenged to Large Primary School 1 is located in South Western Sydney and has a student
learn and continually improve in a respectful, inclusive and high expectation enrolment of 560. The school culture is that of connectedness, inclusion and
environment. Our vision is to be partners in learning and collaboratively empowering belonging with students, staff, parents and the wider community working together to
all students to become confident, resilient, self-directed and successful learners. promote school excellence.
Our school is supported by a strong and vibrant multi-cultural community, and our
Vietnamese and Indian languages Community Language Program supports
students in maintaining and developing further communicative competence in their
community language. 88% of our students have a language background other than
English, and 78% require some level of EAL/D (English as an Additional Language
or Dialect) support. 4% of students identifying as Aboriginal. Our students come
from a wide range of socio-economic backgrounds.
Extra-curricular opportunities in Sport, Science, Technology, and Creative and
Performing Arts, enable our students to excel through a range of different
experiences.
Through our situational analysis, we have identified a need to use data driven
practices that ensure all students have access to stage appropriate learning. Further
work will need to occur around how teachers can successfully plan for and deliver
quality differentiated instruction to students with additional needs including those
identified as high potential and gifted. Through the NAPLAN gap analysis, the
school has identified system-negotiated target areas in Reading and Numeracy.
Work will take place on developing quality summative and formative assessment
tasks and data collection practices and developing greater consistency of judgement
within and across schools.
School services will be utilised to build understanding on how to do this successfully
and the instructional leader will lead much of this work in the school.
Our work with individual students will be responsive and closely monitored.
Individual and targeted support will be provided where growth is not evident. Pre
and post assessments will be carried out to assess the impact of this support.
Structures will be put in place to identify students who need intervention and
students not showing growth will be referred to the Learning and Support Teacher
for intensive intervention.
Continual monitoring of student performance data will determine areas of need and
success at a class and school level and the involvement of the whole school
community in this process will be essential for success.
Page 2 of 22 Large Primary School 1 (2021-2024) 29 October 20202021-2024 Strategic Improvement Plan
Strategic Direction 1: Student growth and attainment
Purpose
In order to maximise student learning outcomes in reading and numeracy and to build strong foundations for academic success, we will further develop and refine data
driven teaching practices that are responsive to the learning needs of individual students.
Improvement measures Initiatives Success criteria Evaluation plan
• A minimum of 64.2% of Year 3 and 5 Personalised learning Assessment data is collected in reading The school will use the following data
students achieve in the top two bands in and numeracy on a regular and planned sources to regularly analyse the
Embed a learning culture that enables
NAPLAN numeracy. (Lower bound basis and used responsively as an effectiveness of the initiatives in
students to create, receive feedback and
system-negotiated target). integral part of classroom instruction. achieving the purpose and improvement
achieve their learning goals.
• A minimum of 74.7% of students measures of the strategic direction. This
• PL on use of literacy and numeracy Valid teacher judgment is evident across
achieve expected growth in NAPLAN analysis will guide the school’s future
progressions to personalise learning the school.
numeracy. (Lower bound system- directions:
and understanding.
negotiated target). Data and feedback inform teaching • NAPLAN data
• Expertly use student assessment data to practice and direct learners and learning.
• A minimum of 68.1% of Year 3 and 5 • Scout – Value added data
reflect on teaching effectiveness and
students achieve in the top two bands in All students articulate, understand and • Learning sprint data analysis
provide individualised explicit
NAPLAN reading. (Lower bound achieve their literacy and numeracy • Student work samples
differentiated and responsive learning
system-negotiated target). learning goals. • Literacy and numeracy PLAN2 data
opportunities.
• A minimum of 69.7% of students • Student PLPs
• Embed and use professional learning EAL/D and LST teams are collaborative,
achieve expected growth in NAPLAN • Student focus groups.
models to build teacher capabilities and build the capabilities of all teachers and
reading. (Lower bound system-
collective pedagogical practice. are an integral component of whole
negotiated target) The evaluation plan will involve:
• At least 90% of students completing school approaches to language, literacy • Regular review of these data sources to
Data driven practices and numeracy programs.
Year 3 will have achieved the learning provide clarity around whether we are
indicators within the additive strategies Ensure effective strategies and on track for achieving the intended
sub-element of the Numeracy processes for data analysis and improvement measures.
Progressions. reflection are used for responsive • Regular professional discussion around
• At least 77% of students in Year 2-6 will curriculum delivery. the School Excellence Framework
demonstrate a 0.4 growth (calculated • PL in data literacy, data analysis and elements and themes.
through effect size formula) when data use in teaching for all staff. This is • Executive team and whole staff
comparing start of year to end year linked to gap analysis data. reflective sessions.
scale scores in the Progressive • Establish and use IL positions to work • Term by term review and triangulation of
Achievement Test (PAT) in numeracy. with teachers using data to monitor and data sources including quantitative and
• At least 90% of students completing assess student progress and design qualitative, internal and external data to
Kindergarten will have achieved within future learning on a whole class, group corroborate conclusions.
Level 4 of the understanding texts sub- and individual level.
element of the Literacy Progressions. • Review and adapt practice to ensure After analysing the data a determination
• At least 95% of students completing reliable formative and summative will be made as to the future of the four
Year 3 will have achieved within Level 8 assessment tasks are used to analyse years’ work and ‘Where to Next?’
of the understanding texts sub-element student progress, evaluate growth over
of the Literacy Progressions. Outcome time and report student achievement.
EN2-8b.
Page 3 of 22 Large Primary School 1 (2021-2024) 29 October 2020• At least 82% of students in Year 2-6 will • Embed data informed formative demonstrate a 0.4 growth when assessment practices as an integral part comparing start year to end year scale of daily instruction in every classroom. scores in the PAT in reading. • All students achieve at or above expected growth in determined literacy and numeracy school-determined targets (goals) using PLAN2 data. • Learning sprints are sustained as embedded practice across the school with teachers applying a range of assessment strategies, informing teaching and learning. • Value added data in Scout for K-3 and Y3-5 continues to show Excelling; Value added data in Scout for Y5-7 increases from Sustaining and Growing to Excelling • Excelling in the theme ‘Data use in teaching’ within the element ‘Data skills and Use’. Page 4 of 22 Large Primary School 1 (2021-2024) 29 October 2020
2021-2024 Annual progress measures
Strategic Direction 1: Student growth and attainment
2021 Progress measures 2022 Improvement measures 2023 Progress measures 2024 Progress measures
• Increase the percentage of students • A minimum of 64.2% of Year 3 and 5 • Increase the percentage of students • Increase the percentage of students
achieving in the top 2 bands of NAPLAN students achieve in the top two bands in achieving in the top 2 bands of NAPLAN achieving in the top 2 bands of NAPLAN
numeracy to be above the system- NAPLAN numeracy. (Lower bound numeracy to be above the system- numeracy to be trending upwards
negotiated target baseline of 59.64%. system-negotiated target). negotiated lower bound target of 64.2%. towards the system-negotiated upper
bound target.
2021 Progress measures 2022 Improvement measures 2023 Progress measures 2024 Progress measures
• Increase the percentage of students • A minimum of 68.1% of Year 3 and 5 • Increase the percentage of students • Increase the percentage of students
achieving in the top 2 bands of NAPLAN students achieve in the top two bands in achieving in the top 2 bands of NAPLAN achieving in the top 2 bands of NAPLAN
reading to be above the system- NAPLAN reading. (Lower bound reading to be above the system- reading to be trending upwards towards
negotiated target baseline of 59.64%. system-negotiated target). negotiated lower bound target of 64.2%. the system-negotiated upper bound
target.
2021 Progress measure 2022 Progress measure 2023 Improvement measure 2024 Progress measure
• Increase the percentage of students • School-determined growth targets based • A minimum of 74.7% of students • Increase the percentage of students
achieving expected growth in NAPLAN on the number sense and algebra achieve expected growth in NAPLAN achieving expected growth in NAPLAN
numeracy to be above the system- element of the Numeracy Progressions numeracy (Lower bound system- numeracy to be between the system-
negotiated target baseline of 72.57%. are identified for all students and more negotiated target). negotiated lower and upper bound target
than 75% are showing expected growth. range.
2021 Progress measure 2022 Progress measure 2023 Improvement measure 2024 Progress measure
• Increase the percentage of students • School-determined growth targets • A minimum of 69.7% of students • Increase the percentage of students
achieving expected growth in NAPLAN based on the reading and viewing achieve expected growth in NAPLAN achieving expected growth in NAPLAN
reading to be above the system- element of the Literacy Progressions reading. (Lower bound system- reading to be between the system-
negotiated target baseline of 60.3%. are identified for all students and more negotiated target) negotiated lower and upper bound
than 65% are achieving expected target range.
growth.
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• At least 70% of students completing • Using 2021 baseline (XX%), an • Using 2022 baseline (XX%), an • At least 90% of students completing
Year 3 will have achieved the learning additional XX% of students completing additional XX% completing Year 3 will Year 3 will have achieved the learning
indicators within the additive strategies Year 3 will have achieved the learning have achieved the learning indicators indicators within the additive strategies
sub-element of the Numeracy indicators within the additive strategies within the additive strategies sub- sub-element of the Progressions.
Progressions sub-element of the Progressions. element of the Progressions. • At least 77% of students in Year 2-6 will
• At least 62% of students in Year 2-6 will • Using 2021 baseline (XX%), an • Using 2022 baseline (XX%), an demonstrate a 0.4 growth (calculated
demonstrate a 0.4 growth (calculated additional XX% of Year 2-6 students will additional XX% of students in Year 2-6 through effect size formula) when
through effect size formula) when demonstrate a 0.4 growth when will demonstrate a 0.4 growth when comparing start of year to end year
comparing start year to end year scale comparing start year to end year scale comparing start year to end year scale scale scores in the Progressive
scores in the Progressive Achievement scores in the Progressive Achievement scores in the Progressive Achievement Achievement Test (PAT) in numeracy.
Test (PAT) in numeracy. Test (PAT) in numeracy. Test (PAT) in numeracy.
Page 5 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• At least 65% of students completing • Using 2021 baseline (XX%), an • Using 2022 baseline (XX%), an • Between 68.2.0 and 71.0% of Year 3
Kindergarten will have achieved within additional XX% of students completing additional XX% of students completing and 5 students achieve top two bands in
Level 4 of the understanding texts sub- Kindergarten will have achieved within Kindergarten will have achieved within NAPLAN and 80% of Year 5 students
element of the Progressions Level 4 of the understanding texts sub- Level 4 of the understanding texts sub- achieve expected growth. (System-
• 70% of students completing Year 3 will element of the Progressions. element of the Progressions. negotiated target)
have achieved within Level 8 of the • Using 2021 baseline (XX%), an • Using 2022 baseline (XX%), an • At least 90% of students completing
understanding texts sub-element of the additional XX% of students completing additional XX% of students completing Kindergarten will have achieved within
Progressions Year 3 will have achieved within Level 8 Year 3 will have achieved within Level 8 Level 4 of the understanding texts sub-
• 65% of students in Year 2-6 will of the understanding texts sub-element of the understanding texts sub-element element of the Progressions.
demonstrate a 0.4 growth (calculated of the Progressions. of the Progressions. • At least 95% of students completing
through effect size formula) when • Using 2021 baseline (XX%), an • Using 2022 baseline (XX%), an Year 3 will have achieved within Level 8
comparing start year to end year scale additional XX% of students in Years 2-6 additional XX% of students in Years 2-6 of the understanding texts sub-element
scores in the PAT in numeracy. will demonstrate a 0.4 growth when will demonstrate a 0.4 growth of the Progressions. Outcome EN2-8b
comparing start year to end year scale (calculated through effect size formula) • At least 82% of students in Years 2-6
scores in the PAT in numeracy. when comparing start year to end year will demonstrate a 0.4 growth when
scale scores in the PAT in numeracy. comparing start year to end year scale
Note: XX% is determined after
scores in the PAT in reading.
previous year’s annual reflection Note: XX% is determined after
previous year’s annual reflection
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• All students have learning goals based • All students achieve learning goals • All students achieve learning goals • All students achieve at or above
on determined ‘expected growth’ data based on determined ‘expected based on determined ‘expected growth’ expected growth in determined literacy
using literacy/numeracy progressions growth’ data using Year 1 progress data using Year 2 progress measure and numeracy school-determined
which are tracked and monitored using measure baseline data. evaluations. targets (goals) using PLAN2 data.
PLAN2
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• All teachers review student assessment • Assessments are used regularly within • Learning sprints are embedded • Learning sprints are sustained as
data and compare results with grade grade/ stage teams to monitor practice across the school with embedded practice across the school
team members through the learning, identify skill gaps/ areas for teachers applying a range of with teachers applying a range of
implementation of learning sprints extension, and determine learning assessment strategies, informing assessment strategies, informing
sprint focus. teaching and learning. teaching and learning.
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
• Value added data in Scout for K-3 and • Value added data in Scout for K-3 and • Value added data in Scout for K-3 and • Value added data in Scout for K-3 and
Y3-5 continues to show Excelling; Y3-5 continues to show Excelling; Y3-5 continues to show Excelling; Y3-5 continues to show Excelling;
Value added data in Scout for Y5-7 Value added data in Scout for Y5-7 is Value added data in Scout for Y5-7 is Value added data in Scout for Y5-7 is
increases from ‘Delivering’ to maintained at ‘Sustaining and maintained at ‘Sustaining and growing’. ‘Excelling’.
‘Sustaining and growing’ growing’.
2021 Progress measures 2022 Progress measures 2023 Progress measures 2024 Improvement measures
Page 6 of 22 Large Primary School 1 (2021-2024) 29 October 2020• Delivering in the theme ‘Data use in • ‘Sustaining and growing’ in the theme • Maintain ‘Sustaining and growing’ in • ‘Excelling’ in the theme ‘Data use in teaching’ within the element ‘Data ‘Data use in teaching’ within the the theme ‘Data use in teaching’ within teaching’ within the element ‘Data skills skills and Use’. element ‘Data skills and Use’. the element ‘Data skills and Use’. and Use’. Page 7 of 22 Large Primary School 1 (2021-2024) 29 October 2020
2021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Initiative Activity Resources Evaluation
Personalised learning Engagement of instructional leader (IL) Teacher release Q: Do staff understand the Elements and
SEF elements (0.5 FTE K-2, 0.5 FTE 3-6) and 4 teacher x 1 day executive team release Sub–elements of the Progressions after
Learning & Development establishment of role in leading this = $464.69 x 4 = $1,858 the PL?
Data skills Personalised learning initiative for SD1: Engagement of Instructional leader
D: Staff PL evaluation.
$167,335
Team A: Analysis of PL shows 75% of teachers
• IL develops PL for whole school on
Leadership team Funding Sources:
using the learning progressions to have a very good understanding of the
Equity
Teaching team develop student learning goals progressions and are confident to use
• Socio-economic (flexible) $167,855
When • executive planning day with IL to them to develop learning goals for
Term 1 Week 2 review and adjust developed PL plan students. 15% would like further PL. 10%
Initiative
for whole school have a basic understanding. Lower rates
Tracking Professional Learning $1,858
• deliver PL for all staff on using the of understanding were identified with
learning progressions to develop Stage 2 teachers and early career
Evidence student learning goals (W3&4 staff teachers.
Staff PL survey results weekly TPL schedule) I: Additional PL planned. IL to work more
• subsequent IL activities itemised and closely with those identified as having a
evaluated below. basic understanding, with a focus on early
career teachers and mentoring programs.
Initiative Activity Resources Evaluation
Personalised learning Literacy & numeracy differentiation & Above entitlement class teachers, 1 per Q: Are students with educational
SEF elements intervention embedded in whole school stage 4.0 @ $109,384 = $437,536 disadvantage supported with targeted and
Curriculum practices provided through socio- differentiated teaching and learning and is
Effective Classroom Practices economic background equity loading. SLSO 3 @ $66,442 = $199,326 focus K- this organised to provide optimal in-class
Wellbeing 2, S2, S3 (additional SLSO to 2 provided support for students?
Above entitlement stage-based teaching through Targeted funding)
Assessment D: Internal data CTJ assessments,
& SLSO staff led by Assistant Principals,
Data skills NAPLAN, PLAN2, PAT, class and stage
in collaboration with IL & DP: Equity (Socio economic background
Team timetables, literacy and numeracy
flexible)
Leadership team • develop literacy & numeracy face-to- differentiation and intervention teaching
face in-class differentiation & • $636,862
and learning programs, staff feedback
When
intervention timetable based on
Term 1 Week 1 student needs analysis A: Analysis of staff feedback clearly
Tracking demonstrates dedicated staff to stage
• continue to review timetable to
teams highly beneficial to developing
maximise optimum differentiated
expertise and building team; through
Evidence learning needs
collaborative programming and shared
PLAN2 data reports • ensure identification of high potential
professional resources, teachers became
Class needs complexity analysis students from low socio-economic
more flexible with timetabling to maximise
Stage differentiation and backgrounds and with disability
targeted teaching for students; more staff
intervention support timetable
Page 8 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Above entitlement staff integrated with development required for classroom
multiple activities (below) within this management.
Personalised learning initiative, including:
I: Review whole school classroom
• plot students on progressions
management practices to optimise impact
• provide Stage and class support for additional in-class resources; ensure RFF
PLAN2 for additional teaching staff is scheduled
• collaboratively develop learning goals for afternoon.
around the learning progressions
• learning sprints
• refining learning goals.
Initiative Activity Resources Evaluation
Personalised learning Personalised Learning Pathways (PLP) Q: Do all Aboriginal students have a PLP
for students with Aboriginal background. Casual teacher release 16 days x 464.69 with specific focus on literacy and
SEF elements 2021 – 22 students spread across 7 = $7,435 numeracy improvement and is there
Effective classroom practices classes: Equity (Aboriginal background - flexible) collaboration with students and parents?
Student performance measures • professional development day for 7 • $7,212 D: PLP, PLAN2, NAPLAN, PAT, teacher
Data skills class teachers. Leadership works with Equity (Socio-economic background - and student feedback
Wellbeing class teachers to develop PLP for flexible) A: Aboriginal student – 81% (18/22)
Team Aboriginal students with focus on • $223 achieved their personal learning goals
Class teacher(s), Deputy identifying and developing resources based on the literacy & numeracy
Principal, Instructional Leader to support the literacy & numeracy progression; The % of Year 3 & 5
learning outcomes Aboriginal students achieving expected
When
• review and adjust PLP in consultation growth in NAPLAN bands Reading and
Term 1 Week 5 with students and parents Numeracy is in line for achieving the
• implement PLP school’s lower bound target for growth in
Tracking 2022. Students and teachers reported
• review and adjust PLP throughout
year. increasing engagement with regular PLP
review and adjustment.
Evidence
I: There needs to be continued focus on
PLP involving students in PLP adjustments.
NAPLAN data analysis
Initiative Activity Resources Evaluation
Personalised learning EAL/D practices continued: EAL/D teacher (3.6 FTE) practices Q: Are EAL/D team actively involved in
SEF elements embedded in whole school literacy and whole school teaching and learning
• continue intensive focus for on numeracy practices. activities referenced in this initiative for
Curriculum
Beginning (95) and Emerging (148) 3.2 FTE ELP staffing + 0.4 FTE flexible the whole year, and have T&L programs
Assessment
students staffing. been adjusted and delivered?
Effective Classroom Practices
Data skills
Page 9 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Team • in class regular timetabled support for TELL Professional Learning for 2 staff – 6 D: EAL/D data embedded in activities
EAL/D team Kindergarten classes, and withdrawal days casual relief @ 464.69. during year; PLAN2 data; T&L programs;
Leadership team for other grades at Beginning & EAL/D sliced NAPLAN (Custom groups)
Emerging Funding Sources: growth data; EAL/D TPL staff feedback;
When
• in class regular timetabled support for EAL/D School Evaluation Framework
Term 1 Week 1 Equity (ELP 3.2 staffing)
Developing (124), prioritised based on A: EAL/D data embedded in activities
Tracking • English language proficiency 3.2 FTE during year; staff challenged by
PLAN2 data and classroom
$350,029 complexity of collaborative programming
complexity analysis.
Equity (flexible 0.4 FTE) when identifying language learning needs
Evidence
2021 focus – Improved EAL/D practices • ELP $40,242 in all KLAs; NAPLAN growth analysis
PLAN2 data reports as identified through EAL/D School • Socio-economic background $3,511
Learning sprint grade meeting delayed
Evaluation Framework: Initiative I: EAL/D data embedded in activities
minutes
• develop and implement processes to • Professional Learning $2788 during year; continued focus on
T&L programs
support teachers to collect and use collaborative planning to ensure
TPL feedback survey
ongoing EAL/D assessment data for differentiation between content and
monitoring and reporting of EAL/D language skills; investigate data slicing for
student learning progress across PAT data to measure growth; consider
KLAs focus for 2022 using EAL/D School
• class and EAL/D specialist teachers Evaluation Framework.
collaborate to plan, develop and
document sequenced teaching and
learning programs using designed in Please note:
scaffolding to meet the needs of This example activity demonstrates the
EAL/D students including marking deployment of staff funded through equity
criterion which differentiates between loadings across a number of activities in
content knowledge and language the initiative. The level of detail in this
skills activity is not expected for all activities.
• EAL/D supervisors and specialist
teachers engage in professional
learning to develop leadership
capabilities to support and lead
colleagues to implement effective
processes and practices across the
school
• class teachers identify the skills and
experiences of LBOTE parents and
use this to develop a culturally
inclusive learning environment, e.g.
bilingual reading
Page 10 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
EAL/D Team integrated with whole school
practices for this initiative. Activities
(below) include:
• plot students on progressions
(literacy)
• provide Stage and class support for
PLAN2
• collaboratively develop learning goals
around the learning progressions
• learning sprints
• refining learning goals.
Initiative Activity Resources Evaluation
Personalised learning Learning & Support Team are integrated Learning and support teacher practices Q: How effectively has LST integrated
SEF elements with whole school practices for this embedded in whole school literacy and their support into whole school literacy
initiative. Activities (below) include: numeracy practices. and numeracy initiatives, and what impact
Learning & Development
• plot students on progressions has this had on adjusted T&L programs
Effective Classroom Practices
• provide Stage and class support for Funding Sources: and student progress?
Data skills
plotting students using PLAN2 D: LST data embedded in activities during
Team Equity (LLAD staffing)
• collaboratively develop learning goals year; T&L programs; 5 week identification
• Low level adjustment for disability 1.5 & intensive learning program data; LST
Leadership team around the learning progressions
FTE $164,076 and school leadership team minutes
When • learning sprints Equity (LLAD flexible)
• refining learning goals A: LST data embedded in activities
Term 1 Week 3 • Low level adjustment for disability 0.8 during year;
• identify students not showing growth FTE $86,209
Tracking every five weeks (including those I: Effectiveness of 5 week intensive
students working at higher levels), learning program to be more closely
Evidence deliver a five-week intensive learning monitored
PLAN2 data reports program
Learning sprint grade meeting • collaboration with class teachers
minutes developing and implementing PSLPs
for identified students as per Learning Please note:
PSLPs This example activity demonstrates the
and support teacher role statement
deployment of staff funded through equity
• adjust literacy & numeracy T&L
loadings across a number of activities in
programs, and deliver interventions,
the initiative. The level of detail in this
informed by improved teacher
activity is not expected for all activities.
assessment practices.
Initiative Activity Resources Evaluation
Personalised learning Reading intervention program for Year 1 0.5 FTE specialist reading intervention Q: Are Year 1 students meeting reading
SEF elements students teacher benchmarks identified, assessed through
Effective Classroom Practices
Page 11 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Data skills • Year 1 students identified for reading Staffing LST, provided with intensive targeted
Assessment intervention based on consistent • 0.42 FTE Literacy & Numeracy intervention and tracked?
Team teacher judgement (PM benchmark) Intervention $45,941 D: Reading benchmarks; pre & post
LST • students not meeting expected Initiative intervention measures; ongoing
When reading benchmark referred to LST • 0.08 FTE Literacy & Numeracy measures; class teacher feedback
for case review (flexible) $8,750 A: Expertise of reading specialist and
Term 1 Week 2 highly effective collaboration with class
• Reading Recovery model retained for
Tracking first year of SIP to be reviewed as part teachers led to measurable high growth in
of annual reflection. reading for individual students.
Evidence I: To be reviewed considering L3 review,
Reading benchmarks CTJ phonics diagnostics and Primary Literacy
LST minutes Consultant input.
Initiative Activity Resources Evaluation
Personalised Learning Organise and present Information evening Community and parent hospitality $300 Q: Do the parents understand the
SEF elements for parents on progressions, goal setting. relationship between goal setting and
Funding Sources:
Educational Leadership student progress?
Equity
Team • Socio-economic Background (flexible) D: Parent survey data.
IL $300
Principal A: Survey results indicated parent support
Leadership team for collaborative goal setting based on the
When progressions. 90% of parents understood
how goals would be set and monitored
Term 1 Week 7 using PLAN2 and PLPs.
Tracking
I: Parents invited in to co-develop PLP
goals.
Evidence
Parent survey data
Initiative Activity Resources Evaluation
Personalised learning Collaboratively develop learning goals Nil – School Development Day Q: Are the learning goals collaboratively
SEF elements around the learning progressions. professional learning led by IL and developed and do they reflect the
Learning Culture ongoing achieved through in Stage progressions?
Assessment meetings
D: Sample of learning goals from across
Curriculum the school.
Effective classroom practice
Data skills A: All grade teams have learning goals
Team based on progressions for all students.
Instructional Leader (IL) teachers I: Goals to be shared with students.
LST
Page 12 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Parents
When
Term 2 Week 1-3
Tracking
Evidence
Sample of learning goals from
across the school.
Initiative Activity Resources Evaluation
Personalised learning Students begin to use their learning goals Nil – IL to complete walkthroughs and Q: Can all students understand and
SEF elements to reflect on their personal learning student focus groups articulate their learning goals?
Learning Culture journey.
D: Walk throughs, Student focus group
Wellbeing data, student survey data.
Curriculum
Team A: Students in K, Y1, Y3 and Y5 cannot
yet articulate their learning goals.
Teachers
When I: IL to work more closely with the above-
Term 2 Week 5-9 mentioned grades, modelling practice
around goal setting and how to focus on
Tracking
them in class so students understand
them and know how to achieve them.
Evidence
Walk throughs
Student focus group data
Student survey data.
Initiative Activity Resources Evaluation
Data driven practices Deliver PL for all staff on using learning • PL resources = $300 Q: Are staff confident in using learning
SEF elements sprints to achieve learning goals and sprints and relating these to the
Funding Sources:
Learning and development syllabus outcomes as measured on the progressions?
Initiative
Professional standards progressions.
• Professional Learning D: Staff Survey post PL, Classroom
Effective classroom practice $300
Data skills and use observations.
Team A: Post PL Staff survey indicated 90% felt
IL confident in using sprints in teaching
programs and classrooms. 75% of staff
When
Term 2 Week 5
Page 13 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Tracking indicated they needed more PL on the
progressions.
Evidence I: additional PL on using progressions
Staff Survey post PL, Classroom offered to staff .Following the additional
PL it was determined to move into the
next activity.
Initiative Activity Resources Evaluation
Data driven practices Develop and implement learning sprints Nil – IL to complete classroom Q: Have the sprints been implemented
SEF elements based on student learning goals/ needs observations successfully?
Effective classroom Practice on a fortnightly rotation.
D: Teaching Programs, Classroom
Learning Culture observations, PLP’s.
Wellbeing
Curriculum A: All staff were using learning sprints on
Team a fortnightly rotation. A staff survey
indicated that students were beginning to
IL
understand goal setting and its purpose.
Teaching Teams
Teachers saw it as a positive impact for
When student learning.
Term 2 Week 6
Tracking I: Need data on the impact of sprints on
learning. IL to work with each team on the
further development of learning sprints
Evidence
Teaching Programs
Classroom observations
PLPs.
Initiative Activity Resources Evaluation
Data driven practices Evaluate the impact of learning sprints Nil – IL to complete evaluation Q: Have sprints and the monitoring of
SEF elements thus far and consider ‘where to next?’ goals had a positive impact on learning?
School Planning Implementation D: PLP’s, Samples of student
& reporting progressions, Student work samples,
Team Student survey
IL A: Analysis of the data showed that the
Teaching Teams learning sprints had been implemented.
When However, 35% of students in Year 3, 4 &
Term 2 5 had not reached their determined goals.
Week 10
Page 14 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Tracking Further analysis indicated that the
majority of these students (80%) did not
understand the purpose of the goal setting
Evidence
Learning sprint evaluation I: Teachers of these students were then
PLPs given strategies by the IL for developing
Samples of student progressions that understanding.
Student work samples
Student survey
Initiative Activity Resources Evaluation
Data driven practices Teachers enter PLAN 2 data. Nil Completed by all teachers.
SEF elements
Management practices and
processes
Assessment
Data skills and use
Team
Teachers
When
Term 2 Week 11
Tracking
Evidence
Initiative Activity Resources Evaluation
Data driven practices Collaboratively review and refine learning Nil Q: Do all students have collaboratively
SEF elements goals for all students based on learning revised PLPs and learning goals?
Effective classroom Practice progressions. D: PLAN 2 data,
Learning Culture PLP checklists.
Wellbeing A: All PLP checklists were completed by
Curriculum all stages except Stage 3. They will
Team complete theirs by end Week 5.
I: Implement next round of learning
IL sprints.
Teaching teams
Parents
LST
When
Term 3 Week 1-4
Page 15 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Tracking
Evidence
PLPs
Plan 2 data analysis
Initiative Activity Resources Evaluation
Data driven practices Develop, implement and monitor learning Nil Q: Do lesson plans and observations
SEF elements sprints based on student learning goals/ reflect the learning sprint focus?
Effective classroom Practice needs on a fortnightly rotation. D: Lesson plans, PLP’s, observation
Learning Culture reports
Wellbeing A: The sprints have been developed and
Curriculum administered on a fortnightly basis.
Team Lesson observation reports show that all
teachers in ES1 and Stage 2 are
IL implementing the sprints based on
Teaching teams student needs. Stage 1 and Stage 3
When teachers still require additional support
Term 3 Week 5-8 from the IL to implement the sprints
Tracking effectively.
I: IL will further support Stage 1 and Stage
3 teachers.
Evidence As sufficient sprint rotations have been
Observation document analysis conducted they can now be evaluated for
impact on student learning.
Initiative Activity Resources Evaluation
Data driven practices Teachers enter PLAN 2 data. Nil Completed by all teachers.
SEF elements
Management practices and
processes
Assessment
Data skills and use
Team
Teachers
When
Term 3 Week 9
Tracking
Page 16 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
Evidence
PLAN 2 comparative data
analysis from term 2.
Initiative Activity Resources Evaluation
Data driven practices Evaluate the process quality of learning AP release Q: Has the goal setting and learning sprint
SEF elements sprints and consider ‘where to next”. 4 APs x 1 day to evaluate 4 x $484.69 = strategy been effective?
School Planning $1,858
D: PLPs, teacher survey, student survey.
Educational Leadership 6 staff (4 APs, 1 DP, 1 IL). DP & IL do not
Team require release. A: The data has shown that during term 3
the percentage of students not achieving
IL Funding Sources:
their learning goals had decreased to
Teaching Teams Equity
20%.
Leadership team • Socio-economic Background (flexible)
When $2,083.56 The student survey indicated a greater
Term 3 Week 10 understanding of the importance and
impact of goals setting and saw it as
Tracking
motivational.
The teacher survey indicated that 95% of
Evidence teachers were engaged with using the
Survey analysis strategy and that they had seen a definite
shift in learning and that students were
motivated by both the goal setting and the
sprints.
I: Move into term 4 embedding the 2 week
rotation in all classrooms and the regular
goal setting.
Initiative Activity Resources Evaluation
Data driven practices Continue to plan, develop and monitor Nil – IL to collate and review Q: Do lesson plans and observations
SEF elements learning sprints for the term and build reflect the learning sprint focus?
Effective classroom Practice learning goals for Year 2 of the plan.
D: Lesson plans, PLP’s
Learning Culture
Observation reports
Wellbeing
PLAN2 data
Curriculum
A: The sprints have been developed and
Assessment
administered on a fortnightly basis.
Lesson observation reports show that
Team
based on the additional support from the
Teacher teams IL, all teachers are effectively
IL
Page 17 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
When implementing the fortnightly cycle of
Term 4 Week 2-8 sprints.
I: Sufficient sprint rotations have been
Tracking conducted to enable the evaluation of
their impact.
Evidence
Observation report analysis
Initiative Activity Resources Evaluation
Data driven practices Evaluate the impact of learning sprints Nil – IL to collate data, evaluate and Q: In what year groups was additional
SEF elements and consider ‘where to next”. propose next steps. support required on:
School Planning • Progressions
Assessment • PLAN2
Ed Leadership • Goal setting
Team
In what year groups was the rotation not
IL
used?
When
Term 4 Week 9 D: Lesson Plans, PLPs, progression data,
Tracking PLAN2, observations, student surveys,
teacher evaluation.
A: All data sources indicated that Learning
Evidence sprints had been used on a rotational
Teacher evaluation of learning basis over 2 weekly cycles. PLAN2 data
sprints sheets had been updated by all teachers.
12% of students only did not reach the
expected rate of growth according to the
data.
75% of Teachers surveyed on their own
practice indicated that the learning sprints
had enabled a deeper focus on explicit
teaching.
Teacher evaluations stated that 100%
saw value in the initiative as well as a
desire to continue refining and further
embedding in the following year.
Page 18 of 22 Large Primary School 1 (2021-2024) 29 October 20202021 – Implementation and progress monitoring
Strategic Direction 1: Student growth and attainment
I: Sprints have been implemented. Move
into next year as embedded practice and
monitored by the IL and Exec.
Strategic Direction 1: Annual reflection
Annual progress measures – Annual progress measures Resources allocated Evaluation
prepopulated from the current
NAPLAN A range of resources were used to [Evaluate the impact of the initiative(s) on
year’s progress measures.
• Performing above system-negotiated implement and monitor the progress of our student learning and effective teaching
Resources allocated – auto- target baseline as measured by NAPLAN school’s initiatives detailed in our Strategic practice, and consider the implications for
calculated as a total of the Reading and Numeracy for Years 3 and Improvement Plan. These resources future planning.]
budgeted funds identified in the 5. contributed to the achievement of the
Resources column. annual progress measures.
The impact on student learning and
Evaluation – schools add text Numeracy effective teaching practice is evidenced
following evaluation of the impact • At least 70% of students completing Year by:
3 will have achieved the learning Funding Sources
of the initiatives.
indicators within the Additive Strategies • Years 3 and 5 performing above system-
Equity
Note – the annual reflection will element of the Progressions. negotiated target baseline as measured
be published in the annual report. • Socio-economic (flexible) $810,864 by NAPLAN Reading and Numeracy
• At least 62% of students in Year 2-6 will
• Aboriginal background (flexible) $7,212 • School-determined targets for numeracy
demonstrate a 0.4 growth (calculated
• English language proficiency (staffing) and literacy progressions for Kindergarten
through effect size formula) when
$350,029 and Year 3 were achieved.
comparing start year to end year scale
scores in the Progressive Achievement • English language proficiency (flexible) • Instructional leadership (IL) roles, filled
Test (PAT) in numeracy. $40,242 through Expression of Interest, led to
• Low level adjustment for disability whole school improvements in practices,
Reading: (staffing) $164,076 namely:
• At least 65% of students completing • Low level adjustment for disability o Establishing sustainable practices
Kindergarten will have achieved within (flexible) $86209 for tracking students using the
Level 4 of the Understanding Texts Initiative learning progressions and plotting
elements of the Progressions. • Professional Learning $4,946 on PLAN2
• 70% of students completing Year 3 will • Literacy & Numeracy $8,750 o Learning sprints: lesson
have achieved within Level 8 of the observations/modelled lessons/
Understanding Texts elements of the Staffing Entitlement feedback on learning sprint focus
Progressions. • Literacy & Numeracy $45,941 within each grade
• 65% of students in Years 2-6 will o Data discussions showed an
demonstrate a 0.4 growth (calculated improved understanding and
through effect size formula) when achievement of the shared learning
comparing start year to end year scale sprint goals over time
scores in the PAT in numeracy.
Page 19 of 22 Large Primary School 1 (2021-2024) 29 October 2020o Personalised learning goals for
All students have learning goals based on
students
determined ‘expected growth’ data using
o IL timetable was used to allow
literacy/ numeracy progressions which are
timely feedback between
tracked and monitored using PLAN2.
colleagues to discuss, further test
All teachers review student assessment and improve upon learning sprint
data and compare results with grade team focus goals across the school
members through the implementation of o Focus group analysis and PLAN 2
learning sprints. data showed learning sprints and
individual learning goals are having
a positive impact on student
engagement and progress. This will
provide baseline for next year.
• Feedback from staff and executive survey
indicated high success with 4 above
entitlement teachers & 3 additional
SLSOs being dedicated to stage teams.
Student relationships, stage teams and
curriculum/pedagogical knowledge was
reportedly greatly enhanced
• A class complexity analysis based on a
range of data sources was used to
identify high and medium need classes.
All these classes were provided with
additional in-class teacher/SLSO
resources funded through the socio-
economic equity loading provided
differentiated literacy and numeracy
sessions at least 2 times per week
• Additional SLSOs for Literacy &
numeracy differentiation & intervention
were embedded in whole school practices
• 2.3 FTE teachers funded through the low-
level adjustment for disability equity
loading delivered the 5-week identification
& intensive learning program, K-6.
Progression of students along the
learning progressions for targeted
students was observable and recorded on
PLAN2. Insufficient data from
implementation of program was available
to measure NAPLAN growth for Year 5
students
• 3.6 FTE EAL/D teachers were funded
through the ELP equity loading. By
Page 20 of 22 Large Primary School 1 (2021-2024) 29 October 2020working with the IL and class teachers on
the progressions, PLAN2 and learning
sprints projects, all staff reported that
EAL/D practices were more embedded in
learning during the year. NAPLAN data
was sliced for all EAL/D students. EAL/D
staff sliced PAT data for students in
Beginning and Developing phases to
measure annual growth. Students were
identified for more intensive EAL/D
support
• 100% of students from Aboriginal
backgrounds and their parents
contributed to development of
Personalised Learning Pathways.
Teaching staff reported greater
collaboration and enhanced student and
family engagement through team
approach
• Reading Recovery continued in 2021 and
has been reviewed in the context of
updated curriculum, phonics diagnostics,
reading benchmarking school practice
guide and the L3 review.
Where to from here?
• Continued focus on learning sprints to
improve practice and student learning
• Professional learning to
accommodate staff transition between
stages and to support new staff will
need to be a key focus in Term 1 to
ensure the continued success of the
initiative
• Continue to resource role of K-2 & 3-6
IL through EOI to build leadership
capacity
• Continue to resource stage-based
above entitlement teaching staff
through equity loadings
• A continued focus on collaborative
planning with EAL/D is required to
ensure differentiation between content
and language skills. Considering
Page 21 of 22 Large Primary School 1 (2021-2024) 29 October 2020lessons learnt from TELL training and
self-assessment using the EAL/D
School Evaluation Framework, the
focus for 2022 should include
differentiation in all classes for EAL/D
students based on effective EAL/D
pedagogy to be evident in teaching
and learning programs
• Using the baseline data now captured
at the end of year one gives a clear
whole school focus on student growth
moving into next year.
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