2014ANNUAL IMPLEMENTATION PLAN
WOODRIDGE NORTH STATE SCHOOL
Key priorities for 2014Improvement Agenda(Related to student learning outcomes e.g. Reading, Number. “ Improvement is sought in student performances, is aligned with state-wide improvement priorities”.)
- 80% of students in Prep to Year 2, who do not require learning support plans, will be at or above national minimal standards in reading by November 2014.
- 89.9% of Year 3 students who do not require learning support plans, will be at or above NMS and24% of these students will be in the U2B in the 2014 NAPLAN reading tests.
- 80% of Year 5 students who do not require learning support plans, will be at or above NMS and 13% of these students will be in the U2B in the 2014 NAPLAN reading tests.
- 86% of Year 7 students who do not require learning support plans, will be at or above NMS and 12% of these students will be in the U2B in the 2014 NAPLAN reading tests.
- 90% of Year 4 and Year 6 students who do not require learning support plans, will be at or above national minimal standards in reading by Nov 2014.
- Pedagogy – focus on Reading in Semester 1, 2014. Focus on Reading and Writing in Semester 2. Additional personnel purchased to ensure differentiated curriculum and delivery (see attached intervention timetables) that will lift the performance of students P-7 in literacy and numeracy (see attached targets). Monitoring of student progress throughout the year (see attached assessment timetable).
- Well-being – improving staff morale through consistent, cohesive practices; collegial support including instructional coaching, peer coaching, classroom walk throughs and lesson observations.
- Behaviour and Attendance – improving methods of communicating and working with parents concerning the importance of regular, on-time attendance. Provision of behaviour support plans for students who are challenged within a school context. Monitoring behaviour and attendance (weekly, daily). Continue to build strong partnerships with parents and with external organisations that support the school and its community.
Documents attached include
- School Improvement Targets for2014
- Intervention Timetables for P-3 and 4-7
- Assessment Schedule
Certification
This plan was developed in consultation with the school community and meets school needs and systemic requirements.
………………………………………………….Principal / ………………………………………………… P and C / School Council / ……………………………………………….. Assistant Regional Director
SCHOOL CURRICULUM
School strategies / Actions / Performance Measures / Responsible Officer / Resources
Description / Target / Date
Implementation of ACARA through school Pedagogical Framework
Systematic Curriculum Delivery
Analysis and Discussion of Data / Pedagogical Framework updated with teachers, displayed in every classroom and embedded through collaborative planning sessions.
Curriculum Coordinator conducts planning sessions with all class teachers. Intervention teachers, teacher aides included in planning sessions.
Employment of additional personnel to support implementation of differentiated curriculum.
Structured overviews for literacy and numeracy blocks, implemented through uninterrupted 2 hour blocks.
Use of WALT/WILF, exemplars and GTMJ displayed in every classroom.
PD linked to school and strategic priorities and whole school practices.
Rolling out of Daily Five and CAFE as WNSS’s high-impact, evidence-based literacy program that supports independent literacy skills.
Adoption of the regional Adapting Curriculum document to ensure we are catering for our students in our context.
School Reading Program developed and based upon current best practices and research-based strategies which are a priority in the South East Region.
Release time and staff meetings to provide opportunities for analysis and discussion of data resulting in targeted teaching strategies [in-house and district moderation, data wall discussions, rolling meetings].
Using our adapted Reading Differentiatiobn Planner to identify relevant strategies for specific reading behaviours which then informs student individual reading goals.
Whole school approach to individual student goal setting. Mapping of goal achievements, supported reflection and future goal-setting. / Class practice being aligned with pedagogical framework.
Time and resources allocated to allow for collaborative planning of differentiated work units.
Use of CWTs to obtain whole school data for reading practices(Sem 1) and writing practices (Sem 2).
Level of confidence teachers have in their own under-standing of and ability to implement the school’s pedagogical framework.
Instructional Coaching program supporting teachers to implement the Daily Five and the CAFE.
Teachers meet the timellines given and use the tools identified in the school’s curriculum, assessment and reporting planner. / Entered into G Drive
Fortnightly year level meetings (2 hour blocks)
Twice weekly collections over negotiated period
Improved SOS, NAPLAN and school-based assessnment result
50% of teachers involved by Dec
According to planner. Data entered onto One School where required. / On-going
On-going
On-going
On-going
On-going
SOS S2116 100% use of student data
On-going / Curriculum leaders with class teachers
Curriculum leaders with class teachers.
School leaders
School leaders
Curriculum Coordinator extending to other trained teachers.
Teaching staff with support where required. / Release time, budget provisions
Release time
Time
Purchase of resources to support implementation
Budget provisions for professional development
Release time, budget provisions
Support from school leaders where required
1
SCHOOL AND COMMUNITYSchool strategies / Actions / Performance Measures / Responsible Officer / Resources
Description / Target / Date
Continue to build partnerships and relationships that contribute positively to school operations.
A culture that promotes learning.
Collaborative practices that create community health and well-being. / Continue to access and develop strong partnershps with these organisations to provide additional services/resources for the school including:
Pathways to Resilience Trust to ensure a whole school approach to developing social and emotional well-being. Purchase/use of Youth Workers to support students who have dis-engaged from schooling.
Ganyjuu, Community Hub, Neighbourhood Centre and EAL/D programs to support cross-cultural curricula and extra-curricula programs.On-site C&K and Save the Children Playgroup to provide pre-prep programs. Establishment of strong links between C&K and Prep.
The Smith Family and other support organisations including HOF and Families First provide support to low SES students and families. Allocation of a key teacher to support and engage students and families with regard to well-being and attendance.
SWPBS encourages and recognises positive behaviours across the school community.
Incentive programs encourage students to reach their individual goals, regular attendance, positive behaviours. Student leaders to take an active role in providing lunch time activities for younger children.
All Year 5 students participate in the Young Leaders program to support their transition to secondary education and life-long learning. Collaborative programs already in place with local secondary schools for Years 6 & 7.
YMCA provides a healthy breakfast for students three days a week. Tuckshop volunteers provide healthy lunches three days a week.
Toothbrushing program and SQ A&TSI ear health program.
A collaborative, collegial, agreed approach to the provision of feedback regarding signature practices across the school.
Using feedback about the results of the SOS to obtain improvements in identified areas with a key focus on staff morale.
Continued community group meetings to obtain input from cultural groups represented within the school community.Continued celebration of range of cultural events including NAIDOC and Multicultural Day.
Utilise range of multi-media resources to ensure parents are fully informed about the progress of school operations. / Feedback from staff, students and parents including school opinion surveys.
Strong communication and network systems in place.
Levels of regular attendance and participation in programs and opportunities being provided.
SOS, SET and Behaviour Audit data results show on-going improvement. High flyers identified & supported.
Students have a Flying Start for future success. Visits to and by secondary schools, challenge days.
CWTs operating across school. Data collated and shared with staff to set future focus and action.
Increased levels of satisfaction in SOS.
SOS parent satisfaction S2025 with being well informed / Increased positive behaviours
Improved SOS levels of satisfaction
Hub leader appointed
Increased satisfaction levels with school services.
BA June, 2014
All able students setting goals.
Feedback from secondary schools.
From Feb 2014. Consistency across the school.
Over 80% satisfaction level in staff morale.
Satisfaction level from 78% to 80% / On-going (OnSchool)
S2027 > 85% S2020 > 85%
Feb, 2014
Attendance checked daily
Text mess-aging parents
Behaviour monitored weekly
On-going
Term by term review
Aug 2014
Aug 2014 / Principal with relevant groups, organisations and MST.
MST
MST
TA allocated to role
BST
Stud Coun supervisor
DP
School leaders
Principal and MST with relevant school community groups / Support agencies
Purchase of Youth Worker
Release time for PD where required.
Budget allocation
Volunteers
Dental Clinic
A&TSI
Budget allocation for special events
TEACHING PRACTICE
School strategies / Actions / Performance Measures / Responsible Officer / Resources
Description / Target / Date
Consistent, cohesive, explicit teaching and learning practices
Evidence based teaching
Differentiated classroom learning / Teacher release time with key curriculum personnel to ensure quality delivery of curriculum.
Professional development alows for continuous improvement in student outcomes.
Use of research-based strategies including Daily Five, CAFE, BIDBUI, WTW, STRIVE, SWPBS, Prep Start…
Contemporary teaching makes effective use of ICT tools and strategies to ensure high quality engagement of students for a 21st Century learning program.
WALT/WILF to provide clear expectations for all lessons and how students can achieve success.
Use of data to help identify individual needs and relevant strategies which can address these needs.
Processes for providing helpful feedback to staff using options such as lesson observations, peer coaching, instructional coaching.
Feedback to students through systems such as the Traffic Light strategy to differentiate teaching for follow-up lessons.
Use of 24/7 learning opportunities to cater to the students individual needs, eg. Mathlitics, Reading Eggs/Eggspress, EdStudios, flipped classrooms.
Employ an Indigenous teacher aide to support the literacy and numeracy development of our Indigenous students thus helping to Close the Gap. Embedding Indigenous perspectives and experiences as part of curriculum. / Levels of confidence teachers feel in their own ability to provide quality programs for students.
Increased cohesion of reading practice across the school.
EdStudios, Webinars, other online learning tools such as Reading Eggs & Eggspress, Mathletice, Morning Parades, laptop classes in Years 4/5.
Cohesive and consistent practices across school.
Intervention teachers and teacher aides included in planning sessions.
Increased uptake of feedback options.
All students are engaged, challenged and extended through learning programs.
Increased % of students working with 24/7 tools and programs.
Increased attendance and engagement of Indigenous students.
Respect for Indigenous per-spectives across curriculum / Confidence that learning needsare being met.
All classrooms
Monitor laptop class results over 3 years
Students can say what they are learning and why.
Strong team spirit
Agreed and implemented
ILPs for red light students
Checking usage term by term
On-going monitoring
Feedback from community / Aug, 2014 SOS data S2117 > 90%
From Term 1
NAPLAN & SBData to track trial results
CWT data on-going
80% satis with PD in SOS, Aug
80% uptake
Weekly checks
No gap / Curriculum leaders and relevant personnel, including external providers
Curriculum leaders with class teachers
BSM & ICT team, class teachers
Curriculum leaders with teachers and teacher aides
Trained coaches training others for coaching roles.
SEP HOSES working with teachers who have students on ILPs
Teachers & students – ICT key teacher to monitor uptake
MST
DP with Indigenous TA / Release time support
Resource personnel for collegial support matrix.
Budget allocation
Release time support
Accessing training for coaches
Time allocated to develop ILPs with parents
Budget allocation for programs
Continued allocation of time for community liaison roles.
PRINCIPAL LEADERSHIP AND SCHOOL CAPABILITY
School strategies / Actions / Performance Measures / Responsible Officer / Resources
Description / Target / Date
An expert teaching team supported by trained and efficient support staff
Targeted use of school resources / Release time, which includes data analysis, collaborative planning, professional dialogue which is linked to school priorities.
Sector leaders, curriculum committees, key teachers and program managers to ensure confidence and competence in providing programs which achieve improved student learning outcomes.
Use of PDP process to identify individual interests and strengths and to identify requirements for further training to foster collegial coaching across the school.
Provision of opportunities for teachers to take on leadership roles within the school – to extend leadership density and capabilities, ensure sustainability of operations.
Use of carried forward funding from the national partnership to continue the purchase of key personnel needed to meet the needs of this school community, eg. BST and S/MST.
Use of Great Results Guarantee funding to purchase an additional two teachers and an additional two teacher aides for targeted intervention across P-3, thus releasing other staff to work across Years 4-7.
Use of Great Results Guarantee funding to purchase an additional 0.2 SLP to support the Prep Start program and to coach teachers to implement STRIVE.
Use of Great Results Guarantee funding to purchase an additional 10 hours week of Indigenous teacher aide support to increase the engagement and attendance of Indigenous students across the school.
Use of staffing allocations and other grant funding to support learning and teaching, counselling and other services.
Continued purchase of an ICT technician to support infrastructure within the school. / Improved performance in NAPLAN and SB assessment and in SOS results.
Smooth operations and well-managed budgets.
Increased levels of satisfaction with PD opportunities and with ways of giving and receiving feedback.
Improved levels of staff morale.
Improved engagement, attendance, behaviour and student outcomes.
Improved student learning outcomes across the school (see targets attached).
Increased number of Prep students meeting national benchmarks by end year.
No gap between Indigenous and non-Indigenous students.
Building positive relationships with parents/carers to support school engagement.
Systems working effectively. / See targets on page 1 and in attachment
Audit report rating Very Effective
90% SOS
80% SOS
95% overall attendance
See targets on page 1 and in attachment
See targets on page 1
Monitor progress of Indigenous students
SOS data
SOS data / On-going
2014
Aug report
Aug report
Weekly monitoring
Monitoring term by term
2014
2014
Aug 2014
Aug 2014 / Principal with school leaders
BSM/Principal with program managers
Principal
Principal
BSM/Principal with BST and MST
BSM/Principal
BSM/Principal
BSM/Principal/MST
Principal with school leaders
BSM/ICT team / Budget allocations
Matrix of colleagues with particular strengths
Coach training
Incentives budget
Budget allocations
Budget allocation
Budget allocation
Staffing allocations
Budget allocation
OTHER REQUIREMENTS
School strategies / Actions / Performance Measures / Responsible Officer / Resources
Description / Target / Date
Differentiated professional development / Provision of opportunities for teachers to access PD they have identified as relevant to their own professional learning needs through use of peer coaching, instructional coaching, lesson observations, internal and external providers.
Encouraging staff to make use of eResources that cater to personalised learning.
Non-teaching staff identify professional development activities that will assist them most to carry out their roles effectively.
Teacher aides involved in the P-3 targeted intervention to be part of the fortnightly release time data and planning sessions to enhance the quality of the intervention being provided. / Processes utilised to help identify and deliver PD in areas identified by staff – teaching and non-teaching.
Home page and email used to notify other staff members of any PD opportunities available.
Strong teaching teams. / All staff / Throughout year / Principal with BSM and other school leaders / Budget for PD and training
Closing the Gap / Indigenous students not currently meeting standards have been identified and targegted intervention is being provided to lift learning outcomes.
Attendance of Indigenous students monitored daily and contact made with parents through home visits where necessary to increase attendance and engagement. / No gap between the outcomes of Indigenous and non-Indigenous students. / All Indigenous students at or above minimal standards / By Dec 2014 / Relevant teachers with Indigenous TA & MST / Purchased of additional TA support
Improving outcomes in literacy and numeracy / Provision of additional support for Years 3, 5 and 7 in Semester 1, 2014 and for Years 2, 4 and 6 in Semester 2, 2014 and with significant additional support across P-3 throughout the year for both literacy and numeracy but with a key focus on reading in Semester 1 and on Reading and Writing in Semester 2 extending to Numeracy in Semester 1, 2015.
Experienced teachers and teacher aides providing support to class teachers throughout the year. / Teams working across the classes in each year level.
Consistency of personnel for targeted intervention in each class. / Timely support for all year levels. / Throughout year / Principal with curriculum leaders / GRG funding for support personnel
Program Management / Individual action plans for all budget areas with staff across the school taking up leadership roles in developing the program plans and monitoring the budget. / Smooth operations across all program areas. Well-managed budget. / Action plans completed by Week 2, 2014 / Monitored term by term / Program managers and Super BSM. / Funding
School Improvement Targets 2014
A Sustained Trajectory of Improvement
School Name: Woodridge North State School
By 2017, this school will be in the / Decile 3 / percentile of schools Nationally.
Strand / Year Level / Measure / Current Performance / School Targets / School Performance
2013 / 2014 / 2012
Reading / Year 3 / NMS / 88.9% / 89.0% / 88.90%
U2B / 13.0% / 24.0% / 24.10%
Year 5 / NMS / 91.7% / 80.0% / 68%
U2B / 14.6% / 13.0% / 2.00%
Year 7 / NMS / 85.7% / 86.0% / 84.00%
U2B / 6.1% / 12.0% / 2.00%
Writing / Year 3 / NMS / 94.3% / 92.0% / 86.80%
U2B / 45.3% / 24.0% / 39.60%
Year 5 / NMS / 90.0% / 87.0% / 64.00%
U2B / 12.0% / 8.0% / 2.00%
Year 7 / NMS / 71.4% / 80.0% / 79.00%
U2B / 4.1% / 7.0% / 3.80%
Spelling / Year 3 / NMS / 81.1% / 87.0% / 88.90%
U2B / 22.6% / 22.0% / 31.50%
Year 5 / NMS / 92.0% / 91.0% / 80.00%
U2B / 24.0% / 18.0% / 8.00%
Year 7 / NMS / 70.0% / 82.0% / 72.00%
U2B / 14.0% / 13.0% / 9.40%
Grammar & Punctuation / Year 3 / NMS / 86.8% / 84.0% / 81.50%
U2B / 17.0% / 27.0% / 24.10%
Year 5 / NMS / 84.0% / 84.0% / 60.00%
U2B / 8.0% / 16.0% / 4.00%
Year 7 / NMS / 58.0% / 90.0% / 72.00%
U2B / 12.0% / 12.0% / 3.80%
Measure / Dimensions of Measure / Current Performance / School target / School Performance
2013 / 2014 / 2012
Numeracy / Year 3 / NMS / 88.7% / 91.0% / 84.90%
U2B / 3.8% / 18.0% / 13.20%
Year 5 / NMS / 87.5% / 98.0% / 65.30%
U2B / 4.2% / 12.0% / 2.00%
Year 7 / NMS / 84.0% / 89.0% / 84.30%
U2B / 8.0% / 8.0% / 2.00%
INDIGENOUS EDUCATION
Source: School Data Profile p.9 / The gap between Indigenous and non-Indigenous student Reading and Numeracy mean scale scores / Yr 3
Reading / 13.0 / 0.0
Yr3
Numeracy / 4.0 / 0.0
The gap between Indigenous and
non-Indigenous attendance rates 2013 Calculate - p.9 Student Attendance Rate Semester 1: Non-Indigenous subtract Indigenous / 9.2% / 4.6%
ATTENDANCE
AND RETENTION
Source: School Data Profile p.2 / Average attendance rate for students / 94.0% / 91.90%
SATISFACTION MEASURES
Source: School Opinion Survey Reports / Percentage of students agree that they are getting a good education at school. SOS Item S2048 / 96.0% / 95.2%
Percentage of parents/caregivers satisfied/agree that their child is getting a good education at school. SOS Item S2016 / 95.0% / 94.70%
Percentage of parents/caregivers satisfied/agree that this is a good school. SOS Item S2035 / 96.0% / 95.80%
Percentage of school staff who agree that they have good access to quality professional development. SOS Item S2086 / 85.0% / 80.90%
Percentage of school staff who agree that they feel the staff morale is positive at this school. SOS Item S2084 / 75.0% / 66.00%
Note: The major redevelopment of the School Opinion Survey in 2012 has resulted in a break in the School Opinion Survey time series. Therefore, data from previous years should be considered with this in mind and be used with caution.
Year 4 - 7 Intervention Teacher and Teacher Aide Timetable Term 1