Improvement plan for 2019 to 2021 - Click to upload school logo - Ramco Primary ...
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Improvement plan for Ramco Primary School
2019 to 2021
School name
Ramco Primary School Click to upload school logo
Vision statement
‘To provide every student with educational
experiences which will equip them to continue to
actively participate in the process of life-long learning.
Every student is supported and challenged to be
engaged in learning and to achieve their personal
best.’
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice
For those students enrolled in years 3 and 4 In 2019, 85% will be at or above
Increase the number of the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing
If we implement a whole school approach to teaching
students achieving the DfE 'Trusting the Count' and 'Place Value' during numeracy
Standard for Educational For those students enrolled in years 3 and 4 In 2019, 95% will be at or above groups, then we will increase the number of students
Achievement in Mathematics the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing meeting the SEA for Mathematics.
For those students enrolled in years 3 and 4 In 2019, 100% will be at or above
the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing
For the cohort enrolled in year 4 2019, 55% (6 students) will achieve in the
Increase the number of higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing If we explicitly teach all elements of reading
students achieving higher comprehension, with multiple entry points and a focus
bands in reading, with a focus For the cohort enrolled in year 4 2019, 65% (7 students) will achieve in the on intellectual stretch, then we will increase the number
on retention from Years 3 -7 higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing of students achieving in the higher bands of reading
assessment.
For the cohort enrolled in year 4 2019, 75% (8 students) will achieve in the
higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing
For the cohort enrolled in Year 1 2019, 70% (5 students) will score at or above
Improve student achievement the South Australian mean using the BrightPath standardised testing tool
If we explicitly teach students sentence structure and
in writing develop vocabulary, then we will increase student
For the cohort enrolled in Year 1 2019, 85%(6 students)will score at or above achievement in writing in years 1-3
the South Australian mean using the BrightPath standardised testing tool
For the cohort enrolled in Year 1 2019, 100% (7 students) will score at or above the
South Australian mean using the BrightPath standardised testing tool and NAPLAN
writing SEA
Page 2 of 12Improvement plan for Ramco Primary School
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice, contact:
Andrew Wells
Review, Improvement and Accountability Manager
Phone: 8226 1576
Andrew.Wells@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1 Increase the number of students For those students enrolled in years 3 and 4 In 2019, 85% will be at or above
2019
achieving the DfE Standard for the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing
Educational Achievement in
Mathematics 2020 For those students enrolled in years 3 and 4 In 2019, 95% will be at or above
the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing
2021 For those students enrolled in years 3 and 4 In 2019, 100% will be at or above
the SEA equivalent for NAPLAN or PAT-M relevant to the year of testing
Goal 2 For the cohort enrolled in year 4 2019, 55% (6 students) will achieve in the
Increase the number of students 2019
achieving higher bands in reading, with higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing
a focus on retention from Years 3 -7
2020 For the cohort enrolled in year 4 2019, 65% (7 students) will achieve in the
higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing
2021 For the cohort enrolled in year 4 2019, 75% (8 students) will achieve in the
higher bands or equivalent for NAPLAN or PAT-R relevant to the year of testing
Goal 3 Improve student achievement in writing For the cohort enrolled in Year 1 2019, 70% (5 students) will score at or above
2019
the South Australian mean using the BrightPath standardised testing tool
2020 For the cohort enrolled in Year 1 2019, 85%(6 students)will score at or above
the South Australian mean using the BrightPath standardised testing tool
For the cohort enrolled in Year 1 2019, 100% (7 students) will score at or above the South
2021 Australian mean using the BrightPath standardised testing tool and NAPLAN writing SEA
Page 4 of 12Step 2 Determine challenge of practice
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the
question ‘What areas of practice should we focus on improving to reach our goals?’ Specify your challenge of
practice for each goal in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Challenge of practice
Goal 1 If we implement a whole school approach to teaching 'Trusting the Count' and 'Place Value' during numeracy groups, then we will
increase the number of students meeting the SEA for Mathematics.
Goal 2 If we explicitly teach all elements of reading comprehension, with multiple entry points and a focus on intellectual stretch, then we
will increase the number of students achieving in the higher bands of reading assessment.
Goal 3 If we explicitly teach students sentence structure and develop vocabulary, then we will increase student achievement in writing in
years 1-3
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.
Increase the number of students achieving the DfE Standard for Educational Achievement in Mathematics
Goal 1
Challenge of practice If we implement a whole school approach to teaching 'Trusting the Count' and 'Place Value' during
numeracy groups, then we will increase the number of students meeting the SEA for Mathematics.
Actions Timeline Roles and responsibilities Resources
All staff attend PD in Big Ideas in 2019 Principal to organise facilitator SLLIP
Number starting with 'trusting the All teaching staff (including numeracy group DfE BIN Webinar
count'. SSO's) to participate in professional learning Teaching Mathematics Foundations to
Middle Years text - Di Siemon
TRT $ to release staff
All teachers undertake PD around Term 1 Principal to organise DfE BIN Webinar
the use of BIN testing tools - 2019 Results Plus leader to facilitate 2018 Results Plus Leader
particularly Trusting the count and All teachers involved in testing
place value
All teachers assess all students Term 1 Teachers to conduct testing BIN Assessment tools
using bin tools to establish needs 2019
audit around student grouping and
programming to meet individual
needs.
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Increase the number of students achieving the DfE Standard for Educational Achievement in Mathematics
Actions Timeline Roles and responsibilities Resources
Teachers design and teach BIN 2019 Principal to plan time for collaboration SLLIP
(trusting the count, place value) Term 2 Teachers implement lessons DfE BIN Webinar
lessons, which are reinforced SSO's to support numeracy groups Teaching Mathematics Foundations to Middle
Years text - Di Siemon
through focused numeracy groups.
Extra SSO hours for Numeracy groups
Structured peer observations and 2019 Principal to plan timetables and organise $ TRT / leadership release
feedback to individuals including Term 3 appropriate release
sso's around teaching 'trusting the All staff to be involved in observations
count'.
All teachers utilise the ACARA 2019 Principal/SLLIP lead the learning Australian Curriculum
Numeracy Progression to identify All teaching staff (including numeracy group ACARA numeracy progression
and differentiate for student SSO's) to participate in learning Scope and sequence document
learning needs.
Total financial resources allocated $29,000 ($24,000 SSO hrs)
In termly, summative assessment tasks, students will demonstrate an understanding of Place Value and Trusting The Count (big ideas in
Success criteria number)
During student conferences, once per term, students will articulate their understanding of problem solving strategies using Big ideas in
Number concepts
During leadership observations of Numeracy groups, students are engaged in dialogue with their peers and explicitly discussing 'part, part,
whole' (as recorded in checklist)
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase the number of students achieving higher bands in reading, with a focus on retention from Years 3 -7
Challenge of practice If we explicitly teach all elements of reading comprehension, with multiple entry points and a focus on
intellectual stretch, then we will increase the number of students achieving in the higher bands of reading
assessment.
Actions Timeline Roles and responsibilities Resources
Leader to meet with key literacy Early Term Principal to organise meeting DfE Learning Improvement Division
experts to plan professional 1 2019 SLLIP
learning for staff Literacy Coach
All staff engaged in Professional 2019 Principal and Lead teacher during Thursday DfE 'Big 6'
Learning - The Big Six components Term 2 and Professional learning time. Sheena Cameron Reading Comp strategies
of Reading - comprehension and 3 All teaching staff (including numeracy group Read Record Response
Sheena Cameron Strategies SSO's) to participate in learning Extra SSO hours timetabled for collaboration
Staff collaborate to plan explicit Each Term Principal to faciliate Australian Curriculum
reading comprehension lessons, 2019 Staff collaborating Visible Learning resources
incorporating learning intentions Examples of LI, SC
and success criteria that are Sheena Cameron text
reinforced through reading groups.
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase the number of students achieving higher bands in reading, with a focus on retention from Years 3 -7
Actions Timeline Roles and responsibilities Resources
Teachers use PLC's to work 2019 each Principal to establish and timetable PLC's SLLIP
collaboratively to plan, share and term Principal to gather strategies Principal Consultant
interpret data as well as a variety of SLLIP and Principal Consultant to support
formative and summative assessment
assessment strategies
strategies that will inform effective
comprehension teaching and learning.
Structured peer observations and 2019 All teachers to observe and be observed $ TRT / leadership release
feedback to individuals including Term 1,2,3 Principal to help release staff Visible Learning observation checklists
following set checklist to identify and 4
students' questioning and higher
order thinking skills.
Staff collaborate to incorporate 2019 Principal facilitate Literacy agreement
Reading Comprehension into Term 3 All staff collaborate Sheena Cameron resource
whole-school literacy agreement
Total financial resources allocated $29,000 ($24,000 SSO hrs)
In work samples, there will be evidence of students demonstrating a sound understanding and range of reading comprehension strategies.
Success criteria Leadership/ student focus groups held each term, will provide evidence of students' demonstrating a sound understanding of reading
comprehension strategies, identifying and incorporating them into reading activities.
Staff peer observations, once per term, will identify students asking questions of their peers, demonstrating an understanding of any given
text and higher order thinking skills - a checklist will be used as evidence.
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Improve student achievement in writing
Challenge of practice If we explicitly teach students sentence structure and develop vocabulary, then we will increase student
achievement in writing in years 1-3
Actions Timeline Roles and responsibilities Resources
Meeting of Focus Team to design Term 4 Principal facilitate meeting
Professional Learning and outline 2018 Partnership Speech Pathologist attend
a relevant action plan Early Term meeting
1 2019 Draft Action Plan
Set key dates
Students R-4 screened using CELF Term 1 Principal and Speech Pathologist organise CELF 5 testing kit
5 and oral language testing, with 2019 Class teachers responsible for screening Principal / TRT release for screening
data analysed by key stakeholders
for appropriate intervention and
targeted teaching strategies
Staff undertake targeted pd around Terms 1 Principal and Literacy Coach facilitate 7 steps
sentence structure and vocabulary and 2 Speech pathologist run vocabulary NAPLAN marking guide
2019 introduction and follow up Professional Possible release for staff
Learning
All staff involved
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Improve student achievement in writing
Actions Timeline Roles and responsibilities Resources
Staff collaborate to plan and Term 2 and Principal facilitate planning meeting Speech Pathologist
implement explicit instruction 3 All teaching staff collaborating Professional learning notes/strategies
focusing on vocabulary and 2019 ACARA Literacy Progression - writing
sentence structure.
Key staff attend Brightpath writing Terms 1 2 3 Principal and lead teacher to participate in Teacher/ Leadership release - TRT
professional learning - Learning 4 Brightpath workshops run by DfE Learning Improvement Division - DfE
Improvement Division 2019 Principal invite Brightpath team to visit Brightpath team
Waikerie Cluster for PL
Staff moderate Brightpath writing Terms 1 2 3 Principal and lead teacher to facilitate DfE Brightpath team
tasks and analyse results to 4 moderation sessions Teacher release - Leadership or TRT
prepare next teaching steps 2019
Total financial resources allocated $7,160
Success criteria Students will be able to orally use appropriate sentences to convey ideas and concepts
Student summative work samples will demonstrate an improvement in choice and precision of vocabulary based on
literacy writing progressions
Student writing samples will demonstrate an improvement in writing skills (vocabulary and sentence structure) as
assessed using standardised tools - Brightpath or NAPLAN writing rubric
Page 11 of 12School improvement plan Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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