Kempsey East Public School
School Plan
2009-2011
13
School Plan for 2009-2011
School contextThe school is located in Kempsey, a town of approximately 10,000 people on the mid north coast. The school was established in 1881 and has a long and rich tradition of excellence in the sporting, academic and creative arts areas. There are 290 students in the school, 16% identify as being Aboriginal. The school is funded by the Priority Schools Program.
Priority Areas (3 Year horizon)
Literacy
Numeracy
Student Engagement
Aboriginal Education
Teacher and Leader Quality
Connected Learning
Targets (1 year horizon)
· Increase growth from Year 3 to Year 5 in writing from 12.9% to 50% achieving minimum growth
· Increase percentage of Year 3 students in top 2 bands of Number, Patterns and Algebra from 28% to 48%
· Increase percentage of Year 5 students in top 2 bands of Number, Patterns and Algebra from 29% to 36%
· To build the partnership between the Aboriginal community and the school
· Increase percentage of Year 5 students represented in Band 8 from 2% to 7% in overall literacy and 9% to 14% in numeracy.
· Increase percentage of Year 3 students represented in band 6 from 19% to 23% in overall literacy and 12% to 18% in numeracy
· Provide opportunities for all teachers to develop leadership skills and quality teaching practices.
The plan has been endorsed and approved by:
Principal: / Jenni Griffiths / Date: / School Education Director: / Date:
Principal’s initials: ______School Education Director’s Initials______
School Plan
School Priority Area: Literacy
Intended Outcomes:
Increased student growth in overall literacy between Year 3 and Year 5
Increase the percentage of students in the higher two bands in Year 3 and Year 5 in overall literacy (Year 3: 35% in 2009 to 45% in 2010. Year 5: 22% in 2009 to 30% in 2010)
All students achieve the literacy benchmark in NAPLAN
Greater use of technology to improve student literacy outcomes
All teachers use quality teaching strategies to enhance student outcomes
Target: Increase growth from Year 3 to Year 5 in writing from 12.9% to 50% achieving minimum growth
Indicators / Time Frame2010Term / Strategies / Responsibility / Resource Allocation& Funding source / Reform Element
1 / 2 / 3 / 4
Teacher self assessment and teaching programs indicate:
· The use of the North Coast Spelling Strategy with all spelling programs being developed from information gained from assessment;
· Teacher skill development in using planning techniques to support student improvement in using paragraphs and elaboration of ideas.
· Stage specific writing criteria for writing developed
· 8 teachers trained in accelerated literacy and school mentor trained. 50% of classrooms using AL strategies to teach literacy with a focus on writing
· a variety of software applications are used to support the teaching of literacy.
· All classroom teachers indicate that their use of software applications to teach literacy increases
· Student survey shows increased student confidence and engagement in writing through participation in AL
· Student work samples indicate 60% of K-6 students improve in the following writing criteria: spelling, punctuation and elaboration of ideas
· 90% of all Kindergarten students know all single sounds to improve spelling
· Students identified as bottom 25% of Year 1 included in Reading recovery. Data indicates improvement in reading levels for Year One
· 75% of K-2 students reach expected reading levels:
Levels K -10 , Yr 1 -16, Yr 2- 25
2010 NAPLAN data demonstrates:
· Spelling improves to <5 from state(2009 Spelling -19 from state)
· Description of characters is = to state, (2009 -9 from state)
· Elaboration of ideas improves to <5 from state,(2009 -14 from state)
· Year 5 students equal the growth rate in Literacy.
· A movement of students from the middle bands up to the top bands to more closely reflect state group bands / ü
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ü / Teaching staff participate in focussed professional learning in:
· the North Coast Spelling Strategy
· develop scope and sequence for teaching four forms of spelling, K - 6
· using NAPLAN writing criteria to make teaching of writing explicit in areas weakness, eg elaboration of ideas and sentence structure.
· Accelerated Literacy- mentor trained. Darwin training plus tutor training
· 8 teaching staff trained in AL
· Access to high quality literature in all classrooms
· The integration of interactive whiteboards into teaching practice including programs such as Jolly Phonics
· Best Start Assessment (semester 1 and 2)
· Cooperative planning of writing across stages using consistency in teacher judgement to assess all students in stage and develop quality teaching and assessment strategies for spelling and visual literacy.
· Focus on development of planning in student writing to develop effective use of paragraphs
· Use of high interest texts and ICT in reading to improve engagement of boys in reading and writing
· Access to literacy competitions, eg university competitions
· A structured home reading diary and homework program is implemented and monitored.
· Student survey to measure confidence in writing
· The Jolly Phonics program is enhanced through use of IWB in Early Stage one and Stage one.
· Workshops are conducted for parents to assist them to understand best practice in teaching literacy.
· Analysis of NAPLAN data- staff training /stage meetings- strategies to address needs. Use of Naplan support materials by all teachers K - 6
· School funds additional Reading Recovery support for Year One students
· Additional STLA support for students identified as at risk of not achieving stage benchmarks / AP
AP
Lit Coordinator
AL Mentor
Lit Coordinator
ES1 AP
Stage coordinators
Stage coordinators
Lit coord
AP
AP
ES1, Stage 1 leaders
Lit coord
CLO
Exec
Principal
Principal / Low SES
.4 teacher terms 2-4
AL T&D
$30000
PSP
.2 teacher Stage planning
literacy
$20000
Low SES
Accelerated Lit 25000
Low SES
Technology- res
$20000
$6000
Planning Days
12 x 4 @ $400/day
$19200
Home reading diaries
$900
Jolly Phonics IWB software $795 PSP
TPL
$2000
Global
.2 teacher / 4
1
3
4
1
4
4
6
4
1
School Plan
School Priority Area: Numeracy
Intended Outcomes:
Student growth in all aspects of numeracy between Year 3 and Year 5 improves from 41.9 % achieving equal to or above expected growth in 2009 to 50% achieving equal to or above expected growth in 2010.
Student representation in the top two bands in NAPLAN results is equal to or higher than the regional percentage
All teachers use quality teaching strategies to enhance student outcomes
Increased usage of ICT to improve student numeracy outcomes
Target/s: Increase percentage of Year 3 students in top 2 bands of Number, Patterns and Algebra from 28% to 32%
Increase percentage of Year 5 students in top 2 bands of Number, Patterns and Algebra from 29% to 36%
Indicators / Time Frame / Strategies / Responsibility / Resource Allocation& Funding source / Reform Element1 / 2 / 3 / 4
Teacher self assessment indicates:
· 100 % teachers use stage developed scope and sequence for teaching mathematics;
· 80% teachers regularly use the interactive whiteboard for the teaching of mathematics
· All teachers have trialled one of the targeted DET teaching resources for mathematics
· All teachers have increased their understanding of quality teaching and assessment strategies
2010 NAPLAN results indicate:
· School student growth is equal to the state
· Year 3 overall numeracy is equal to or above region
· Decrease the percentage of Year 3 students in lowest 2 bands for number,patterns and algebra
· 100% (Year 3 and Year 5) students above national benchmark for numeracy
Teaching programs indicate
100% teachers have used DET resource ”Talking about Patterns and Algebra“ to teach a unit of work
A parent survey of students involved in the Quicksmart program indicates increased confidence, enjoyment and engagement in mathematics
PAT maths testing indicates an improvement in Quicksmart student results in number / ü
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ü / Develop a scope and sequence for the teaching of maths in each stage
Teaching staff participate in focussed professional learning in the areas of student engagement, lesson study model and integrating ICT
From NC PLE
· ICT to enhance the Teaching of Numeracy (K – 6)
· Effective Numeracy Teaching in S1 and S2
· Effective Numeracy Teaching in S3 and S4
Staff familiarisation with DET resources and ICT applications to support the teaching of mathematics
Talking about Patterns and Algebra
Fractions, Lamingtons & Pikelets
TaLe, DET intranet K – 6 programming support
Workshops for parents to assist them to understand best practice in teaching numeracy and develop confidence about assisting their children at home.
Cooperative stage planning of mathematics using CTJ to develop scope and sequence, quality teaching and assessment strategies in the strands of number and patterns and algebra
Quicksmart program implemented. 16 students on intensive program
Additional maths class to support student on intensive intervention
Intensive Number Facts program for all Y3 – 6 students to develop mental computation skills
Analysis of NAPLAN data- staff training/stage meetings to develop teaching programs to address needs. Use of NAPLAN support materials by all teachers K - 6
Surveys and focus interviews to investigate the teaching of numeracy
/ Numeracy Coord
Numeracy Team
Numeracy Coord
CLO
Stage leaders
Numeracy Team
Exec
Numeracy Team / Low SES
Resourcing and purchase of QuickSmart intervention
$ 30 000
TPL
$6000 T&D
PSP
.2 SLSO days p wk
$ 10000
Resources to support programs
$5000
Low SES
Stage planning
$4000
Low SES
.2 teacher
$10000
LOW SES
Consultancy
$1000 / 4
2
4
1
6
4
2
1
4
3
4
5
School Plan
School Priority Area: Student Engagement
Intended Outcomes:
More students are represented in the two highest bands in the NAPLAN results (see Literacy and Numeracy targets).
Increased evidence of student direction in all classrooms.
Higher level of parent participation and communication with the school, increasing the number of parents regularly attending P&C meetings from 8 to 15.
Higher level of student engagement K-6 is reflected in a 20% decrease in the number of students receiving support desks (144 students in 2009).
Target:
· Increase percentage of Year 5 students represented in Band 8 from 2% to 7% in overall literacy and 9% to 14% in numeracy.
· Increase percentage of Year 3 students represented in band 6 from 19% to 23% in overall literacy and 12% to 18% in numeracy
Indicators / Time Frame / Strategies / Responsibility / Resource Allocation& Funding source / Reform Element1 / 2 / 3 / 4
Attendance data shows Improved attendance for students in Years 3 – 6.
More than 50% students grow more than 80 points in all areas of the NAPLAN tests.
Teacher self-reflection data indicates:
· teachers have a greater understanding of the DET Gifted and Talented policy;
· teachers involve students in the development of assessment criteria, how they learn and what they learn;
· teachers are familiar with and using Webquests; and
· Teachers understand the Intellectual Quality dimension and it is evident in all teaching programs.
· Student engagement- student survey reports an increase in percentage of students who enjoy learning at school (61%) and who like to do extra work (44%)
· Teacher survey and TARS monitoring indicates teacher reflection on and use of strategies to increase the engagement of students
Increase of students who complete homework and read at home more regularly.
Student engagement improves.
A survey of Years 3-6 students:
· indicates an increase of 5% students who enjoy coming to school; and
· an increase of 5% of students who believe they do lots of interesting things at school.
A parent survey indicates an increase in positive parent responses to:
· “Brighter students are well catered for and the school provides extension activities for children who want to lean more”; and
· Parents follow up websites and resources suggested in the newsletter.
Data on attendance- attendance improves to equal or higher than state. / ü
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ü / Attendance/ participation of students in QuickSmart program
Increased contact with parents
Introduction of Sentral to manage attendance and behaviour
A Clever Kids program is established providing extension activities and competition opportunities for gifted and talented students. This is done through:
· A daily extension class operating in Stage two and Stage three in English and Mathematics.
· G &T Focus groups each semester, eg Science, art, drama
Teacher professional learning opportunities are provided in:
· the identification of gifted and talented students;
· maintaining high expectations;
· student direction and Intellectual quality; and
· the use of interactive whiteboards in teaching
· Student engagement
Develop homework system/strategies to improve homework completion
Teachers use the NAPLAN teaching strategies to inform their teaching to improve student performance in the more difficult questions.
Students are exposed to the marking criteria for assessment tasks and understand what constitutes quality work samples.
Community Liaison Officers appointed to contact parents to increase parent participation in all aspects of school and to organise parent workshops.
The newsletter is used to inform parents about interesting websites and learning opportunities for children.
All classrooms have IWBs. All teachers trained in their use.
Website continues to be informative and regularly updated.
Transition to school initiatives/parent meeting support.
Support for families to support children at school.
Consultancy C Lashlie / Principal
G & T coordinator
G & T Coordinator
Teachers, Stage teams
Teachers
Principal
CLO
Principal
Principal /IT coord
Principal
AP
Principal / Low SES
$8000
PSP allocation
.4 teacher
$20000
Low SES/PSP
.4 CLOs
$18000
Low SES
Consultancy
$2000 / 4
6
5
3
1
4
1
6
4
1
6
6
3
6
6
School Plan
School Priority Area: Aboriginal Education