our school catchphrase / motto school context · school catchphrase / motto aiming high: planting...

ALAWA PRIMARY SCHOOL – Annual School Improvement Plan 2019 DEPARTMENT OF EDUCATION

Education NT - A strong public education system gives every child an opportunity to engage, grow and achieve

Our School Context

Alawa Primary school is a small innovative school located in the northern suburbs of Darwin.

The school provides an education for students from Preschool to Year 6 with a strong literacy and numeracy focus.

The Alawa School Farm and the Stephanie Alexander Kitchen Garden Program are a key feature of the school.

Our School Catchphrase / Motto

Aiming High: Planting seeds for the future.

Our School Purpose

Achievement of potential in a caring, collaborative

environment for all members of the Alawa School

Community.

School Priorities for 2019:

Through 2019 we will be focussing on new key drivers through the continual collection, analysis and use of data to inform our

improvement agenda with a solid instructional model with a foundation belief of Growth mindset:

Assessment Capable Learner: To enable students to maximize their current and future opportunities through the

development of learning and social skills to empower students to be better learners.

Being at School: Increase the number of students attending more than 80%, reducing late arrivals and maintaining our

93% attendance rate

Connecting reading and writing: Improve student’s two year gain in NAPLAN reading and writing in Years 5, 7 and 9

Quality Teaching: Explicit Teaching [How well we teach = How well they learn]

We will also be enhancing / further developing other elements of our continuous improvement agenda:

Numeracy: Continued focus on the rigorous implementation & extension of the consistent whole school approach to the teaching of Mathematics through the Meaningful Maths approach.

Looking After Our Own: Continuing our focus on overall student wellbeing, a positive school community, a staff wellbeing focus while ensuring cultural inclusiveness

ICT: Further develop and embed the use of ICT to fully engage students in learning in the 21st Century by expanding into a STEM focus including preparation for NAPLAN Online.

Differentiation for Learners: Identifying, catering for and ensuring differentiation and explicit teaching strategies for all learners [EALD, Special Needs, Gifted and Talented].

Kitchen Garden Program: Building the sustainability of the program

Quality Start to Schooling: Catering for the whole child.

Our Stakeholders & Partners:

Our key stakeholders are students, parents & the

community.

We also partner with:

La Trobe University / University of Queensland / Local Paediatrician: Speech & Occupational Therapy placements + onsite Paediatrician. Wrap Around Service.

US Marines: Mentorship program

Nemarluk School: Alawa Farm and other connections

Casuarina Education Precinct: 9 local NTG schools

Meaningful Maths Network: Co-ordination & Leadership within the professional network

School Sport NT: Darwin Region, Sport in Schools, Advisory Board

Department of Education: Data & Digital, School & System Accountability Unit

NT Music School / NT School of Languages / CDU

A & J Communications

Schools Plus

Our School Values



Priorities

Component

Evidence of Achievement

(How we will monitor progress)

School Baseline 2018 School Target 2019 Actions

(How we will achieve deliverables) Person

Responsi

ble

Resources Timeframe

(When we will complete

actions)

Being at School

Increase the number of students attending more than 80%, reducing late arrivals and maintaining our above 92% attendance rate.

Positive

recognition of

those attending

100%

Positive

recognition and

reward for those

attending 90%

and over

Daily attendance checks and follow ups

Weekly attendance checks

Twice per term validation checks.

School average

attendance for 2018 is

91.2% YTD

Late arrivals for 2018 =

1015

Number of students

attending more than

80% - 93.49%

School average attendance

for 2019 – 93%

Late arrivals for 2019 - 900

Number of students

attending more than 80% -

Attendance Plan for 2019 Donna

Heather

Attendance

Reward at the

end of each

term

Ice blocks each 3

weeks for least

lates

Ongoing throughout

2019

Ongoing focus for

Wave 3 students

by class teachers

and leadership

team

Regular effective

communication

with families and

the school

community

Referral of any

students less

than 60% to

Truancy

Daily attendance checks and follow ups

Weekly attendance checks

Twice per term validation checks.

60% - 80% decile

2017 23 8%

2018 14 5.36%

Below 60% decile

2018 3 1.15%

60% - 80% decile

Aim for

2018 14 5.36%

2019 10 3%

Below 60% decile

2018 3 1.15%

2019 1 0.5%

Follow up individual letters to parents at the

end of week 4 and week 8 each term for

explanation of Unexplained Absences and

Lates.

Term attendance figures exported from SAMS and added to GradeXpert and converted to Alawa Waves for teacher identification / discussion / analysis

Classroom teachers to be aware of Wave 4

[Below 80% decile] students and encourage

students to attend with targeted

conversations. Also to target Wave 3 children.

Referral to Truancy any ongoing concerns

Each Semester:

Semester Review done with analysis

Sharing with staff and identification of Wave 3 & Wave 4 students for targeted intervention – these students to have ILP’s

Semester attendance reported on with

Semester Reports to Parents

Donna

Heather

Class

Teachers

Ongoing throughout

2019



Priorities

Component




(How we will achieve deliverables)

Person

Respons.

Resources Timeline

Connecting

reading and

writing

Improve student’s

two year gain in

NAPLAN reading

and writing in

Years 5, 7 and 9

Connecting

reading and

writing

Main focus but all

other pieces feed

into this.

Links between reading and writing are

explicit in planning documents / program.

Use the reading and writing Alawa guide in

scope and sequence document.

Focus for Instructional Round in Term 2

Improve student’s two year

gain in NAPLAN reading

and writing in Years 5, 7

and 9

Close GAP between Alawa

and National Mean

Program feedback template to reflect link

between reading and writing

Develop chart - what do good readers do in

each class. [same as what do good writer do]

Send 3 staff to Lisa K PD day at SPPS – topic :

linking Reading and Writing -1 March

Teaching - term genre focus through guided

and shared reading, - visible in programs.

Literacy

team

Reading

resources to

support the

range of genres

being taught -

$4000

3 ERT days –

1200 -No cost to

attend.

Introduce concept at PD Day before speed dating – rotation-

: Interactive writing : Editing : Shared reading : Writer’s workshop model + Non-negotiables :Audience focus [2019 focus]

Writers

Workshop:

-to be part of the

non- negotiable

Writer’s workshop to be in all teacher timetables 3 times per week.

Model [chart] on display in classrooms.

Evidence of all non-negotiables in classrooms

Teaching 3 times per week within using

the writer’s workshop model

All students have a writer’s notebook

Genre focus evident in shared reading /

guided reading in teacher planning and

program

Writers workshop chart

What do good writers do negotiated.

Model spelling and editing strategies.

Writer’s workshop

happening in most

classes – not

consistently

Teaching of writing

through writer’s workshop

to be embedded in teacher

programs and in their

practice 3 times per week.

PD day first day back – re-introduce Writer’s

workshop model as a major component of the

reading / writing focus.

Non negotiables – create poster – visible in

classrooms – present to teachers at beginning

of 2019

Follow up in collaborative planning each term

Literacy

team -

Emma

$350 (Graphic

designer),

printing and

laminating -

coming out of

2018 budget

Chart to be in

classrooms from

beginning of 2019

Non negotiables

presented during PD

Day in Term 1,

Collaborative planning

days to follow up each

term.

Time in PLC meetings

dedicated to shared

reading / guided

reading



Connecting

reading and

writing

Improve student’s

two year gain in

NAPLAN reading

and writing in

Years 5, 7 and 9

Component



School Baseline 2018 School Target 2019

Actions


Person

Respons.

Resources Timeline

Targeting

improvement in

writing with

specific focus

Links to be made between 6+1 area of

voice and NAPLAN Audience Criteria in

teaching

2018

Year 3 - 18% below the

National mean in

audience

Year 5 – 9% below the

National mean in

Audience

2019

Year 3 – Increase of 10%

Year 5 – Increase of 10%

PD session late Term 1 to focus on audience –

20 mins Matt NAPLAN

Marking guide

continuum and

6+1 traits to be

used as model

for teaching

audience

To be introduced to

staff in PD day late

term 1.

Use NAPLAN

marking guide to

measure growth

in writing from

years 1 – 6.

All students will be mapped in GradeXpert

to measure growth in writing according to

all elements of NAPLAN marking guide.

Currently only measure

year 3 to Year 5 growth

in NAPLAN

Using the NAPLAN marking

guide from Year 1-6 –

measure growth in writing

across year levels for 2019

End of T 1 – teachers have unpacked all 12

criteria of marking guide

End of Term 2 and Term 4 – Teachers use full

marking guide to assess genre specific writing

focus

Set up in Grade early term 2 including

benchmarks

Literacy

team

$100 for posters

Ongoing throughout

2019

Improvement in

Spelling Data

Select classes

trialing and

evaluating

alternative

spelling programs

in 2019

Currently our students ability to spell is not

transferring into their writing ie. Spelling in

context is low.

NAPLAN Spelling 2018:

Year 3 - 82% At or

Above

Year 5 - 97% at or above

Spelling in context:

Year 3 : 24% below the

National Mean

Year 5: 11 % below the

national mean

NAPLAN Spelling 2019

Year 3 - 85% At or Above

Year 5 - 97% at or above

Spelling in context:

Year 3 : 10% below the

National Mean

Year 5: 5% below the

national mean

Purchase books and identify class teachers

Lotherington

Bernardino

France Classes to trial Words Their Way Spelling

program

Identify a regular planning time for 3 teachers

to work together for planning.

Planning time in collaborative planning

Online PD course available for trial teachers

All classroom teachers to explicitly model

spelling strategies in context during modelled

writing.

Spelling

sub-group

– Matt,

Riley and

Ana

Teachers

Purchase of

resources

-$500

Ongoing throughout

2019



Priorities

Component





Person

Responsible

Resources Timeframe


actions)

Assessment

Capable

Learner:

To enable students

to maximize their

current and future

opportunities

through the

development of

learning and social

skills to empower

students to be

better learners.

Introduction of

Scope and

sequence that

include Bounce

back, growth

mindset, Kagan

structures to

integrate SEL

together.

Scope and sequence to be

evident in teacher programs

and timetables.

Teacher performance

development

Developed in Term 4 2018 Incorporated into

programmes and

programme feedback

Professional development day time to explain

to staff (30minutes)

Review Scope and Sequence Term 2 [Collab

planning day]

Collation of resources in one place on network

PLC time to review, reflect and share

ACL Team

Classroom

Teachers

Print out copies

of Big Life

Journal for all

primary years

students to

create their

journal. $800

End of Term 2

Promotion of

what an

assessment

capable learner is

within school and

community

Student led conferences -

language is evident and

integral part of students

learning

Perception survey feedback

Parent Perception Survey

Student led –

Strong agree 29%

Agree 39%

NA 24%

Disagree – 0%

Strongly disagree 4%

Support my child’s social

development - 98%

Attendance and uptake of

coming to SLC

Average 70% total 269

Parent Perception Survey

Student led –

75% agree or strongly

agree

Attendance and uptake of

coming to SLC

Average 75%

Upskilling parents through newsletters and

ACL booklet [Email from SC start of year &

ongoing ER]

Embed in student led conferences

Every teacher includes a comment in general

comments in reports.

ACL team

Teachers

Ebony

Developing the

Assessment

Capable Learner

across the

curriculum

Students can discuss their

learning using ACL language in

a range of curriculum areas.

Students can use individual

data and language to discuss

their learning and progress as

an Assessment Capable

learner

Sem 1 walk through data 2018

Students discussing their

learning Term 1 : 71%

How to get there Term 1 : 58%

Next step: Term 1 : 42%

Students discussing their

learning: 75%

How to get there: 65%

Next step: Term 1 : 50%

Goal setting and data discussions to use

language of Assessment Capable Learner

Walkthroughs – ACL

Classroom

teachers

ACL team

Data folders for

P Years

Now and Then

Folders for

E Years

GradeXpert

Ongoing throughout

2019

Walkthroughs end of

Term 1 and end of Term

3.



Priorities

Component





Person

Responsible

Resources Timeframe


actions)

Quality

Teaching:

How well we teach

= How well they

learn

Unpacking Explicit

Instruction and

the 16 elements

End of each term walk

through with specific

focus

Ongoing improvement

in outcomes across the

school + behaviour data

2018 Alawa Data profile

+

Baseline self reflections

from November 2018

Improvement in outcomes

across the board

Increased teacher

confidence and self-

reflection in applying the

specific elements of Explicit

Instruction

Posters printed for each classroom

- Explicit instruction

- Anita Archer

EI Team Start-up day 2019

Embed into Curriculum Map, Assessment

Capable Learner book, Pedagogy framework

Sandy Term 4 2018

Identify priority

area based on

walk through

data to improve

outcomes and

engagement

Unpack walk throughs at Staff meeting.

Unpack priority area each term

o Review prior knowledge

o Require frequent responses

o Help students organise knowledge

o Distributed and cumulative

practice

o Examples and non-examples

Schedule lessons with teachers – Week 5

onwards

Schedule secondary walkthrough after

coaching sequence

o Feedback at staff meetings each

term

o Professional dialogue at PLT’s

Include in collaborative planning

EI Team Release – 1 hour

per

teacher/week

Tracking camera

[$1000]

Term 1, 2, 3 - 2019

http://sc.ntschools.net/e/ALAWASCH/schoolfiles/Teaching%20and%20Learning/VL-Collaborative%20Impact/Explicit%20Teaching/16%20elements%20of%20explicit%20instruction%20baseline%20data%202018.docx

http://sc.ntschools.net/e/ALAWASCH/schoolfiles/Teaching%20and%20Learning/VL-Collaborative%20Impact/Explicit%20Teaching/16%20elements%20of%20explicit%20instruction%20baseline%20data%202018.docx



Achieving Our Priorities: Continuing our Improvement Agenda

Improvement

priority

Deliverables

Actions

[How we will achieve

deliverables]


[How we will monitor progress]

Leading

Team /

Person

Timeframe

[When we will complete

actions]

Meaningful Maths

Strand analysis

GAP analysis and differentiation

Use CNAP to analyse the NAPLAN data

better and creation of plans

Use the data Hub to analyse PAT data

and inform planning for individuals

and class, and school cohorts.

Implementation of new plan

ST program reviews

Factored into collaborative planning and data

conversations.

NAPLAN and PAT results will improve

Led by Numeracy

team and embedded

explicitly into data

coaching.

Term 1: analysis

Late Term 1 a staff PD session to

introduce the plan.

Term 2: Collaborative planning and

data conversations.

Term 3: Consolidation of Plan

Alignment of Australian Curriculum with

Alawa Waves [Early Years] Review Australian Curriculum

standards and align with Alawa

benchmarks [Early Years focus]

Alignment reviewed

Benchmarks updated

Jed & Courtney Term 1

Ongoing use of Meaningful Maths Assessments

to inform teaching

Make sure that teachers are consistent

in assessing.

Data is in GradeXpert

Through team teaching

Embedded in programming and planning cycle

PAT Data through the Data Hub

Senior teachers Ongoing

Consistent use of Problem solving and Talk

Moves

Instructional round early Term 3

(Questioning for problem solving ) –

used to inform NZ consultant visit mid

Term 3

Data from instructional rounds

Feedback from visit

MM team 5 x ERT $2 000

Viv Thompson from NZ costs - $3 500

Needs to be timetabled – 11 classes

Upskilling of MM program for new staff Prior to Term 1 school – Angela and

new teacher

Term 2 – new teachers

Week 4 Term 1 Network orientation

Ongoing coaching for new and existing

teachers

Consistent whole school approach of MM program

Observations and program feedback

MM team and

senior teachers

Ongoing

Ensure Pre-school competencies are met Assist preschool in meeting of

competencies – coaching preschool

staff

ASC data

Transition results for MM assessments + ASC

Courtney Term 1

Remain involved in the collective as Tier 4

school Attend Coordinators meetings and

principals meetings Sandy & Ebony Ongoing



Improvement

priority

Deliverables

Actions


deliverables]



Leading

Team /

Person

Timeframe


actions]

Farm / Kitchen program

Kitchen- developing more awareness

of the kitchen program for Alawa

families

Students to take photos and

write brief description for

checking and then to send

Setting this system up with weekly kitchen plan Steven & Heather Fortnightly in newsletter

Building teacher knowledge of new

produce from farm

Set agendas for planning

meetings

Linda and Libby to prioritise this for planning

meetings when new produce available

Linda & Libby Once a term in planning meeting

with Libby & Linda

Greater herb garden input and

management

Education of students year 3-6 Time spent with Linda and Libby to plan. Linda & Libby From term 1

Farm and Kitchen- continue to build

connections with school curriculum-

HASS, Maths, English etc and individual

class programs.

Plan a session on sharing the

SAKG books with teachers

SAKG resource books PD Steve and Linda Linda to work with senior staff

on developing this into

curriculum maps

Seeking/sourcing funds for farm Tamra to prioritise seeking

sponsorship & grants from:

Chief Ministers Awards,

Recycling, Woolworths,

Stockfeed shop

Funds received through grant programs Tamra Ongoing

Identify specific projects for each class

each semester and how these contribute

to the grant applications.

Identify projects during

planning time and ensure these

are planned for in planning

time.

Gardens for wildlife

Aquaponics development

Indigenous culinary area/ bush

tucker

Program planning

Vege pods ongoing

Improving quality of free range chicken runs

Herb garden redevelopment

Linda and Libby

Beginning of each semester



Improvement

priority

Deliverables

Actions


deliverables]



Leading

Team /

Person

Timeframe


actions]

ICT

Integration into classrooms Introduce new scope and sequence

developed by Hollywood documents

Term 1: Day 1 half hour PD (Courtney

and Athena)

Integration into teacher programs [Feedback from

ST’s]

Feedback from coaches

Athena &

Courtney

Ebony & Ana

Ongoing

Term 1: Courtney and Athena to meet

with teachers in teams to see how

they are going

NAPLAN online Students to interact successfully

with NAPLAN online using different

devices

Completion of NAPLAN online

Being school ready to implement [see separate

document]

Donna, Athena

& Sandy

Term 2

Device replacement schedule Develop budget submission and

replacement strategy -ongoing

Action as funding become available Athena &

Sandy

Stage 1 – Primary – Term 1 2019

Stage 2 – Early years – Sem 2 2019

Technical Support for high level profile

work

Employ John Edwards as

consultant

See document priority list – school central Ongoing

Student Leadership Team 2 leadership groups – Primary / Tek

Ninjas / Early Years – Tek Interns

Athena &

Courtney TBA

Ongoing

Developed Term 1 2019

Gsuite Continues use for students and

teachers in primary -Coaching

Class programs

Student uploads to Seesaw

Primary

Teachers

Ongoing

Classroom Social Media and

Communications

Raise parent awareness, promote the

use better, include at Meet and Greet

Leadership team – revisit the plan,

monitored and followed up

Athena and Ebony to look at Primary

Courtney and Ana to look at Early

Childhood

Uptake and posts / engagement

Seesaw stats

Dojo stats

Athena & LT

Athena & Ebony

Courtney & Ana

Term 1

2018, Term 4

2018, Term 4



Improvement

priority

Deliverables

Actions


deliverables]



Leading

Team /

Person

Timeframe


actions]

Quality Start to School

Redesigning of the preschool space Alice to arrange a visit from a

consultant

Embed Book Explorers into drama

component of performing arts

focus

Nina Zepnick (Acting EC coordinator- Darwin

region)to help create the spaces

Alice / Ashlee Term 1

Professional learning for staff

Alice & Ashlee to check this

when it is published and join

Preschool teachers Association

Check EC calendar for professional

Join Preschool teachers association- and ask for PD

in arts space

Throughout the year as the

PD’s become available.

Appropriate resources Inventory of current resources and

list what is needed

Fundraise and budget for what is

needed

Purchasing of new equipment Semester 1

Current literacy, numeracy and ICT

overviews

Continue with ‘love of literature’

focus through Book Explorers.

Explore ways of using ipads and big

screen purposefully with preschool

children

Continue maths intentional

teaching focus each week and in

learning stations both indoors and

outdoors.

Using overviews already established when planning.

Planning priority for term 1

Term 4 ASC Data

Ongoing

Detailed plan of focus areas and an

overview

Start of term 1

Staff upskilling –addressing the Quality

Improvement Plan [QIP] fortnightly At the start of every term a

meeting will be held to discuss the

QIP



QIP and what areas we will be

focussing on.

Entering our focus areas into the

QIP will be scheduled into

programming every week by Alice,

Ashlee and Mary Jane

Area 1 & 7 Term 1

Area 2 &6 Term 2

Area 3 & 5 Term 3

Area 6 Term 4

Attendance Find research that supports the

importance of attendance in the

early years.

Alice is to send out information

about the importance of

attendance in Pre School.

In line with school / departmental

priority

Story Park – 3 times a term

Increase retention rate of preschool

students in 2019

In 2018:

71% of preschool students continued

on into Transition in 2019

91% of students enrolled in purple

group returned to preschool in 2019

Promote links between preschool

and school with parents

throughout 2019:

Transition Information Evening

to be early Term 4, 2019.

Orientation visits to Transition

from preschool to be promoted

to school community

An increase in the number of children moving

from the preschool to Alawa Primary in 2019

80% of preschool students in 2019 continue on

into Transition in 2020.

Donna / Alice Ongoing throughout year



Improvement

priority

Deliverables

Actions


deliverables]



Leading

Team /

Person

Timeframe


actions]

Looking after our Own

Rock and Water Jed to work with Year 4’s Look into training up another staff member Jed Term 1 - 9.30am Friday

Term 2 onwards based on needs

NESLI

National Excellence in School Leadership Initiative – Teacher Wellbeing Toolkit

Ana and Liv to lead

Build into Induction for new staff members ($85/staff)

30 mins at 2x staff meetings per term Ana / Olivia Term 1 – module 3

Term 2 – module 4

Term 3 – module 5

MBTI [Myers Briggs]

Know Thy Self and Others

Profile new staff members and update house ($40/profile)

Team building session, first day back.

1hr at PD day

Sandy Term 1 - induction

Team Management Index

Developing and Sustaining a High Performing Team

Introduce to staff

Build into PD day – 2 hour session

Profile staff and use in conversations, team building etc

Sandy End Term 1 PD Day [2hrs]

KAGAN Co-operative Learning Build into Induction for new staff Staff meeting team builders Jed/Liv Term 1 - ongoing

Embed in Scope & Sequence – ACL Common language and use of common structures.

Teacher programmes [ST’s]

Jed/Ebony/Liv Term 1 - ongoing

Timer Tools Day 1 PD – introduce Timer Tools throughout Jade Term 1

Cultural inclusiveness

Newsletters – promoting special events and celebrations

Perception survey data Mary/Tamra Ongoing

Kindness Day Team Term 1 – 21 March

Social committee Staff Appreciation Come up with some nice things to do together/appreciate each other

Social Committee

Few times a year

Counselling Continue to seek grant for in-house

counselling

In place Ongoing



Improvement

priority

Deliverables

Actions


deliverables]



Leading

Team /

Person

Timeframe


actions]

Looking after our Own

Behaviour

Principal pep talk Behaviour is monitored and tracked through

GradeXpert.

Sandy Start of each Term

Learning Commission

LC to identify data from 2018 to

investigate

LC feedback to staff and share

learning

Student engagement and perception survey data

regarding leadership opportunities.

Matt

Sandy

Ongoing

Student Leadership SRC and SLG to be elected Student engagement and perception survey data

regarding leadership opportunities.

Ebony/Donna Ongoing

our school catchphrase / motto school context · school catchphrase / motto aiming high: planting...

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