annual implementation plan 2014 kilmore primary school 1568

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Annual Implementation Plan 2014 Kilmore Primary School 1568 Based on Strategic Plan developed for 2013 - 2016

Endorsement by School Council

Insertion of a tick ( ) in the next column indicates that the School Principal, as Executive Officer of the School Council, verifies that this Annual Implementation Plan was endorsed at a meeting of School Council.

Endorsed on 25/3/2014

Denise Barker (Principal)

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Strategic Intent

Goals Targets One Year Targets

Student Learning

Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and teacher classroom techniques.

A decrease in the proportion of

students deemed capable of

achieving less than C in Reading (P-

6)

An increase in the proportion of

students achieving at B or A in

Reading (P-6)



Speaking and Listening (P-6)


students deemed capable of

achieving less than C in writing P-6



writing P-6


students deemed capable achieving

at less than C in number P-6



number P-6

NAPLAN

Reading Writing Numeracy

Increase top 2 bands

Decrease bottom 2 bands





2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014

Yr 3

From 18.8%

To 24%

From 21.7 %

To 17%

From 31.5 %

To 37%

From 10%

To 8%

From 7.2%

To 15%

From 37.6 %

To 25%

Yr 5

From 14.2%

To 18%

From 22.4%

To 18%

From 12%

To 15%

From 13 %

To 10%

From 14%

To 17%

From 48%

To 41%

Reading Writing Numeracy







2013 2014 2013 2014 2013 2014 2013 2014 2013 2014 2013 2014

Yr 7 From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

Yr 9 From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

From XX %

To XX%

Year 5 – Matched Cohort performance against State

Year 5 2011 State mean

2011 School mean

2011 School MC mean

2012 State mean

2012 School mean

2012 School MC mean

Reading

Writing

Spelling

Numeracy

Grammar & Punctuation

Year 9 – Matched Cohort performance against State

Year 9 2011 State mean

2011 School mean

2011 School MC mean

2012 State mean

2012 School mean

2012 School MC mean

Reading

Writing

Spelling

Numeracy

Grammar & Punctuation

A decrease in the percentage of

students deemed capable achieving

at or below the National Minimum

Standard (NMS) in NAPLAN

An increase in the percentage of

students who achieve higher relative

gains for NAPLAN assessments in

Literacy and Numeracy

AusVELS % of students at or above expected level

Reading Writing Speaking & listening Numeracy

2013 2014 2013 2014 2013 2014 2013 2014

P xx % P xx % P xx % P xx %

P 82 % 1 xx % P 85% 1 xx % P 98% 1 xx % P 94 % 1 xx %

1 63 % 2 xx % 1 59 % 2 xx % 1 79 % 2 xx % 1 82% 2 xx %

2 58 % 3 xx % 2 53 % 3 xx % 2 80 % 3 xx % 2 56% 3 xx %

3 58 % 4 xx % 3 37% 4 xx % 3 82 % 4 xx % 3 51 % 4 xx %

4 61 % 5 xx % 4 61% 5 xx % 4 77 % 5 xx % 4 48 % 5 xx %

5 xx % 6 xx % 5 xx % 6 xx % 5 xx % 6 xx % 5 xx % 6 xx %





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Student Engagement and Wellbeing

To foster a vibrant and supportive school community that engages students in their learning and promotes wellbeing.

A decrease in student absenteeism to be at or better than State mean (P-6) by 2016

Student absences for each year level, and for each cohort of students, to decrease annually with reference to 2011 student absence means as a benchmark

An annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions

Annual improvement in the student attitudes to school variables of

- student safety - student behaviour - stimulated learning environment - school connectedness

Staff Opinion

Increase school mean :

student motivation from 50% to 60%

Student Misbehaviour from 40% - 50%

Student Absence:

Decrease the school mean absence rate from x to y

Parent Opinion

Increase student motivation from 10% - 25%

School Connectedness from 8% - 25%

Student Pathways and Transitions

To improve the transition processes and pathways which support and track students as they enter and progress through the school.

Annual improvement in the proportion of parents reporting satisfaction with transition on each of the parent opinion survey questions to equal state mean or better by 2016

Parent Opinion

Increase the mean score for Student Transitions from 10% - 25%

Implementation

Key Improvement Strategies

and Significant Projects

What

(Actions) the activities and programs required to progress the key improvement strategies

How

(Resources) the budget, equipment, IT, learning time, learning space

Who the individuals or teams responsible for implementation

When the date, week, month or term for completion

Achievement milestones the changes in practice or behaviours

Student Learning

Build the capacity of teachers to deliver explicit teaching within a school culture where high expectations guide student learning and classroom teaching techniques.

High Expectations Conduct Professional Learning based on the Hume Classroom Teaching Techniques:

Classroom Teaching Techniques - High Expectations

- Challenging but attainable individual goals for students

- Knowing and analysing student data to inform next stages of learning by setting differentiated and targeted learning tasks

- Tasks closely matched to pre-

existing understandings – Zone of Proximal Development

Whole Staff CCT Professional Learning Early in Term 2

PLT Curriculum – High Expectations CCT Mid Term 2

PLT Curriculum – High Expectations CCT Early Term 3 including Peer Observation element

Principal/AP

Leadership Team

Literacy PLT Leader - Jenny

Numeracy PLT Leader - Tracy

Integrated PLT Leader - Brendan

As per Meeting Schedule

Termly Meeting Schedules include ongoing, regular whole staff and Professional Learning Team sessions relating to the Hume CTT

Evidence of Hume CTT in place across the school in planning documents and in teaching and learning across the school: This includes:

1. Individual Reading, Writing and

Numeracy Goals for each student 2. Differentiated planning in Weekly

Planning documents, including fluid student groupings

3. Differentiated learning tasks matched to student needs

4. Learning Intentions and Success Criteria on display for all lessons

5. Students being able to articulate the Learning Intention and Success Criteria

Professional Learning Focus Area: Literacy/Reading

A focus on embedding CAFÉ/DAILY 5 Literacy Strategies across whole school P-6 with a focus on Reading

Professional Learning Focus Area: Numeracy/Number

Ongoing whole staff Professional Learning

Literacy Leading Teacher working with individual teachers and Unit Teams

Literacy LT - Jenny Literacy PLT Numeracy Leader – Tracy\

Whole staff PD Meeting Schedule

5 days per week Literacy Leader Support across the school

Evidence of CAFÉ Reading strategies in planning and evident in classroom teaching practice.

Improved student outcomes in Reading

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A focus on embedding Numeracy Fluency Strategies across the whole school with a focus on differentiation

Numeracy Leader and Numeracy Consultant working with individual teachers, Numeracy PLT and Team Leaders

Numeracy Consultant – Neil Devanny Numeracy PLT Team Leaders

Numeracy Leader (Tracy) Support across the school Mondays and Fridays

Neil Devanny Numeracy Consultant working with staff one day per fortnight

Evidence Numeracy Fluency strategies and differentiation of student needs in planning documents and evident in classroom teaching practise.

Improved Student outcomes in Number

Introduction of Languages Program – Spanish

Introduction of Spanish P- 6

Pilot/Trial year 2014

Ongoing whole staff professional learning

Included in Whole school Specialist Timetable P-6

Spanish Lessons continued in regular classroom programs

Establishment of a Sister School Relationship

Build Capacity in a staff member through Bastow Leading Languages Program

Implementation across the whole school to be monitored/reviewed termly

Spanish Teacher – Lauren

Leading Languages Coordinator – Michelle

Lili Cvetkovic – DEECD Languages Department

Integrated PLT Team

Preps – 2 sessions per week

Grades 1 – 6, 1 session per week

Staff PD at beginning of each whole school professional learning session

PLT meetings as per Meeting Schedule

Spanish lessons in place P-6

Staff and students integrating Spanish Language into daily interactions

Physical evidence of Spanish influence across the school, eg posters, signage, etc.

Inclusion in Clubs Program

Continued… Build the capacity of teachers to deliver explicit teaching within a school culture where

Team Planning

Support and further develop PLT and Unit roles

Provide clarity around Role Descriptions and accountabilities for PLT and Unit Roles – according to

Whole Staff

Neil Devanny – Numeracy Consultant

Ongoing as per meeting schedule

Whole school Distributed Leadership Model is in place with role and responsibility descriptors for all staff, including PLT and Unit roles

high expectations guide student learning and classroom teaching techniques.

Further develop planning and assessment

Ensure that Data informs planning and teaching

Focus on Differentiation of student needs

School wide planning templates in use

ICT resources used and implemented across the curriculum

the Distributed Leadership Model

Collaboration during Unit meetings, moderation meetings and planning days Professional Learning through PLT’s

Use assessment data to inform planning –

Ensure consistent planning practices across school through

ICT Budget

Additional scheduled professional development opportunities

individual teachers and Unit Meetings

PLT and Team Leader Meetings

ICT Leader & Integrated Curric. Planning

Data is used to inform Unit Meetings, moderation meetings and planning days and whole school templates are used as guidelines and to record meeting minutes

PLTs have explored different ways of differentiating and there is evidence of this in Unit and individual teacher planning and practise

ICT evident in planning documentation

ICT resources used consistently in classrooms as a teaching tool

Implement a consistent whole school approach to assessment and planning that ensures the curriculum is differentiated to cater for all students.

Assessment and tracking student learning growth

Continue to use and improve whole school assessment practises as per the Assessment Schedule

Continue to implement the assessment, planning and differentiation practices embedded in our whole school Literacy and Numeracy programs: For example: - Reading conferences - Online Pensieve - Fountas and Pinnell strategies - NFA - Class Profiles - Individual student Goals

Review Literacy and Numeracy Assessment Schedules and data storage strategies

Purchase and implement Sentral Student Data Tracking System

Ongoing Professional Learning – whole staff and Units

AP/Curriculum Leader

Literacy and Numeracy Curriculum Leaders

IT Support – Brendan and Jacob

Sentral support staff

As per whole school assessment schedule

Sentral System- beginning implementation in Term 2

Consistent assessment practices in Literacy and Numeracy across the school. Literacy and Numeracy PLT’s have developed school wide documentation and practices for collection and tracking of student data

Sentral Student Data Base used to track student learning growth Student Data is used to inform instruction

Build the school’s capacity for strong and distributed instructional leadership and collaborative teamwork.

Implement a KPS Whole School Model of Professional Learning supported by the following strategies: - Learning Walks

Funding from school budget

Principal/AP

Semester 1

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- Coaching - Peer Observations - Peer Reviews - Modelling - Feedback - Whole School P.D. - Action Research Teams (PLT’s)

Literacy Achievement Plan -LAP Numeracy Achievement Plan –NAP - Individual Plans for teachers for

short term improvement goals, using the abovementioned Professional Learning strategies

Bastow Courses

CRT’s to provide out of class time for teachers

Cluster PLT’s

APT Sessions

LAP & NAP Templates

Leading Teacher Literacy - Jenny

Numeracy Leader- Tracy

PLT Teams

Unit Teams

Literacy LT – Jenny

Numeracy Lead – Tracy

Prin/AP’s

Introduced in Term 1, then ongoing

Performance review process linked to school goals, leadership goals and teaching goals for all levels

Learning Walk for each teacher once a Semester

Coaching session for each teacher at least once a Semester

Individual Teacher LAP’s and NAP’s link with school goals and form part of the evidence required for the P&D Process

Student Engagement and Wellbeing

Build the capacity of teachers to engage students in stimulating, student-centred learning

Further develop student-centred learning

Extend the clubs program to provide greater student choice in their learning

Trial student negotiated inquiry units.

Have students frame research questions then co-plan rich tasks that build creativity and problem solving capacity

Student questionnaire

Action Research by Inquiry PLT

Student voice incorporated into Integrated Unit planning

Student Wellbeing Coordinator Integrated PLT Unit Teams Classroom Teachers

Semester 1 and 2

Clubs program includes student choice activities

Evidence of student voice into Integrated Unit Planning Documents

High student engagement in Integrated activities

Effectively use ICT to engage students in their learning

Progressively resource all learning spaces with emerging technology by using the ICT infrastructure plan

Ensure Regular Technical support

Include ICT in planning across the curriculum

Whole school ICT audit

Budget funds Professional Learning and for ICT Leader

Allocate time for ICT leader to support staff through SRP

Allocate weekly time for each class to access ICT lab

Increased access to ICT resources at classroom level

ICT Leader - Brendan DEECD Technician Principal AP PLT

Ongoing

ICT infrastructure plan in place and used to resource school

Evidence of Students using ICT to support learning

Evidence of students using ICT to support Inquiry learning and Integrated Curriculum work

Embed a whole school engagement and wellbeing plan to improve student wellbeing, behaviour and enhanced student voice.

KidsMatter

KidsMatter focus for 2014 – Student Voice

Student voice incorporated through programs such as SRC, Peer Mediators, Clubs, Buddies, Gardening Group,

AP/Student Wellbeing Coordinator

KidsMatter Implementation Team

Ongoing throughout 2013 as per Meeting Schedule

Student voice evident in programs across the school

KidsMatter Implementation teams meet fortnightly

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Ongoing training of KidsMatter Implementation Team led by Student Wellbeing Officer

Continue to implement KidsMatter components through whole staff Professional Learning sessions

Co-ordinate support for students and families through the Student Wellbeing Officer and Team

Plan regular review of ILPs (and KELPs) and intervention or support programs

and Integrated Studies

Team members attend KidsMatter training days and annual conference

Whole staff professional learning

AAP/Student Wellbeing Coordinator

School based KELP coordinator

Classroom Teachers

Regular meeting times with Regional KELP Coordinator

KidsMatter teams attend ongoing training

Meeting Schedule includes regular whole school professional learning provided by the KidsMatter team

Regular School Newsletter items to

promote all activities for KidsMatter

ILP’s and KELP’s are in place and reviewed regularly by Coordinators

School Wide Positive Behaviour Support

Continue to implement SWPBS with a particular focus on classroom settings

Ongoing training of SWPBS team through outsourced PD in collaboration with other schools.

Ongoing regular staff professional learning provided by implementation team

Keep parents fully informed of these approaches and reinforce through newsletter, information nights, etc.

Ensure school wide consistency of approaches

Team members attend Training Days

CRTs provided through school budget

Team Members attend fortnightly school based meetings

Professional Learning provided for all staff members at whole staff PD sessions

SWPBS Leader – Julie James

SWPBS Team Members

Classroom Teachers

SSSO – Sharon Blackwell

Ongoing throughout 2013 as per Meeting Schedule

SWPBS Implementation teams meet fortnightly

SWPBS teams attend ongoing training

Meeting Schedule includes regular whole school professional learning provided by the SWPBS team

Regular School Newsletter items to promote all activities for SWBPS

Student Attendance

Create and document a Kilmore Primary School attendance strategy plan, including:

- Promote the importance of regular school attendance, ‘Every Day Counts’

Investigate and source appropriate resources from other schools and Region

SMS

Principal

Assistant Principal

AAP/Student Wellbeing Officer

Semester 1

Kilmore PS Attendance Strategy Plan in place as part of the Student Engagement Policy

Individual attendance plans in place for students where required

- Provide awards for attendance - Parents to ring the school if students

are absent

Investigate the use of SMS for student absences

Implement an individual attendance plan for students with chronic absenteeism.

Include targets and award system

Budget allocation for reward system

Student Wellbeing Teams

Office Admin Staff

Reward 100% attendance using class data as evidence:

- Weekly in classrooms

- Fortnightly at Assembly

Enhance student voice and leadership

Build access to authentic student leadership opportunities broadening to P-6

Provide opportunities for student voice

Develop mentoring and facilitate leadership skill building for students

Involvement in Young Leaders Program – Southern Hume

Further develop and extend roles of SRC, House Captains and School Captains

Student choice considered in planning and clubs activities Use student questionnaires and opportunities for student feedback about school and learning

Principal

Assistant Principal

AP/Student Wellbeing Coordinator

Unit Teams

SRC Coordinator

Peer Mediator Leader

SSSO

Throughout 2014

Active SRC within the school

Student Leadership Team involved in Young Leaders Program

Bullying Survey completed and analysed

Student Survey completed

School and House Captains have extra responsibilities

Community Engagement

Continue to build positive home school links through strong communication, celebration of student achievement, parent training programs and parent helpers

Review School Newsletter design, purpose and methods of communication

Review timeline of annual events for community engagement

School Newsletter, Unit Newsletters, local papers, Parent Association

Website made more user friendly and regularly updated

Positive phone calls home to every parent

Literacy and Numeracy Awards

Principal

AP

AAP/Student Wellbeing Coordinator

KidsMatter Team

SWPBS Team

Teachers

Website Coordinator

Ongoing throughout 2014

User friendly design for newsletter

Communication improved on Website

Links for Community Engagement have been investigated and a number of programs are underway

Positive Phone Calls to every parent by the end of Term 1.

Literacy and Numeracy Awards presented at whole school assemblies

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presented at assembly

Local community groups encouraged to take part in school activities

Parent Forums

Pathways and Transitions

To improve the transition processes and pathways which support and track students as they enter and progress through the school.

Transition K – Prep: Pre-school and school partnerships

Continue to refine and improve existing K - Prep transition program

Develop Prep Transition Strategy document including:

Transition statements from Kindergartens

Regular visits to all feeder kindergartens and child care centres School newsletter sent to Kindas and child care centres

Prep Transition Coordinator

Principal

Assistant Principal

Office Staff

Throughout 2013 Prep Transition strategy documented and transition activities in place

Ensure Transition Statements ar e used to inform planning for Prep grades

Ensure regular visits to Kindas and Chid care centres

School newsletter distributed to Kindas and child care centres

Transitions within the school

Establish a Transition Coordinator in each Teaching Unit

Enhance Ready – Set- Go! program in the first weeks of each year to include school values for behaviour and learning

Document and refine the procedure for the exchange of student information between learning studios

Unit Transition Coordinators

All staff

Unit Leaders

AP/Curriculum Leader

Beginning and end of year transition times

School wide Transition Program documented and in place

Start Up Program at every level is documented and includes school values for behaviour and learning – ‘Ready, Set, Go!’

All students identified as being at ‘educational risk’, including special needs students, will have individual learning plans in place and revised each term.

Transition to secondary schools

Continue to develop time management, homework, diary and independent learning skills in Year 6

Plan regular review of ILPs (and KELPs) and intervention or support programs in preparation for transition

Develop a process for providing student learning data to secondary schools

5/6 Planning documentation

Regional KELP Coordinator assistance

5/6 Teachers

5/6 Transition coordinator

AAP/Student Wellbeing Officer

KELP Coordinator

Regional Kelp Coordinator


Year 6 Transition program in place

All Koori students will have KELP’s in place with a regular review cycle established

Portfolios presented to parents with mid-year reports and distributed with end of year report

ABLES resources in place for selected PSD students

Transition/orientation process for students new to the school

Develop a Draft document to outline processes and procedures for new students to the school

Transition Coordinators from each Unit

AP

Semester 1

Transition and orientation processes documented and in place

Enhance pathway planning for PSD and Koori Students

Plan pathways for all students with special needs including PSD and Koori students (KELP)

Investigate the use of ABLES Resources for ILP’s and reporting

Use student goal setting for all students and ensure pathways to achieve goals are documented

SSG Meetings

ABLES Resources

KELP Resources

Regional Koorie Officer

AP/Student Wellbeing Officer

Classroom teachers


All Koori students will have KELP’s in place with a regular review cycle established

ABLES resources used for individual PSD students