Improvement Plan for Vision statement - 2019 to 2021 - Modbury High School
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Improvement Plan for
MODBURY HIGH SCHOOL 2021
Version 1.1
2019 to 2021 PAT DATA
Year 8 PAT-M - 83.6% of students achieved at 122 or above
Year 9 PAT-M - 83.5% of students achieved at 123 or above
Year 10 PAT-M - 77.7% of students achieved at 127 or above
Vision statement Year 8 PAT-R - 85.7% of students achieved at 121 or above
Year 9 PAT-R - 81.8% of students achieved at 126 or above
OUR VISION Year 10 PAT-R - 77.7% of students achieved at 131 or above
• To create excellence in student-centred 21st Century learning, in a
2019 External School Review Recommendations
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global context. Direction 1 - Establish clarity regarding literacy improvement by ensuring
• To provide a high quality education to all students so that they develop the data sets used to identify priorities are evident to all staff, and that
the knowledge, skills and attributes to be successful in life. literacy goals are fully understood and actions consistently implemented.
• To maintain a culture of respect, rigour and high achievement. Direction 2 - Develop school-wide agreement regarding pedagogy that
stimulate and challenge all students’ thinking and implement this
OUR MISSION consistently across the school.
Our mission is to provide a safe, supportive learning environment with an Direction 3 - Raise expectations for all learners by developing a school wide
engaging curriculum which empowers students to be successful citizens. understanding of differentiated practice and confirming that it is the
responsibility of all teachers to plan for the needs of all students
in their care.Plan summary
Goals Targets Challenge of practice Success criteria
Increase student achievement in For the year 9 cohort in 2019, 72% of the students If we develop and implement a common approach When we look at students' work as part of
will meet the DfE SEA for reading and 12% of the to developing students’ critical reading strategies collaborative moderation processes, we will see
Reading and Writing by increasing students will achieve in the higher bands. then we will see an increase in the number of evidence of their increased ability to extract
the % of students achieving the SEA students who achieve the SEA in PAT-R data. information from texts and answer questions
For the year 9 cohort in 2020, 76% of the students If we develop and implement a common approach
and % of students achieving in the to developing students’ writing skills (analytical and
which require them to make inferences. We will
will meet the DfE SEA for reading and 14% of the see increased use of subject specific language in
higher bands students will achieve in the higher bands. evaluative, using accurate grammar, punctuation,
written and oral tasks.
spelling, and sentence structure), we will see
Focus students who are being tracked by English
For the year 8 cohort in 2021, 86% of the students will meet the DfE SEA in PAT-R.
improvement in student grades in the English
For the year 9 Cohort in 2021, 88% of the students will achieve the DfE SEA in PAT-R
teachers will show growth with respect to the
For the Year 10 cohort in 2021, 85% of the students will meet the DfE SEA in PAT-R.
For the Year 9 cohort in 2021, 65% will meet the DfE SEA in writing (NAPLaN) and 14% of the students will Semester 1 to 2 critical reading exams.
achieve in the higher bands in writing.
For the Year 9 cohort in 2021, 74% of the students will achieve the DfE SEA in NAPLaN and 14% of the students
National Literacy progressions.
will achieve in the higher bands.
5% increase in the number of students who in 2018 achieved If we develop and implement a common Students' disposition to Mathematics will improve as
Increase student achievement in at and above the year 8 standard in common assessed tasks. reflected in feedback survey.
approach to teaching critical, creative and
Mathematics/Numeracy by A 3% increase in the higher bands compared to the 2018 year
9 NAPLAN results. problem solving skills in Mathematics, then we When we look at students' work as part of
increasing the % of students will increase the number of students who are collaborative moderation process, we will see
For the year 9 cohort in 2020, 3% increase in the students who meet the evidence of their increased ability to solve complex
achieving the SEA and % of students DfE SEA in Numeracy in comparison to their year 7 results in 2018 . able to solve complex problems and hence
multi-step problems.
A 3% increase in high band achievement compared to their 2018 year 7 increase the number of students achieving in
achieving in the higher bands. NAPLAN results.
the higher bands in NAPLAN and PAT-M tests.
Formative assessments will demonstrate students'
ability to articulate their learning and ability to
For the year 8 cohort in 2021, 85% of the students will achieve the DfE SEA in PAT-M
There will also be a 5% increase of students who discuss not only process but capabilities in
For the year 9 Cohort in 2021, 87% of the students will achieve the DfE SEA in PAT-M.
For the Year 10 cohort in 2021, 87% of the students will achieve the DfE SEA in PAT-M.
achieve A and B grades in Mathematics in Mathematics. Focus students who are being tracked
For the Year 9 cohort in 2021, a 3% increase in the students who meet the DfE SEA in comparison to 2020. by Mathematics teachers will show growth with
Numeracy (NAPLaN) in comparison to their year 7 results in 2019 and 14% of the students
will achieve in the higher bands. respect to the National Numeracy progressions.
5% increase in the percentage of year 8 students who
To increase the percentage of If each teacher implements effective We will see a reduction in the number of referrals to
report high wellbeing in the area of perseverance in the Learning Centre for work completion issues due to
students reporting high wellbeing in comparison to the 2018 year 8 cohort relationship building strategies, we students actively engaging with teachers, both in and
the areas of connectedness to school will see greater engagement from out of class, to seek help and support with summative
assessments.
and emotional engagement with Increase in the percentage of year 9 students who students with their schooling,
report high wellbeing in the area of perseverance
teachers to improve engagement to 41% (further 3% cohort increase from 2019) thereby increasing their In class, Year 8 teachers observing will see an increase
in the dialogue between teachers and students
overall. achievement, wellbeing and a relating to the teaching and learning as the
2021 - Increase the percentage of Year 8 students who in the Wellbeing and
Engagement Collection (WEC) survey report High Wellbeing in "Connectedness reduction in behavioural issues. relationships and trust between them increases,
to School" from 48% to 50%. resulting in deeper learning and higher achievement.
Increase the % of students who in the WEC survey, report High Wellbeing in
“Emotional engagement with teachers “from 60% to 62%.
Page 2 of 12Improvement plan for
MODBURY HIGH SCHOOL 2021
2019 to 2021
• Complete every step. The Quality School Improvement Planning Handbook explains how to do this. In addition, your education director will
provide support.
• Text will reduce in size the more you type. Exceeding the optimal limits will result in illegible text size electronically and in-print.
• Complete steps 1 to 3 during term 4 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 (steps 1-3) 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 - Review and evaluate 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.
• Note that each text box has a specific optimal character limit. Character limit includes words, punctuation, bullet points and spaces.
• Be careful when copying from other documents, and remove any paragraph spaces from lists and bullet points as that will reduce text size.
• Steps 1-3 will auto-populate as you type in text, meaning text will carry over across multiple pages and sections.
For further information and advice, contact:
Review, Improvement and Accountability
Phone: 8226 1284
education.RIA@sa.gov.au
Page 3 of 12Step 1 1
Analyse
Analyse evidence of student learning and answer the question ‘What are our goals for improvement?’ Specify up to 3 goals and annual and prioritise
targets for student learning improvement in the table below.
Goal Targets
Goal 1 Increase student For the year 9 cohort in 2019, 72% of the students will meet the DfE SEA for reading and 12% of the
achievement in Reading and 2019
students will achieve in the higher bands.
Writing by increasing the %
of students achieving the SEA For the year 9 cohort in 2020, 76% of the students will meet the DfE SEA for reading and 14% of the
and % of students achieving 2020
students will achieve in the higher bands.
in the higher bands
For the year 8 cohort in 2021, 86% of the students will meet the DfE SEA in PAT-R.
For the year 9 Cohort in 2021, 88% of the students will achieve the DfE SEA in PAT-R
2021 For the Year 10 cohort in 2021, 85% of the students will meet the DfE SEA in PAT-R.
For the Year 9 cohort in 2021, 65% will meet the DfE SEA in writing (NAPLaN) and 14% of the students will achieve in the higher bands in writing.
For the Year 9 cohort in 2021, 74% of the students will achieve the DfE SEA in NAPLaN and 14% of the students will achieve in the higher bands.
Goal 2 Increase student achievement 5% increase in the number of students who in 2018 achieved at and above the year 8 standard in common assessed tasks.
2019 A 3% increase in the higher bands compared to the 2018 year 9 NAPLAN results.
in Mathematics/Numeracy by
increasing the % of students
achieving the SEA and % of For the year 9 cohort in 2020, 3% increase in the students who meet the DfE SEA in Numeracy in comparison to their year 7 results in
students achieving in the 2020 2018 .
A 3% increase in high band achievement compared to their 2018 year 7 NAPLAN results.
higher bands.
For the year 8 cohort in 2021, 85% of the students will achieve the DfE SEA in PAT-M
For the year 9 Cohort in 2021, 87% of the students will achieve the DfE SEA in PAT-M.
2021 For the Year 10 cohort in 2021, 87% of the students will achieve the DfE SEA in PAT-M.
For the Year 9 cohort in 2021, a 3% increase in the students who meet the DfE SEA in Numeracy (NAPLaN) in comparison to their year 7 results in 2019 and 14% of the students will achieve in the higher bands.
Goal 3 To increase the percentage of 5% increase in the percentage of year 8 students who report high wellbeing in the area of perseverance
2019
students reporting high in comparison to the 2018 year 8 cohort
wellbeing in the areas of
connectedness to school and Increase in the percentage of year 9 students who report high wellbeing in the area of perseverance to
emotional engagement with 2020
41% (further 3% cohort increase from 2019)
teachers to improve
engagement overall. 2021 - Increase the percentage of Year 8 students who in the Wellbeing and Engagement Collection (WEC) survey report High
2021 Wellbeing in "Connectedness to School" from 48% to 50%.
Increase the % of students who in the WEC survey, report High Wellbeing in “Emotional engagement with teachers “from 60% to 62%.
Page 4 of 12Step 2 2
Determine
Consider how improvements in teaching practice will help to achieve your improvement goals and answer the question ‘What areas of challenge of
practice should we focus on improving to reach our goals?’ Specify your challenge of practice for each goal in the table below. practice
Challenge of practice Success criteria
Goal 1 If we develop and implement a common approach to When we look at students' work as part of collaborative moderation processes, we will see
developing students’ critical reading strategies then we evidence of their increased ability to extract information from texts and answer questions
will see an increase in the number of students who
achieve the SEA in PAT-R data.
which require them to make inferences. We will see increased use of subject specific language
If we develop and implement a common approach to in written and oral tasks.
developing students’ writing skills (analytical and Focus students who are being tracked by English teachers will show growth with respect to the
evaluative, using accurate grammar, punctuation, National Literacy progressions.
spelling, and sentence structure), we will see
improvement in student grades in the English Semester 1
to 2 critical reading exams.
Goal 2 If we develop and implement a common approach to Students' disposition to Mathematics will improve as reflected in feedback survey.
teaching critical, creative and problem solving skills in When we look at students' work as part of collaborative moderation process, we will see
Mathematics, then we will increase the number of
evidence of their increased ability to solve complex multi-step problems.
students who are able to solve complex problems and
hence increase the number of students achieving in
Formative assessments will demonstrate students' ability to articulate their learning and ability
the higher bands in NAPLAN and PAT-M tests. There to discuss not only process but capabilities in Mathematics. Focus students who are being
will also be a 5% increase of students who achieve A tracked by Mathematics teachers will show growth with respect to the National Numeracy
and B grades in Mathematics in comparison to 2020. progressions.
Goal 3 If each teacher implements effective We will see a reduction in the number of referrals to the Learning Centre for work completion
relationship building strategies, we will see issues due to students actively engaging with teachers, both in and out of class, to seek help
greater engagement from students with their and support with summative assessments.
schooling, thereby increasing their achievement,
wellbeing and a reduction in behavioural issues. In class, Year 8 teachers observing will see an increase in the dialogue between teachers and
students relating to the teaching and learning as the relationships and trust between them
increases, resulting in deeper learning and higher achievement.
Page 5 of 12Step 3 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 1: Increase student achievement in Reading and Writing by increasing the % of students achieving the SEA and % of students achieving in the higher bands
If we develop and implement a common approach to developing students’ critical reading strategies then we will see an increase in the
Challenge of practice: number of students who achieve the SEA in PAT-R data.
If we develop and implement a common approach to developing students’ writing skills (analytical and evaluative, using accurate grammar,
punctuation, spelling, and sentence structure), we will see improvement in student grades in the English Semester 1 to 2 critical reading
exams.
Actions Timeline Roles and responsibilities Resources
All teachers use Power BI and other forms of Week 1-4 Term 1 Teachers engage in data analysis using Power BI and Project Officer from Learning Improvement
formulate strategies to get to know their students
assessment to get to know their students and identify Week 1-2 Terms Principal, Assistant Principal - Curriculum
and successfully plan their next steps in learning.
areas of improvement for individuals and the whole PAT Data analysis tools
2-4 Teachers use data analysis to track and monitor
student progress and determine the impact of their Literacy Progressions
class.
work. Power BI
Teachers continue to build their understanding and expertise by Principal, Assistant Principal - Curriculum and English
Term 1 - Coordinator with the support of Nanette Smibert continue to External Literacy Expert
participating in whole school targeted professional learning in
Thursday deliver whole school professional development on critical Literacy Guidebooks
literacy with particular focus on critical reading strategies. For reading strategies.
example: building subject-specific terminology, making 2:30pm- 4:30pm Teachers will build their professional knowledge including English Learning Area
inferences, and using command terms correctly and consistently, Professional subject-specific terminology, making inferences, and using $10,000
command terms correctly and consistently, such as analyse,
such as analyse, compare, contrast, evaluate, interpret, describe. Learning compare, contrast, evaluate, interpret, describe.
English teachers– explicitly teach language skills (e.g. Term 1-4 English Coordinator and English Time for planning
grammar, punctuation, spelling and sentence ongoing teachers will explicitly teach language
structure) skills.
Page 6 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 1 continued:
Actions Timeline Roles and responsibilities Resources
All teachers explicitly teach common reading Term 1-4 English Coordinator leads the Time for working together and
comprehension/critical reading strategies. Professional Learning for all staff. planning together.
All teachers participate in the
Professional Learning and implement
learned strategies.
All teachers teach subject specific meta language and Term 1-4 All teachers Time for planning and learning
vocabulary, and analytical and evaluative writing together
(model paragraphs).
Implement one to one Reading program for all Terms 2-4 Learning Support Teachers 0.2 Teaching
Aboriginal Students.
Total financial resources allocated
When we look at students' work as part of collaborative moderation processes, we will see evidence of
their increased ability to extract information from texts and answer questions which require them to
Success criteria make inferences. We will see increased use of subject specific language in written and oral tasks.
Focus students who are being tracked by English teachers will show growth with respect to the National
Literacy progressions.
Page 7 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Increase student achievement in Mathematics/Numeracy by increasing the % of students achieving the SEA and % of students achieving in the higher bands.
Goal 2:
If we develop and implement a common approach to teaching critical, creative and problem solving skills in Mathematics, then we will
Challenge of practice: increase the number of students who are able to solve complex problems and hence increase the number of students achieving in the higher
bands in NAPLAN and PAT-M tests. There will also be a 5% increase of students who achieve A and B grades in Mathematics in comparison to
2020.
Actions Timeline Roles and responsibilities Resources
All teachers use Power BI and other forms of assessment Term 1-4 Mathematics Coordinator leads Numeracy Guide books
NAPLAN and PAT-M data and 2018 grades.
to access data, to track all students in higher bands or Start of each Mathematics teachers to identify
Numeracy progression
just below and implement explicit strategies to improve term students using data and to develop and Power BI
their numeracy skills, by intentionally planning for implement high impact strategies in order Numeracy guide books
improvement for individuals and for the whole class. for students to continue to improve. Assistant Principal - Curriculum
Principal
Year 8, 9 and 10 Mathematics teachers to continue to work Term 1-4 Mathematics Coordinator leads the Learning Improvement Resources
collaboratively to develop and implement innovative Mathematics Professional Learning $5,000 TRT release for teachers to
pedagogical approaches to learning, which provide Teams in the development and work together
opportunities for students to work collaboratively, be
implementation of innovative Learning Walks
creative thinkers and explore Mathematical solutions to
approaches to learning.
authentic real-world problems.
Mathematics teachers continue to engage with professional Term 1-4 Assistant Principal - Curriculum and the Principal
learning about differentiation, and work collaboratively to Mathematics Coordinator lead the PD for Learning Improvement team - Project Officer
develop units of work which are differentiated. Units/Tasks differentiation. Student Support Services
Mathematics teachers engage with professional Support Services
created are implemented and teachers use peer
learning, implement their learning, observe each
observations to support each other and provide constructive DfE Scope and Sequence for Action 4
other, provide feedback and act on the feedback.
criticism which leads to improvement in pedagogy. PLT time allocated on Thursdays
Page 8 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 2 continued:
Actions Timeline Roles and responsibilities Resources
Total financial resources allocated
Students' disposition to Mathematics will improve as reflected in feedback survey.
When we look at students' work as part of collaborative moderation process, we will see evidence of their increased ability
to solve complex multi-step problems.
Success criteria Formative assessments will demonstrate students' ability to articulate their learning and ability to discuss not only process
but capabilities in Mathematics. Focus students who are being tracked by Mathematics teachers will show growth with
respect to the National Numeracy progressions.
Page 9 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3: To increase the percentage of students reporting high wellbeing in the areas of connectedness to school and emotional engagement with teachers to improve engagement overall.
If each teacher implements effective relationship building strategies, we will see greater engagement from students
Challenge of practice: with their schooling, thereby increasing their achievement, wellbeing and a reduction in behavioural issues.
Actions Timeline Roles and responsibilities Resources
All teachers engage in Professional Development on Throughout 2021 Year 8 and 9 home groups Positive PERMA resources and Positive
relationship building strategies, with the purpose of Education focus - Year 8 to take the Education PLT throughout the year.
implementing relationship building strategies within lead semester 1, then up skill year 9
their classrooms. home group teachers in semester 2
with peer observation and sharing.
Regular (3 times a term) staff team building activities, Throughout 2021 All staff to participate, to be run by TBC - ask staff for positive strategies
with the potential for staff to then transfer these Positive Education PLT. that they have had success and create
activities/strategies to their classrooms as well. a pool of resources for the whole
Staff to go on Professional Development school.
and then train staff on their learning.
Restorative justice Professional Development (2x half Terms 1 and 2 All staff to participate and Year Level Restorative Journeys to provide
day sessions booked in early 2021). Managers to complete full training. Professional Development for relevant
staff.
Page 10 of 12Step 3 cont. 3
Plan
Consider evidence of best practice to answer the question ‘What actions should we take to improve our practice and reach our goals?’ actions for
Specify your actions for improvement, timeline, responsibility, resources and success criteria for each goal in the tables below. improvement
Goal 3 continued:
Actions Timeline Roles and responsibilities Resources
Regular agenda item on Year Level meeting agendas Throughout 2021 Year Level Manager to implement. Time in Year Level meetings.
for goal 3 SIP review and progress check.
Total financial resources allocated
We will see a reduction in the number of referrals to the Learning Centre for work completion issues due to students actively
engaging with teachers, both in and out of class, to seek help and support with summative assessments.
Success criteria In class, Year 8 teachers observing will see an increase in the dialogue between teachers and students relating to the teaching
and learning as the relationships and trust between them increases, resulting in deeper learning and higher achievement.
Page 11 of 12Approvals
Approved by principal
Name
JOANNE COSTA
Date
17/02/2021
Approved by governing council chairperson
Name
MARTIN CRABB
Date
Approved by education director
Name
DIANE JACKSON
Date
01/04/2021
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