Improvement Plan for Vision statement - 2019 to 2021 - Crystal ...
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Improvement Plan for
CRYSTAL BROOK PRIMARY SCHOOL
2019 to 2021
Vision statement
Click to upload logoPlan summary
Goals Targets Challenge of practice Success criteria
Year 1: When we listen to students read, we will notice
their progressive capabilities to:
decode unfamiliar words using their phonic knowledge
and read with increased progressive fluency.
Year 2 student: During reading conferences with
students, we will notice:
students reading books with an increased level of
high-frequency sight words and varied sentience
structures
Year 5: When we listen to students read, we will notice
they can progressively:
analyse and explain literal and inferred information
from a variety of texts with increased success
Page 2 of 12Improvement plan for
CRYSTAL BROOK PRIMARY SCHOOL
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
2019
2020
2021
Goal 2
2019
2020
2021
Goal 3
2019
2020
2021
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 Year 1: When we listen to students read, we will notice their progressive capabilities to:
decode unfamiliar words using their phonic knowledge and read with increased progressive fluency.
Year 2 student: During reading conferences with students, we will notice:
students reading books with an increased level of high-frequency sight words and varied sentience structures
Year 5: When we listen to students read, we will notice they can progressively:
analyse and explain literal and inferred information from a variety of texts with increased success
Goal 2
Goal 3
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:
Challenge of practice:
Actions Timeline Roles and responsibilities Resources
All site teachers and classroom SSO's to complete the Heggerty phonemic Week 0, 2021 Principal to organise viewing as staff in a site Webinar link and password as provided by ECL
awareness webinars as provided by the portfolio ECL's. classroom. Science of Reading PL list provided to staff
Ongoing throughout
Continue to provide PA and Reading professional learning to staff as needed.
the year
PLINK online training for PSC and Reading
All JP teachers to complete the relevent PL related to the PSC dependant on PL to be completed Principal to inform JP teachers of PL once it
TRT release for all teachers - have calculated will require
what PL they have already completed. through PLINK when becomes available for them to book in and 10, and have included them in the SIP and budget
offered from the DfE SA complete 10 x $570 = $5700
All classroom teachers to be provided with appropriate data for their 2021 students to inform them of Week 0, 2021 Teachers to use the folders as part of their planning.
students learning achievements to date. Student Data Folders with each individual
ongoing throughout students data tracker included in them.
Folders to be updated by SSO's regularly throughout the year. the year SSO's to update data accordingly
Continued data collection on yr 3-7 students not using the Heggerty "Bridging the Gap" book. Screen to be BtGap screens to begin
completed on all students, then have them grouped according to the gaps shown from the screen, and they
Principal and Heggerty SSO to complete screens, and to Access to the data
in week 4, with group the students. SSo to begin working with students
particpate in a learning sprint directly related to the gap.
Heggerty sprints to once explained to teachers who and why
start in week 5 "Bridging the Gap" book - screen and lessons
All Foundation teachers present, as well as Principal, to Heggerty resources
Foundation teachers to hold a parent information session on Jolly Phonics and Jolly Grammar resources, including
jointly share with parents common approaches in
phonemic awareness, phonics, handwriting, decoding supporting students to learn to read. Sharing of the interactive whiteboard resources, and worksheets.
strategies and the importance of decodable readers before Heggerty approach to phonemic awareness and how it Decodable readers - including the purchase of new ones
supports Jolly Phonics and Jolly Grammar. $500
levelled readers, and how parents can work in tandem with Levelled readers
Explain to parents the PM Benchmark set and the
the site to benefit their childs reading ability and Heggerty screens and their use here at CBPS. PM Benchmark sets
progression. Heggerty screens
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
Ongoing. Multidimensional Fluency Scale rubric
Students tested Deslea Konza - Best advice paper on Fluency
Wheldall Assessment of Reading Passages
termly until they (WARP) and Wheldall Assessment of Reading
achieve 16/16. Lists (WARL) as possible resources.
All teachers to select 2 students to monitor closely Leadership to provide a template for staff to
throughout the year, and to have discussions with fellow use as a monitoring tool and for discussions had
during staff/PDP meetings.
teachers and leadership about at staff and PDP meetings.
Teachers to ensure work samples and other
Work samples, screens and data to be shared accordingly,
evidence of students is present at staff/PDP
as well as growth/decline demonstrated by the students mtgs
3 of the primary teachers to investigate the programs listed in the actions
Primary level teachers to investigate: Term 1 and 2, 2021 column. In pairs, teachers to investigate the pros and cons of the programs, TRT release to visit sites - 2x teachers per site
and visit sites that use these programs so that they can see them in best 6 x $570 = $3420
Lexiles, Accelerated Reader and Fountas and Pinnell practice. Once all information collected on the programs, teachers to work Implementation of chosen program into site for use by
to possibly incorporate into the year 3-7 levels of schooling at through the information and a decision to be made on whether and which
primary level teachers - and any JP teachers if applicable -
Possible program will be used. Principal and other staff to be a part of the decision
CBPS as a means of better monitoring student reading implementation of the making process cost at the moment is unknown, but will allocate $10000. If
cost is higher, will discuss with PAC and Governing Council
throughout these levels once they have achieved level 30+ of program to occur during
levelled readers. Term 3 of 2021
16 TRT days = 16 x $570 = $9120
$10000 for possible new PY reading program
Total financial resources allocated $500 new decodable readers
$1500 JP reading (activities and readers) and 4 x $560 for PY readers = $2240
TOTAL = $23 360
Year 1: When we listen to students read, we will notice their progressive capabilities to:
decode unfamiliar words using their phonic knowledge and read with increased progressive fluency.
Year 2 student: During reading conferences with students, we will notice:
Success criteria students reading books with an increased level of high-frequency sight words and varied sentience structures
Year 5: When we listen to students read, we will notice they can progressively:
analyse and explain literal and inferred information from a variety of texts with increased success
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
Goal 2:
Challenge of practice:
Actions Timeline Roles and responsibilities Resources
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
Success criteria
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:
Challenge of practice:
Actions Timeline Roles and responsibilities Resources
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
Total financial resources allocated
Success criteria
Page 11 of 12Approvals
Approved by principal
Name
Date
Approved by governing council chairperson
Name
Date
Approved by education director
Name
Date
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