Improvement plan for 2019 to 2021 - Click to upload school logo - Goolwa Primary School
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Improvement plan for
Goolwa Primary School
2019 to 2021
School name
Goolwa Primary School Click to upload school logo
Vision statement
We are committed to supporting students to reach
their full potential, continuously improve and do their
personal best as they grow to be responsible,
respectful members of our community.
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
2019 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA Students will:
to increase student continuum (RR ,PATM, Naplan R) see separate Target spreadsheet. Students achieving a HB in Naplan
If we adopt a common approach to *demonstrate improved phonological awareness
Reading in 2018, will achieve at least 65th percentile in 2019 PAT test; students achieving at 65th percentile in Guided Reading, consistent assessment (rhyme, onset and rime, syllabification, blending
achievement in reading PAT-R in 2018 will achieve HB in 2020 Naplan Reading
using running records methodology, and
and segmenting skills ), evidenced by
improvement in EY testing: PASM, Year 1 phonics
particularly in Years 4-7 with 2020 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA build oral language and vocabulary screening, RR, teacher observation.
*set reading goals using the student friendly
continuum (RR ,PATM, Naplan R) see separate Target spreadsheet. Students achieving a HB in Naplan
respect to SEA and high band Reading in 2019, will achieve at least 65th percentile in 2020 PAT test; students achieving at 65th percentile in development into daily routines, then we progressions and are able to articulate their
reading goals.
PAT-R in 2019 will achieve HB in 2020 Naplan Reading will see an improvement in reading *demonstrate improvements in their fluency,
retention and attainment achievement both with respect to SEA, decoding skills and comprehension, evidenced
2021 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA continuum through formal and informal classroom
(RR ,PATM, Naplan R) see separate Target spreadsheet. Students achieving a HB in Naplan Reading in 2020, will achieve high band retention and attainment. observations and conversations with teachers and
at least 65th percentile in 2021 PAT test; students achieving at 65th percentile in PAT-R in 2020 will achieve HB in 2021 through formative, diagnostic and summative
Naplan Reading (Yr 3 5 sts; Yr 4 8 sts + 6 JBHB; Yr 5 8 sts + 2 JBHB; Yr 6 11 sts + 8 JBHB; Yr 7 6 sts + 1 JBHB
testing (RR levels and Lit Pro).
2019 Naplan results will show that students at Year 3 are performing similarly or better than like cohorts of By the end of year 3, ALL students can:
to progressively increase Year students; students achieving a HB in Naplan numeracy in 2018, will achieve at least 65th percentile in 2019 If we adopt a common approach *identify repeating patterns;
*produce number names to at least 1000;
PAT-M test; students achieving at 65th percentile in PAT-M in 2018 will achieve HB in 2019 Naplan Numeracy *recognise and describe teen numbers as 1 ten and some more
3 student achievement in to authentic problem solving (16 is 1 ten and 6 more);
*represent and rename two-digit numbers as separate tens and
numeracy for SEA as 2020 year 3 and 5 NAPLAN numeracy will show that students are performing similarly or better than like cohorts and promote multiple ways of ones (68 is 6 tens and 8 ones, 68 ones, or 60 + 8);
*apply an understanding of zero in place value notation when
reading numerals that include internal zeros (correctly
of students; Students achieving a HB in Naplan reading in 2019, will achieve at least 65th percentile in 2020
measured by Naplan PAT-M test; students achieving at 65th percentile in PAT-M in 2019 will achieve HB in 2020 Naplan Numeracy solving problems in *recognises 101 as one hundred and one, not 1001)
MOST students can:
*continue number patterns;
mathematics, then we will see *recognise the equals sign as meaning "is equivalent to" or "is the
same as';
2021 year 3, 5 and 7 NAPLAN numeracy will show that students are performing similarly or better than like
cohorts of students; Students achieving a HB in Naplan reading in 2020, will achieve at least 65th percentile in
an improvement in student *find missing numerals in a number sentence;
*produce number names of any size;
*represent and flexibly rename three-digit numbers as counts of
2021 PAT-M test; students achieving at 65th percentile in PAT-M in 2020 will achieve HB in 2021 Naplan
Numeracy (Yr 3 6 sts; Yr 4 6 sts; Yr 5 5 sts + 2 JBHB; Yr 6 10 sts; Yr 7 9 sts + 2 JBHB)
achievement in numeracy. hundreds, tens and ones (247 is 2 hundreds, 4 tens and 7 ones,
or 2 hundreds and 47 ones, or 24 tens and 7 ones).
2019 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just Students can:
to improve student in/out" students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath
Descriptor Range (see separate target sheet). Students achieving a HB in NAPLAN writing in 2018 will achieve at least the correlated
If we use the Brightpath tabled *articulate the purpose of the 3 targeted genres,
narrative, persuasive and information reports;
achievement in writing years
Brightpath scale score. All students in years 1-7 will improve their Brightpath scale score by at least 20 points for persuasive writing by
term 3 2019. teaching points to explicitly teach *use each genre appropriately, evidenced
through student writing samples.
R-7 as measured by Naplan 2020 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just
and extend students' abilities in
in/out" students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath Students can:
and Brightpath Descriptor Range (see separate target sheet). Students achieving a HB in NAPLAN writing in 2019 will achieve at least the correlated
Brightpath scale score. All students in years 1-7 will improve their Brightpath scale score by at least 40 points for persuasive writing by
writing, then we will see an *use and explain language features (eg modality)
and authorial choices to create meaning and
term 3 2020.
improvement in students' writing influence audience response;
*use and explain compound and complex
2021 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just
in/out" students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath
abilities as measured by Naplan sentences to convey ideas and concepts;
*correctly use punctuation and spelling rules to
Descriptor Range (see separate target sheet). Students achieving a HB in NAPLAN writing in 2020 will achieve at least the correlated
Brightpath scale score. All students in years 1-7 will improve their Brightpath scale score by at least 40 points for persuasive writing by
and Brightpath. convey ideas.
term 3 2021.
Page 2 of 12Improvement plan for Goolwa Primary School
2019 to 2021
How to complete this template
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will provide support.
• Complete steps 1 to 3 during term 4 of 2018 and have it approved by the principal, governing council chairperson, and education director.
• Email this plan (steps 1 to 3) to your education director.
• Publish your school improvement plan on your school website.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the school year. This step does not need to be published on your website.
• Complete step 5 (Review and Evaluate) in term 4 of each year. This step does not need to be published on your website, though it should inform the
Improvement Planning and Outcomes section of your annual report to the school community.
• Your school improvement plan will be current for 2019 to 2021 and should be updated in term 4 each year.
For further information and advice,
contact:
Shelley McInerney
Review, Improvement and Accountability
Phone: 8226 4297
Shelley.McInerney@sa.gov.au
Page 3 of 12Step 1 Analyse and prioritise
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3
goals and annual targets for student learning improvement in the table below.
The Quality School Improvement Planning Handbook explains how to do this.
Goals Targets
Goal 1 to increase student achievement in
2019 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA continuum (RR ,PATM,
2019 Naplan R) see separate Target spreadsheet. Students achieving a HB in Naplan Reading in 2018, will achieve at least 65th
percentile in 2019 PAT test; students achieving at 65th percentile in PAT-R in 2018 will achieve HB in 2020 Naplan Reading
reading particularly in Years 4-7 with
respect to SEA and high band retention 2020 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA continuum (RR ,PATM,
and attainment 2020 Naplan R) see separate Target spreadsheet. Students achieving a HB in Naplan Reading in 2019, will achieve at least 65th
percentile in 2020 PAT test; students achieving at 65th percentile in PAT-R in 2019 will achieve HB in 2020 Naplan Reading
2021 The "just in/out" students in Years 1-7 will improve in reading to at least the next stage on the SEA continuum (RR ,PATM, Naplan R)
2021 see separate Target spreadsheet. Students achieving a HB in Naplan Reading in 2020, will achieve at least 65th percentile in 2021 PAT test;
students achieving at 65th percentile in PAT-R in 2020 will achieve HB in 2021 Naplan Reading (Yr 3 5 sts; Yr 4 8 sts + 6 JBHB; Yr 5 8 sts + 2
JBHB; Yr 6 11 sts + 8 JBHB; Yr 7 6 sts + 1 JBHB
Goal 2 2019 Naplan results will show that students at Year 3 are performing similarly or better than like cohorts of
to progressively increase Year 3 student 2019 students; students achieving a HB in Naplan numeracy in 2018, will achieve at least 65th percentile in 2019
achievement in numeracy for SEA as PAT-M test; students achieving at 65th percentile in PAT-M in 2018 will achieve HB in 2019 Naplan Numeracy
measured by Naplan 2020 year 3 and 5 NAPLAN numeracy will show that students are performing similarly or better than like cohorts of
2020 students; Students achieving a HB in Naplan reading in 2019, will achieve at least 65th percentile in 2020 PAT-M
test; students achieving at 65th percentile in PAT-M in 2019 will achieve HB in 2020 Naplan Numeracy
2021 year 3, 5 and 7 NAPLAN numeracy will show that students are performing similarly or better than like cohorts of students; Students
2021 achieving a HB in Naplan reading in 2020, will achieve at least 65th percentile in 2021 PAT-M test; students achieving at 65th percentile
in PAT-M in 2020 will achieve HB in 2021 Naplan Numeracy (Yr 3 6 sts; Yr 4 6 sts; Yr 5 5 sts + 2 JBHB; Yr 6 10 sts; Yr 7 9 sts + 2 JBHB)
Goal 3 to improve student achievement in
2019 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just in/out"
2019 students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath Descriptor Range
(see separate target sheet). Students achieving a HB in NAPLAN writing in 2018 will achieve at least the correlated Brightpath scale score. All
writing years R-7 as measured by students in years 1-7 will improve their Brightpath scale score by at least 20 points for persuasive writing by term 3 2019.
Naplan and Brightpath 2020 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just in/out"
2020 students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath Descriptor Range
(see separate target sheet). Students achieving a HB in NAPLAN writing in 2019 will achieve at least the correlated Brightpath scale score. All
students in years 1-7 will improve their Brightpath scale score by at least 40 points for persuasive writing by term 3 2020.
2021 Naplan results will show that students in year 3,5 and 7 are performing similarly or better than like cohorts of students. The "just in/out"
2021 students in years 1-7 will improve in writing to at least the next stage on the SEA Continuum (NAPLAN -W) and Brightpath Descriptor Range
(see separate target sheet). Students achieving a HB in NAPLAN writing in 2020 will achieve at least the correlated Brightpath scale score. All
students in years 1-7 will improve their Brightpath scale score by at least 40 points for persuasive writing by term 3 2021.
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 adopt a common approach to Guided Reading, consistent assessment Students will:
*demonstrate improved phonological awareness (rhyme, onset and rime, syllabification, blending and segmenting
using running records methodology, and build oral language and vocabulary skills ), evidenced by improvement in EY testing: PASM, Year 1 phonics screening, RR, teacher observation.
*set reading goals using the student friendly progressions and are able to articulate their reading goals.
development into daily routines, then we will see an improvement in reading *demonstrate improvements in their fluency, decoding skills and comprehension, evidenced through formal and
informal classroom observations and conversations with teachers and through formative, diagnostic and summative
achievement both with respect to SEA, high band retention and attainment. testing (RR levels and Lit Pro).
Goal 2
By the end of year 3, ALL students can:
If we adopt a common approach to authentic problem solving and *identify repeating patterns;
*produce number names to at least 1000;
*recognise and describe teen numbers as 1 ten and some more (16 is 1 ten and 6 more);
promote multiple ways of solving problems in mathematics, then *represent and rename two-digit numbers as separate tens and ones (68 is 6 tens and 8 ones, 68 ones, or 60 + 8);
*apply an understanding of zero in place value notation when reading numerals that include internal zeros (correctly *recognises 101 as one hundred and one, not 1001)
MOST students can:
we will see an improvement in student achievement in *continue number patterns;
*recognise the equals sign as meaning "is equivalent to" or "is the same as';
*find missing numerals in a number sentence;
numeracy. *produce number names of any size;
*represent and flexibly rename three-digit numbers as counts of hundreds, tens and ones (247 is 2 hundreds, 4 tens and 7 ones, or 2 hundreds and 47 ones, or 24 tens and 7 ones).
Goal 3 If we use the Brightpath tabled teaching points to explicitly teach
Students can:
*articulate the purpose of the 3 targeted genres, narrative, persuasive and information reports;
*use each genre appropriately, evidenced through student writing samples.
and extend students' abilities in writing, then we will see an Students can:
improvement in students' writing abilities as measured by Naplan *use and explain language features (eg modality) and authorial choices to create meaning and influence audience response;
*use and explain compound and complex sentences to convey ideas and concepts;
*correctly use punctuation and spelling rules to convey ideas.
and Brightpath.
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.
to increase student achievement in reading particularly in Years 4-7 with respect to SEA and high band retention
Goal 1 and attainment
Challenge of practice If we adopt a common approach to Guided Reading, consistent assessment using running records
methodology, and build oral language and vocabulary development into daily routines, then we will see
an improvement in reading achievement both with respect to SEA, high band retention and attainment.
Actions Timeline Roles and responsibilities Resources
Teachers to use SPAT-R and RR to design specific (Renee) curriculum co-ordinator to provide refresher PD for staff in:
strategies to extend student talk, incorporating
ongoing Guided reading and the Big 6 NIT time and after school for teachers to
(Adele) PASM testing PD for Reception teachers; teachers to conduct PASM tests at the
learning area vocabulary. end of term 1. meet with co-ordinator / Literacy Guarantee
(Adele) DP liaising with GCC director to organise PLC. Share PASM results with GCC
Receptions PASM screening to occur at end of Term
1 each year starting 2021 Restart termly PLC with
(Louisa/Adele) All teachers will use the Heggarty resource in conjunction to enhance phonics
program using Jolly Ph and G resources.
coach / GCC staff $0
GCC and promote the Big 6 across the school R-7. (Louisa) Literacy Guarantee Coach will support implementation of best practice literacy
lesson
extra Heggarty Resources $1600
Teachers to retest low achieving 2020 Yr 1 phonics checklist at end of term 1 2021 (using
2020 test)
Release for PASM testing $1600 (3 days)
Teachers will enact the reading ongoing (Louisa / Adele) line manager monitoring of reading common NIT time, team meetings
pedagogy agreement across all pedagogy agreement through class observations, $0
walkthroughs, team meetings and PDPs
classes R-7 with a focus on guided
Teaching programs to address learning program
reading 3x per week gaps and skill deficits (from gap analyis in 2020 self
review)
Teachers will use common NIT for ongoing (class teachers) Teachers to allocate a team time, common NIT $0
LDAM in reading. Teachers will use minimum of a single NIT per fortnight with a
the resources planned in their year level peer to collaboratively plan,
common NIT to teach and assess assess and moderate in reading (line
reading progress in their classroom. manager to attend meetings where possible)
Page 6 of 12Step 3 continued Plan actions for improvement
Goal 1 continued to increase student achievement in reading particularly in Years 4-7 with respect to SEA and high band retention
and attainment
Actions Timeline Roles and responsibilities Resources
Speech pathologist targeted (Adele) DP and Special ed teacher to liaise half day release per R-2 teacher (8 teachers)
phonological intervention for below with speech pathologist. to work with speech path. $2200
SEA students in phonics, running
records and PATR
Teachers and leaders will ensure tracking and
differentiation of targeted students are monitored
(Louisa/Adele) Principal and deputy to 2021 targeted kids spreadsheet (includes all
through PDP meetings, bringing work samples for monitor through team meetings, class Aboriginal learners)
targeted students. Teachers will keep records of observations and PDP process $0
RR progress, literacy pro results, comprehension
and use the student of concern tracking sheets and
whole school data wall to monitor this progress
Literacy pro used consistently for tracking Term 1 (Louisa/Renee) curriculum co-ordinator and half day release for Teachers (7 teachers)
fluency reading for students above RR
2021 principal will run PD on using literacy pro $2000
level 26. Teachers will be released for a
half day to interrogate PAT-R, Lit Pro and early term 1. Teachers will attend half day
Running records data to plan differentiated release and implement into reading
reading programs for their classes. programs.
Total financial resources allocated $8200
Students will:
Success criteria *demonstrate improved phonological awareness (rhyme, onset and rime, syllabification, blending and segmenting skills ), evidenced by
improvement in EY testing: PASM, Year 1 phonics screening, RR, teacher observation.
*set reading goals using the student friendly progressions and are able to articulate their reading goals.
*demonstrate improvements in their fluency, decoding skills and comprehension, evidenced through formal and informal classroom
observations and conversations with teachers and through formative, diagnostic and summative testing (RR levels and Lit Pro).
Page 7 of 12Step 3 continued Plan actions for improvement
Goal 2 to progressively increase Year 3 student achievement in numeracy for SEA as measured by Naplan
Challenge of practice If we adopt a common approach to authentic problem solving and promote multiple ways of solving
problems in mathematics, then we will see an improvement in student achievement in numeracy.
Actions Timeline Roles and responsibilities Resources
Teachers will write SMARTAR goals with students for
numeracy and problem solving tasks for identified ongoing (Adele) special educator (Di Rodd) to offer PD after school $0
students in their classroom. (wave 2 and 3). refresher on writing SMARTAR goals for
Teachers will collect data on how the students are students' ILPs/One Plans/NEPs.
progressing against their SMARTAR goals in weeks, as
per established assessment and reporting schedule.
Teacher team time for LDAM in numeracy to ensure (Louisa/Renee/Louisa) All teachers including specialists will collect
consistency and appropriateness of grades. Teams will Term 1 annotated work samples for portfolios for Term 2 and term 4 moderation. staff meeting time $0
meet regularly to plan, track and moderate to ensure
consistency and appropriateness of grades. Teachers will
2021 Teaching programs to address learning program gaps and skill deficits Van der Walle texts for teachers $500
(from gap analyis in 2020 self review)
work with their students to develop their understanding of ongoing (Renee and Regan Birrell) Teachers will use combination of B2FM,
grade criteria and will collect samples at/above/below and Natural Maths Van der Walle texts for teaching and learning, supported
Aboriginal learners for moderation in teams. All specialist by curric co-ordinator and Curriculum leader
teachers to use the numeracy general capability for LDAM
and collect work samples accordingly.
All staff will monitor students of concern (Louisa/Adele) Teachers to analyse New leadership PDP conversation guide with
by ensuring tracking and differentiation standardised testing to inform and DFE PDP template
of targeted students and actions in this differentiate their teaching practice to include 2021 targeted kids spreadsheet (includes
SIP are monitored through PDP
stretch as well as remedial support Aboriginal learners)
meetings, bringing work samples for
targeted students $0
Page 8 of 12Step 3 continued Plan actions for improvement
Goal 2 continued to progressively increase Year 3 student achievement in numeracy for SEA as measured by Naplan
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated $500
By the end of year 3, ALL students can:
Success criteria *identify repeating patterns;
*produce number names to at least 1000;
*recognise and describe teen numbers as 1 ten and some more (16 is 1 ten and 6 more);
*represent and rename two-digit numbers as separate tens and ones (68 is 6 tens and 8 ones, 68 ones, or 60 + 8);
*apply an understanding of zero in place value notation when reading numerals that include internal zeros (correctly *recognises 101 as one hundred and one, not 1001)
MOST students can:
*continue number patterns;
*recognise the equals sign as meaning "is equivalent to" or "is the same as';
*find missing numerals in a number sentence;
*produce number names of any size;
*represent and flexibly rename three-digit numbers as counts of hundreds, tens and ones (247 is 2 hundreds, 4 tens and 7 ones, or 2 hundreds and 47 ones, or 24 tens and 7 ones).
Page 9 of 12Step 3 continued Plan actions for improvement
Goal 3 to improve student achievement in writing years R-7 as measured by Naplan and Brightpath
Challenge of practice If we use the Brightpath tabled teaching points to explicitly teach and extend students' abilities in writing,
then we will see an improvement in students' writing abilities as measured by Naplan and Brightpath.
Actions Timeline Roles and responsibilities Resources
Teachers will collect student work Term 1 (Adele/Renee) Class teachers and science teachers to Pupil Free day $500
collect work samples as per published Brightpath collection
samples and moderate against the 2021 and timeline. Class teachers and science teachers to explicitly 15 hours SSO support for Bpath scanning
brightpath scale for narrative, Term 3 teach writing skills pertaining where students are at on the $650
persuasive and information report 2021 tabled teaching points. Curriculum Coordinator to organise TRTs for leadership backup $1700
Brightpath introduction for new staff members. Brightpath
scales leaders to attend professional leaders days in terms 2,3,4.
Teachers will incorporate daily writing activities (Louisa/Adele) Teachers will use a variety of resources to Australian Curriculum; ACARA Literacy
including responding to reading and include timed
Term 1
engage students with writing progressions-writing
writing on paper and with keyboards. Teachers will 2021 and Teachers to program time in class to set and review
explicitly teach paragraphing across the school
ongoing SMARTAR writing goals. Teachers will make time for writing
Scope and Sequence documents; Brightpath
(deficit area as evidenced in 2019 Tabled teaching points; NAPLAN writing criteria
Brightpath/Naplan) Teachers will support students to conferences as part of their Literacy block. Leadership to
set SMARTAR writing goals using Brightpath data monitor implementation through PDP process and data; pobble; Daily 5: brightpath
PDP conversation guide
Review professional learning Term 1 (Renee) Renee and Heidi to review PD and staff meeting $0
conducted through OLT 2021 build on prior learning
Understanding dyslexia completed
in 2020
Page 10 of 12Step 3 continued Plan actions for improvement
Goal 3 continued to improve student achievement in writing years R-7 as measured by Naplan and Brightpath
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated $6850
Students can:
Success criteria *articulate the purpose of the 3 targeted genres, narrative, persuasive and information reports;
*use each genre appropriately, evidenced through student writing samples.
Students can:
*use and explain language features (eg modality) and authorial choices to create meaning and influence audience response;
*use and explain compound and complex sentences to convey ideas and concepts;
*correctly use punctuation and spelling rules to convey ideas.
Page 11 of 12School improvement plan Approvals
Approved by principal
Louisa Guest
17/1/2021
Approved by governing council chairperson
Michelle Foster
Date15/2/2021
Approved by education director
Name Ann Prime
Date 19/3/21
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