Improvement plan for 2019 to 2021 - Click to upload school logo - steps 1 to 3
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Improvement plan for
Coomandook Area School
2019 to 2021
School name
Coomandook Area School Click to upload school logo
Vision statement
Coomandook Area School is dedicated to providing an
engaging learning environment where children are
inspired to thrive and reach their full potential.
Page 1 of 40Plan summary
This table will be automatically populated
to provide a summary of your plan.
Goals Targets Challenge of practice Success criteria
In their feedback sessions with teachers
Increase student achievement 100% of students not on a on plan and enrolled in Yrs 5 & If we explicitly teach writing students are able to illicit and explain where
for all students F to 12 in 7 in 2019 achieved the SEA in NAPLAN writing genres, using high impact they are on the Brightpath writing scale and
the next steps in their learning.
Students through reflections and
Writing In Term 4 2020 100% of the 2019 5&7 cohort not on a one plan achieve at standard strategies we will build discussions with the teacher will be able to
according to the Brightpath scales in their written Narrative or Persuasive tasks effective writing instruction self assess by identifying their writing
strengths and next steps in their writing
than did in term 1, 2020.
leading to increased student development.
SACE students will be able to talk about the
For the cohort enrolled in year 5 and year 7 in 2019, 10% more students will
achieve in the year 7 and 9 NAPLAN writing upper bands than did in year 5 and 7
achievement in writing next steps in their writing improvements
after receiving explicit teacher feedback.
respectively.
All students in Yrs 1 and 2 in 2019 will reach the following Running Records targets- All students from Year 2 up will use the
Increase student achievement If we explicitly use high impact
Year 1 Level 15, Year 2 -Level 23, and end of Year 3 have become independent first 300 sight words correctly in their
for all students F to 12 in readers. strategies to teach the Big 6 daily writing and are able to identify
through a variety of strategies word
Reading across the school. focusing on oral language we correctness.
100% of students enrolled in year 2 and 3 and are not on a All year 1 students understand
one plan achieve SEA in PAT R will increase student phonological sounds and able to
recognise nonsensical words
achievement in reading. Students on one plans are able to reflect
In 2021, 10% of students in Years 3 and 4 will achieve the higher proficiency bands on their reading goals and articulate
or above as described in the SEA in Reading,.than did in 2020 their reading strengths and weaknesses
Students in feedback sessions can
Increase student achievement 10% of those students in year 7, 8 and 9 who were below If we explicitly use high impact articulate and understand what is needed
for all students F to 12 in PATM SEA in 2018 will have achieved SEA in 2019 strategies to teach to achieve an A standard in Mathematics
and explain the concepts of Big Ideas in
number/Algebra (secondary) number/Algebra (secondary) Number.
10% of those students in years 8, 9 and 10 who were Students in Years 10 to 12 seek to
across the school across all subject areas, we will continue with mathematics because they
below SEA in PAT M 2019 will have achieved SEA in 2020 feel confident in their ability to achieve.
increase student achievement Students on one plans are able to reflect
on their rmathematical achievement and
.For those students enrolled in year 7 in 2019, 15% more students will achieve the in the number/Algebra articulate their strengths and weaknesses
year 9 NAPLAN numeracy SEA than did in year 7 and 15% more students will
achieve in the higher SEA bands. (secondary) strand.
Page 2 of 12Improvement plan for Coomandook Area 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 Increase student achievement for all 100% of students not on a on plan and enrolled in Yrs 5 & 7 in 2019 achieved
2019
students F to 12 in Writing the SEA in NAPLAN writing
In Term 4 2020 100% of the 2019 5&7 cohort not on a one plan achieve at standard according
2020
to the Brightpath scales in their written Narrative or Persuasive tasks than did in term 1, 2020.
2021 For the cohort enrolled in year 5 and year 7 in 2019, 10% more students will achieve in
the year 7 and 9 NAPLAN writing upper bands than did in year 5 and 7 respectively.
Goal 2 All students in Yrs 1 and 2 in 2019 will reach the following Running Records targets-
Increase student achievement for all 2019
students F to 12 in Reading across the Year 1 Level 15, Year 2 -Level 23, and end of Year 3 have become independent readers.
school.
2020 100% of students enrolled in year 2 and 3 and are not on a one plan achieve
SEA in PAT R
In 2021, 10% of students in Years 3 and 4 will achieve the higher proficiency bands or above as described
2021 in the SEA in Reading,.than did in 2020
Goal 3 Increase student achievement for all 10% of those students in year 7, 8 and 9 who were below PATM SEA in 2018
2019
students F to 12 in number/Algebra will have achieved SEA in 2019
(secondary) across the school
2020 10% of those students in years 8, 9 and 10 who were below SEA in PAT M
2019 will have achieved SEA in 2020
.For those students enrolled in year 7 in 2019, 15% more students will achieve the year 9 NAPLAN
2021 numeracy SEA than did in year 7 and 15% more students will achieve in the higher SEA bands.
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 If we explicitly teach writing genres, using high impact strategies In their feedback sessions with teachers students are able to illicit and explain where they
are on the Brightpath writing scale and the next steps in their learning.
we will build effective writing instruction leading to increased Students through reflections and discussions with the teacher will be able to self assess by
identifying their writing strengths and next steps in their writing development.
student achievement in writing SACE students will be able to talk about the next steps in their writing improvements after
receiving explicit teacher feedback.
Goal 2 If we explicitly use high impact strategies to teach the Big 6 All students from Year 2 up will use the first 300 sight words correctly in their daily writing
and are able to identify through a variety of strategies word correctness.
focusing on oral language we will increase student achievement All year 1 students understand phonological sounds and able to recognise nonsensical
words
in reading. Students on one plans are able to reflect on their reading goals and articulate their reading
strengths and weaknesses
Goal 3 If we explicitly use high impact strategies to teach Students in feedback sessions can articulate and understand what is needed to achieve an
A standard in Mathematics and explain the concepts of Big Ideas in Number.
number/Algebra (secondary) across all subject areas, we will Students in Years 10 to 12 seek to continue with mathematics because they feel confident in
their ability to achieve.
increase student achievement in the number/Algebra Students on one plans are able to reflect on their rmathematical achievement and articulate
(secondary) strand. their strengths and weaknesses
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 student achievement for all students F to 12 in Writing
Goal 1
Challenge of practice If we explicitly teach writing genres, using high impact strategies we will build effective writing instruction
leading to increased student achievement in writing
Actions Timeline Roles and responsibilities Resources
Each primary teacher will incorporate By the end Primary core teachers - include daily writing into Primary Literacy Guidebooks- shift gear.
daily writing activities that respond to morning literacy block. National Literacy Learning Progressions.
of Term 1, Jolly Phonics and Grammar texts
quality literature texts into their literacy 2021 Leadership Team - engage in professional
"Guided Prompts for Reading" info sheet.
block to ensure students develop dialogue with teachers.
Best Advice Paper - Handwriting and keyboarding skills.
increased proficiency to apply these in Conduct classroom observations and walk Brightpath T&D
their writing. throughs during daily writing.
Primary teachers - meet and plan genre map across year levels and
Primary teachers will explicitly By the end calendar year. Semester plans for English to indicate genres.
Primary Literacy Guidebook - Shift gear
teach four written genres, with a of 2021 Language & literacy progressions resource to be used to identify focus Brightpath Team (DfE).
areas in writing improvement. LID/Curriculum Personnel - support genre mapping
focus on punctuation, vocabulary Teachers attend Brightpath T&D
Leadership Team - allocate teaching teams time for staff to map genres and PD in using above resource.
and sentence structure in response and organise PD in Language & Literacy progressions use. "Composing Written Texts" (Catholic Ed)
to Brightpath progressions. Teachers identify from student writing their needs in vocab. Teachers
develop an intentional focus on widening student vocabulary. Book: How to write what you want to say in primary.
English teachers - review year plan to include using the key elements of
All secondary teachers will By the end writing in a range of genres; support all staff with teaching genre
Secondary Literacy Guidebook - Shift gear
explicitly teach identified subject of 2021 features. National Literacy Learning Progressions.
Secondary teachers - develop model texts, teach students features of
specific genre using modelled texts their learning area genre and include written tasks in assessment plans.
Best Advice Papers - writing across the
across 7 to 12. Leadership Team - allocate teaching teams time for staff to develop secondary years.
models and organise PD in teaching language features. Conduct
classroom observations and walk throughs during lessons.
Books: "How to write what you want to say in ..."
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued Increase student achievement for all students F to 12 in Writing
Actions Timeline Roles and responsibilities Resources
Teachers use the teaching and By end of Teacher to provide evidence of improvement Brightpath team
learning cycle to design and term 2 2021 using a learning sprint involving students Brightpath scales
scaffold the writing process for from both ends of the scale. Brightpath trained teachers
students from surface to deep. Teachers report to leadership their progress. Release Time
Secondary Literacy Guidebook - Shift Gear
In all learning areas, 'dialogic by the end Teachers plan learning activities that use Secondary Literacy Guidebook - Shift Gear
teaching' is discussed and of 2021 dialogic teaching. Release Time
developed to involve students in Leaders provide PD on dialogic teaching. LID and Curriculum leaders
deep learning.
Total financial resources allocated
Success criteria In their feedback sessions with teachers students are able to illicit and explain where they are on the Brightpath writing scale
and the next steps in their learning.
Students through reflections and discussions with the teacher will be able to self assess by identifying their writing strengths
and next steps in their writing development.
SACE students will be able to talk about the next steps in their writing improvements after receiving explicit teacher feedback.
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 Increase student achievement for all students F to 12 in Reading across the school.
Challenge of practice If we explicitly use high impact strategies to teach the Big 6 focusing on oral language we will increase
student achievement in reading.
Actions Timeline Roles and responsibilities Resources
Teachers develop individual By the end Primary teachers - include daily reading activities Primary Literacy Guidebook - Shift Gear
in literacy and develop student reading goals. Reading Comprehension PD.
reading goals for students based of term 1, Reading comprehension boxes.
on decoding, fluency and 2021 Leadership - support teachers to use formative LID / curriculum leader / LGU - support in development of
comprehension. assessment to develop and monitor student Big Six
goals. Best Advice literacy papers.
Heggerty advice and support
Across all learning areas, teachers By the end Teachers - plan 'during' reading activities. LID and LET Curriculum Leader
design 'during' reading instruction of Term 1, Leaders - support staff with connections to Primary Literacy Guidebook - Maintain Momentum
activities that deepen student 2021 literacy experts (including English staff). LGU
comprehension, with a particular
focus on reading a text for evidence.
All teachers explicitly teach Ongoing Teachers to select targeted reading material Library
relevant genres focusing on and include in their planning. Secondary Literacy Guidebook - Maintain
inferring, interpreting and applying Momentum
knowledge. LID and LET Curriculum Leader
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued Increase student achievement for all students F to 12 in Reading across the school.
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Success criteria All students from Year 2 up will use the first 300 sight words correctly in their daily writing and are able to identify
through a variety of strategies word correctness.
All year 1 students understand phonological sounds and able to recognise nonsensical words
Students on one plans are able to reflect on their reading goals and articulate their reading strengths and
weaknesses
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 Increase student achievement for all students F to 12 in number/Algebra (secondary) across the school
Challenge of practice If we explicitly use high impact strategies to teach number/Algebra (secondary) across all subject areas,
we will increase student achievement in the number/Algebra (secondary) strand.
Actions Timeline Roles and responsibilities Resources
Use the National Numeracy Ongoing Teachers to include clear learning intentions Primary Numeracy Guidebook - shift gear.
Big Ideas in Number tools and advice.
Learning Progression to develop in their unit plans. Numeracy consultant - Kathy Palmer.
clear learning intentions. Leadership to provide PD in curriculum Elementary & Middle School Mathematics - Van de Walle.
documents and Numeracy Progression. National Numeracy Learning Progression
New Curriculum Resources - scope & sequence
Primary learning plans will Ongoing Teachers to continue their work in Big Ideas in Primary Numeracy Guidebook - Shift Gear
encompass the Big Ideas in Number strategy through Unit Planning. Release Time
Number with a particular focus on Teachers to include learning supported by Kathy Palmer
manipulatives to develop multiplicative thinking.
multiplicative thinking.
Leadership to monitor classrooms and provide PD
opportunities.
All teachers use the Ongoing Leadership Team - provide time for staff to Secondary Numeracy Guidebook - Shift
self-assessment tool to identify discuss Best Advice paper: Beliefs and Gear
their beliefs and attitudes about attitudes about mathematics. 7 Positive Classroom Norms (Jo Boaler).
maths teaching and learning. Best Advice Paper: Beliefs and attitudes
about mathematics.
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued Increase student achievement for all students F to 12 in number/Algebra (secondary) across the school
Actions Timeline Roles and responsibilities Resources
All teachers identify the numeracy Ongoing Teachers to use common language to Secondary Numeracy Guidebook - shift gear.
concepts in their learning area and promote student abilities and encouragement. National Numeracy Progression.
ensure explicit references to Teachers to map the numeracy capability in New curriculum resources - scope &
numeracy development. their learning area and make explicit links to sequences.
numeracy improvement.
Teachers use Scaffolding Ongoing Mathematics teachers complete diagnostic work by end of NAPLaN and PAT data and library
Week 4 Term 1.
Numeracy in the Middle Years Mathematics teachers collaborate and schedule regular SSO support
(SNMY) to diagnose students' lessons for students to engage with the SNMY resources. Shift Gear guide book
development stages to inform and Leadership - promote and support a problem-based
approach to teaching mathematics.
adjust next steps.
Teachers of mathematics teach Ongoing Teachers to collaborate in planning as an example Van de Walle reference texts.
students how to work together to students. Secondary Numeracy Guidebook - Shift
effectively and require students to Teachers to include learning activities that promote Gear
problem-solving through collaboration.
do so through guided collaborative Manipulative resources.
Leadership support staff through PD and
inquiry. connections with reference texts.
Total financial resources allocated
Success criteria Students in feedback sessions can articulate and understand what is needed to achieve an A standard in
Mathematics and explain the concepts of Big Ideas in Number.
Students in Years 10 to 12 seek to continue with mathematics because they feel confident in their ability to achieve.
Students on one plans are able to reflect on their rmathematical achievement and articulate their strengths and
weaknesses
Page 11 of 12School improvement plan Approvals
Approved by principal
Mal Jurgs
22/02/2021
Approved by governing council chairperson
Louise Pitt
22/02/2021
Approved by education director
Name
Date
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