Improvement Plan for Vision statement - 2019 to 2021 - Airdale ...
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Improvement Plan for AIRDALE PRIMARY SCHOOL 2019 to 2021 Vision statement OUR SCHOOL IS A PLACE WHERE. . . . . . Parents/Caregivers, staff, students and the community work together in a friendly environment where visitors are welcome and we all feel safe, valued and have a sense of belonging. Click to upload logo Students display the Qualities of Respect, Responsibility, Persistence and Confidence both in the school, academically and socially, and the broader community. We develop a community of powerful learners who foster and practise a growth mindset in all areas of their life. Staff are committed to providing quality learning by providing opportunities for personal, social and cultural growth. Parents/Caregivers are encouraged to be actively involved in the school’s learning programmes and are regularly informed of student progress and the school’s activities. We aim for academic, social and emotional growth to create powerful learners who believe they are capable, with effort, of learning and achieving.
Plan summary
Goals Targets Challenge of practice Success criteria
Increase number of Years 4 to 7 students achieving SEA or
To improve R/2 students' above in
We will develop and apply a When reading and testing Phonics,
Phonological Awareness skills PAT-R to Yr. 4 - 11/22; Yr. 5 - 13/26; Yr. 6 - 12/21 Yr. 7 - 6/7 consistent data/evidence based R/2 students will be able to decode
approach to teaching Phonological words.
Increase the percentage of Year 3 - 7 students achieving SEA and above to 81%
Increase the number of Year 5 students enrolled in 2019 achieving increased Awareness (Heggerty) and Phonics.
growth to higher bands to 5 (2 in 2018)
Increase the number of Year 7 students enrolled in 2019 achieving increased
growth to higher bands in NAPLAN Reading to 6 (2 in 2018)
PASM achievement - Reception - 50% , Year 1 -
55%, Year 2 - 55%.
Phonics achievement - Year 1 - 55%, Year 2 - 50%
Increase number of Years 4 to 7 students achieving SEA or
3 - 7 Literacy above in
We will implement a consistent Years Students will have progressively
To improve students' reading PAT-R to Yr. 4 - 11/22; Yr. 5 - 13/26; Yr. 6 - 12/21 Yr. 7 - 6/7 3-7 approach to reading improved their ability to comprehend
comprehension skills. comprehension, using Big Six literal and inferred information,
Increase the percentage of Year 3 - 7 students achieving SEA and above to 81%
Increase the number of Year 5 students enrolled in 2019 achieving increased strategies in a variety of text genres. across curriculum areas.
growth to higher bands to 5 (2 in 2018)
Increase the number of Year 7 students enrolled in 2019 achieving increased
growth to higher bands in NAPLAN Reading to 6 (2 in 2018)
Our initial focus will be on literal
understanding, moving towards
Increase the number of students achieving making inferences.
S.E.A. or above - Year 3 - 57%, Year 4 - 62%,
Year 5 - 36%, Year 6 - 56%, Year 7 - 60%
To improve students' writing skills. Increase the percentage of students We will implement and consolidate a When observing, conferencing and
achieving C or greater consistent whole school approach, moderating students' Narrative
using the Brightpath programme, to writing, we will notice progressive
Increase the percentage of students achieving B and above in Writing
Increase the percentage of Year 5 students achieving SEA and above to 53% the teaching and moderation of improvements in authorial choices
(48% in 2018)
Increase the percentage of Year 7 students achieving SEA or above to 52% (35%
in 2018)
students' writing. (manipulating language to achieve a
purpose) and language conventions
Increase the percentage of students demonstrating 0-95
points improvement to 85%
(controlled use and accuracy).
Increase the percentage of students demonstrating 100 +
points improvement to 15%
Page 2 of 12Improvement plan for
AIRDALE 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 To improve R/2 students' Increase number of Years 4 to 7 students achieving SEA or above in
Phonological Awareness skills 2019
PAT-R to Yr. 4 - 11/22; Yr. 5 - 13/26; Yr. 6 - 12/21 Yr. 7 - 6/7
Increase the percentage of Year 3 - 7 students achieving SEA and above to 81%
2020 Increase the number of Year 5 students enrolled in 2019 achieving increased growth to higher bands to 5 (2 in 2018)
Increase the number of Year 7 students enrolled in 2019 achieving increased growth to higher bands in NAPLAN Reading to 6 (2 in 2018)
PASM achievement - Reception - 50% , Year 1 - 55%, Year 2 - 55%.
2021
Phonics achievement - Year 1 - 55%, Year 2 - 50%
Goal 2 3 - 7 Literacy Increase number of Years 4 to 7 students achieving SEA or above in
2019
To improve students' reading PAT-R to Yr. 4 - 11/22; Yr. 5 - 13/26; Yr. 6 - 12/21 Yr. 7 - 6/7
comprehension skills.
Increase the percentage of Year 3 - 7 students achieving SEA and above to 81%
2020 Increase the number of Year 5 students enrolled in 2019 achieving increased growth to higher bands to 5 (2 in 2018)
Increase the number of Year 7 students enrolled in 2019 achieving increased growth to higher bands in NAPLAN Reading to 6 (2 in 2018)
Increase the number of students achieving S.E.A. or above - Year 3 - 57%, Year 4 - 62%, Year 5 - 36%, Year
2021
6 - 56%, Year 7 - 60%
Goal 3 To improve students' writing Increase the percentage of students achieving C or greater
2019
skills.
Increase the percentage of students achieving B and above in Writing
2020 Increase the percentage of Year 5 students achieving SEA and above to 53% (48% in 2018)
Increase the percentage of Year 7 students achieving SEA or above to 52% (35% in 2018)
Increase the percentage of students demonstrating 0-95 points improvement to 85%
2021
Increase the percentage of students demonstrating 100 + points improvement to 15%
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 We will develop and apply a consistent When reading and testing Phonics, students will be able to decode words.
data/evidence based R/2 approach to teaching
Phonological Awareness (Heggerty) and Phonics.
Goal 2 We will implement a consistent Years 3-7 Students will have progressively improved their ability to comprehend literal and inferred
approach to reading comprehension, using Big information, across curriculum areas.
Six strategies in a variety of text genres. Our
initial focus will be on literal understanding,
moving towards making inferences.
Goal 3 We will implement and consolidate a consistent When observing, conferencing and moderating students' Narrative writing, we will notice
whole school approach, using the Brightpath progressive improvements in authorial choices (manipulating language to achieve a purpose)
programme, to the teaching and moderation of and language conventions (controlled use and accuracy).
students' writing.
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: To improve R/2 students' Phonological Awareness skills
We will develop and apply a consistent data/evidence based R/2 approach to teaching Phonological Awareness
Challenge of practice: (Heggerty) and Phonics.
Actions Timeline Roles and responsibilities Resources
At the beginning of the year, year 1 and 2 teachers Term 1 - All year 1 and 2 teachers will need to - A copy of Phonics Check words from
will find baseline data of students' Phonics levels know how to conduct test previous year
using "Phonics Check" words from previous years - Year 1 and 2 teachers share and - Record sheet/answer sheet
tests discuss results - Literacy Guidebooks
- Literacy Scope and Sequence
R-2 Teachers to implement Heggerty Phonics daily Ongoing - Consistent hand actions decided by JP - Heggerty book at appropriate level
Teachers - Heggerty test
- Access to Heggerty book and - Literacy Guidebooks
resources - Literacy Scope and Sequence
- Look into Heggerty test
Tracking student growth Beginning Term 1 & - Phonics Check Year 1 and 2 - Phonics check from previous year
mandated time in - Record sheets
Term 3 (Year 1's) - PASM Tests and resources
- Literacy Guidebooks
Beginning Term 2 &
4 - PASM Test - Literacy Scope and Sequence
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
Analyse student results to identify students at risk to Beginning Term - SSOs and AET trained in Heggerty for - Heggerty Phonics books
form intervention groups 1 small group work for intervention
Ongoing
R-2 Teachers to use synthetic phonics and phonics Ongoing - New staff trained in Jolly programs and - Jolly Phonics and Jolly Grammar
Grapho-phonemic language
based programs (Jolly Phonics, Jolly Grammar 1 & 2) books/resources
- Consistent weekly implementation of programs
- Use of appropriate linguistic language - Training
(Phonemes, graphemes, blends, digraphs,
trigraphs)
$10,000
Total financial resources allocated
When reading and testing Phonics, students will be able to decode words.
Success criteria
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
3 - 7 Literacy
Goal 2: To improve students' reading comprehension skills.
We will implement a consistent Years 3-7 approach to reading comprehension, using Big Six strategies in a variety of
Challenge of practice: text genres. Our initial focus will be on literal understanding, moving towards making inferences.
Actions Timeline Roles and responsibilities Resources
Implement Literacy Blocks focusing on Heggerty - Principal to ensure all teachers are familiar with - Big6 resources from 2020 trainings
the Big Six program
Phonics and Big Six reading comprehension skills. - Literacy Coordinator to provide resources for
- Literacy Guidebooks
teachers as required - Heggerty Phonics workbooks
- Teachers to plan consistent and cohesive reading
comprehension units of work across curriculum
areas
- Year 3 - 7 students to complete STAR test
Accelerated Reader program - STAR test - Teachers to review strategies recommended for each student - STAR Reading test
and ensure term planning supports student development - IT devices
- Communicate student results to students and parents/carers
- Students borrow books accordingly
- Complete testing every term to monitor and review
- Literacy Coordinator leads group norms
Teacher sharing time at a Staff Meeting - Principal to encourage and provide time for
- Group Norms
Learning Teams to discuss literal understanding Learning Teams to meet to share lessons based on literal - Students' work or evidence of
understanding
activities, progressing to inferred information. - All teachers willingly participate in Learning Team Meetings teaching practice
- Literacy Coordinator to introduce TAG - TAG Peer Assessment
- Teachers share peer assessment while others in the
team ask clarifying and thought provoking questions
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
Literacy Coordinator to audit staff knowledge and - Leadership to distribute, collect and - Big Six resources
understanding of Big Six strategies, analyse data and collate results from audit. - Sheena Cameron resources
plan and implement professional development for - Leadership to plan professional - CD/USB resources
improvement where needed. development based on results of - Literacy Guidebooks
audit. - Self Assessment of Literacy Teaching
- Running Records training for all supporting staff.
Teachers to conduct Learning Sprints (twice per term) - Running Records data (twice per
- Teachers to test all students and submit results to
based on Running Records. Literacy Coordinator term)
- Literacy Coordinator to collect and collate data and - Running Records training and
display on data wall
- Intervention Team to monitor and act on levels of materials
progress
Total financial resources allocated $10,000
Students will have progressively improved their ability to comprehend literal and inferred
information, across curriculum areas.
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: To improve students' writing skills.
We will implement and consolidate a consistent whole school approach, using the Brightpath programme, to the
Challenge of practice: teaching and moderation of students' writing.
Actions Timeline Roles and responsibilities Resources
Pre-test all students Week 1 or 2 - Discuss anonymity in testing with staff - Templates
Term 1 - Literacy Coordinator to provide guidelines - Instructions for testing
and templates to all teachers
- Brightpath Folder
- Literacy Coordinator to ensure all teachers
have access to Brightpath folder
- Teachers to pre-test all students by Week 8
Literacy Coordinator facilitates whole staff Term 1 Weeks 7, - All teachers meet with a teacher outside - Brightpath folder
moderation 8 their learning team to moderate and - Students' tests
score pre-tests
- Teachers to review student results and
decide how to implement teaching points
Pre-tests uploaded to Brightpath Dashboard Term 1 Week 9 - Office Manager to upload student - Students' tests
work to Brightpath Dashboard
- Teachers enter scores when
Dashboard is made available
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
Teachers to implement teaching points in the Ongoing - Literacy Coordinator to regularly - Brightpath Website
programming. (Term 1, 2) check-in and support teachers as - Brightpath resources from Knowedge
required to implement teaching points Base.
Post-test for all students Week 4, Term 2 - Literacy Coordinator to ensure all - Brightpath folders
teachers have access to Brightpath - Student tests
folder
- Teachers to post-test all students by
Week 4, Term 2
- All teachers meet with a teacher outside their learning team to
Moderate student results End of Term 2 moderate and score pre-tests - Student pre and post-test results
- Literacy Coordinator to collate and distribute data ready for staff to
analyse.
- Results displayed on data wall.
- Teachers to enter results on Brightpath Dashboard when it is available
in Term 3.
- Literacy Coordinator and Deputy Principal to organise student results to
be passed to 2022 teachers.
Total financial resources allocated $10,000
When observing, conferencing and moderating students' Narrative writing, we will notice
progressive improvements in authorial choices (manipulating language to achieve a purpose) and
Success criteria language conventions (controlled use and accuracy).
Page 11 of 12Approvals
Approved by principal
Name
Geoff Saunders
Date
27/11/20
Approved by governing council chairperson
Name
Bre Dietman
Date
27/11/20
Approved by education director
Name
Rob Knight
Date
19/02/2021
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