School Annual Implementation Plan

for 5493 Roxburgh Rise Primary School

2015

Based on Strategic Plan 2014 - 2017

Endorsements

Endorsement by

School Principal

Signed……………………………………….

Name……Ms. Chris Bozikas…………………………………….

Date………31st March, ……………………………………

Endorsement by

School Council

Signed……………………………………….

Name………………………………………….

Date……………………………………………

School Council President’s endorsement represents endorsement of School Strategic

Plan by School Council

Strategic Direction

Goals Targets One Year Targets

Achievement

To improve student learning outcomes in English and Mathematics Years P-6 by the end of the Strategic Plan period.

1. To continually close the gap between school and state mean scores on the DET student achievement performance indicators (using NAPLAN Scaled Scores).

1.1 To reduce the difference between the State and School Mean scores by 10 points for Grade 3 NAPLAN results in Numeracy (2014 Grade 3 NAPLAN State score 414 School Score 385) 1.2 To reduce the difference between the State and School Mean scores by 10 points for Grade 5 NAPLAN results in Numeracy (2014 Grade 5 NAPLAN State score 495 School Score 460) 1.3 To reduce the difference between the State and School Mean scores by 5 points for Grade 3 and 5 NAPLAN results in Reading as compared to the previous year. (2014 Grade 3 NAPLAN State score 430 School Score 401, 2014 Grade 5 NAPLAN State score 507 School Score 466 1.4 To match or exceed State Mean in Writing for Grade 3 NAPLAN results (2014 Grade 3 NAPLAN State score 415 School Score 419) 1.5 To reduce the difference between the State and School Mean scores by 5 points for Grade 5 NAPLAN results in Writing and Spelling (2014 Grade 5 Writing NAPLAN State score 478 School Score 468, 2014 Grade 5 Spelling NAPLAN State score 498 School Score 479)

2. Reduce the number of students below

the expected level and increasing the percentages of students assessed with A and B grades (as measured by AusVELS/Australian Curriculum) in each dimension of English and Mathematics in comparison to the previous year

3. For students to achieve at least one

year’s growth in learning (as measured by AusVELS) during each school year.

1.6 To match or exceed State Mean for Grade 3 NAPLAN results in Spelling (2014 Grade 3 NAPLAN State score 417 School Score 410) 1.7 To reduce the difference between the State and School Mean scores by 5 points for Grade 3 and 5 NAPLAN results in Grammar as compared to the previous year. (2014 Grade 3 NAPLAN State score 433 School Score 404, 2014 Grade 5 NAPLAN State score 505 School Score 472 2.1 To Increase the number of students at expected level in Maths from 56% to 65% across the school 2.2 To Increase the number of students assessed with A and B grades in Maths from 9% to 12% across the school. 2.3 To Increase the number of students achieving above expected level in Reading from 21% to 25%, in Writing from 11% to 15% and in Speaking and Listening from 3.5% to 10% across the school 2.4 To reduce the number of students achieving below expected level in Reading from 12% to 8% across the school 3.1 For 90% of student to achieve one year’s growth in one year. (Cohort & Individual level)

4. To progressively increase the

percentages of Year 3 and 5 students

assessed in the top three NAP Bands

for their year level when measured

from a 2014 baseline for Numeracy

and English.

4.1 To increase the number of students in Grade 3 assessed in the top three NAP Bands for Numeracy from 59% in 2014 to 65% in 2015. 4.2 To increase the number of students in Grade 5 assessed in the top three NAP Bands for Numeracy from 35% in 2014 to 45% in 2015.

4.3 To increase the number of students in Grade 5 assessed in the top three NAP Bands for Reading, Writing, Spelling and Grammar by 10% as compared to the previous year. Reading- from 38% in 2014 to 48% in 2015. Writing- from 35% in 2014 to 45% in 2015. Spelling- from 54% in 2014 to 64% in 2015. Grammar- from 45% in 2014 to 55% in 2015.

Engagement

All Roxburgh Rise Primary School

students will be highly connected to

school, motivated and engaged in their

learning.

To maintain high (in the top quartile of

school scores) scores on the teaching and

learning measures.

For the percentage of absences that are

unexplained to be no greater than 35%.

Wellbeing

To promote student wellbeing, including positive behaviours that reflect school values.

Further improvement in student survey mean scores for student safety and classroom behaviour measures.

To have increased students’ levels of resilience (as measured by classroom teachers) on a school-based survey.

Productivity

Lead improvement through the effective and efficient allocation and use of school resources in order to support and achieve our Achievement, Engagement and Wellbeing goals and targets.

Effectively monitor and manage workforce planning ensuring that the school is operating within the limits of the SRP. Expenditure of program budgets to be within the yearly allocated funds.

All staff roles and responsibilities are outlined and all vacant positions are appointed. All program budgets are expended within the allocated yearly funds

Increase revenue each year through local fundraising and the submission of grants to ensure the implementation & enrichment of programs. Increase participation level of parents attending school and Hub activities as compared to previous years. Improved Parent Survey results

Implementation

Key Improvement

Strategies

What the activities and programs required to progress the key

improvement strategies

How the budget, equipment,

IT, learning time, learning space

Who

the individuals or teams

responsible for

implementation

When

the date, week,

month or term for

completion

Achievement milestones the changes in practice or

behaviours

Achievement Build the capacity of teachers to ensure that each lesson is purposeful, clearly defined, differentiated, and challenging to meet the students’ point of need and learning style.

MATHEMATICS

Develop teacher capacity to understand and effectively plan, assess and teach through the 4 Maths proficiency strands:

Fluency Understanding Problem Solving Reasoning

PLTs to use the Michael Ymer termly planners, the Frank Schoonderbeek Scope and Continuums, and Essential Assessment online tool to guide team planning

Whole Staff professional learning Release maths committee for one day to unpack the 4 maths proficiency Strands PMS support for Graduate, new and returning teachers PLT’s to have common planning time to plan with Curriculum Leader and CS staff

Whole Staff Maths Working party formed from Maths Curriculum Committee PMS CSS, PLT, Curriculum Leaders

Ongoing Term 1 and 2 Ongoing Ongoing

Planning will show evidence that the Maths curriculum is being taught through the Proficiency strands

Creation of a Proficiencies and Investigations teaching and learning tool Planning will show evidence of targeted differentiated curriculum based on student learning needs Professional Learning at a whole school, team and individual level is purposeful and targeted to address the identified needs of the cohort.

ENGLISH Speaking & Listening Unpack/review Australian Curriculum Speaking and Listening Mode with all staff Develop Speaking and Listening Rubrics Review current effective approaches to teaching S & L

Staff PL

PLT’s to have common planning time to plan with Curriculum Leader and CS staff

English Leading Teachers

PLT leaders

Term 2 onwards

Teachers are explicitly

teaching Speaking and

Listening elements from the

Australian Curriculum

Teachers using Speaking

and Listening Rubrics to

collect data to inform their

teaching and assess

progress.

Reading Provide professional learning of effective literacy teaching practices such as: 1. Employing a range of teaching approaches e.g. Modelled, Reading To, Language Experience, Shared, Guided, Guided Reciprocal Reading, Independent Reading & Literature Circles. 2. What are appropriate Reading strategies to teach for each stage of Reading Development

Leading Teachers to model approaches and strategies and provide PL for Graduate and new teachers

Share strategies and approaches at PLT term and fortnightly planning sessions

Target PL to individual teacher needs

Allocate afterschool PL time for whole staff Professional learning.

English Leading

teachers/All Staff

Term 2 and Ongoing

Teacher planning and Reading lessons reflect a variation of teaching approaches and strategies used based on student learning needs.

Writing Scaffold teacher’s learning by providing them with a Writer’s

Whole school start up for writing,

English Leading Teachers

Term 1 and ongoing

A consistent approach to Writer’s Notebook is implemented across the

Notebook Start Up program to follow.

Clarify and refine the way we teach Writing by unpacking the AusVELS Continuum of Writing, review elements of the writing hour and effective approaches to teaching writing e.g. modelled, shared, interactive, guided, independent PLTs continue to plan explicit teaching of spelling and grammar across the school

Writing PL targeted to the varying needs of staff. E.g. new staff, individuals, PLTS, whole staff.

PLS to model aspects of writing for new and graduate teachers

Fort nightly PLT English planning with Leading teachers and CSS staff.

PL/Collegiate visits

PLT leaders

PLTs/ English Leading

teachers

Ongoing

school. Planning will demonstrate evidence of targeted teacher focus groups and differentiated approaches in the teaching of writing. All elements of the writing hour are evident in daily writing lessons.

AusVELS and NAPLAN data demonstrates continued growth in spelling and grammar.

EAL PL for new and Graduate staff on: - using the EAL continuum for planning & assessing EAL students -effective teaching and learning strategies and approaches for EAL students

Time allocated in Term and fortnightly Planning sessions EAL leaders are allocated time on the afterschool PL schedule

EAL Team/English LT Ongoing EAL continuum used for planning and assessing EAL students. Planning shows the classroom program is differentiated and targets the needs of EAL students. Progress of EAL students along the continuum is evident.

Embed and sustain the Launch, Explore, Summarise instructional model in Mathematics at Roxburgh Rise Primary

Update the Whole School Math Plan to reflect current practices and the instructional model

Curriculum Committee meetings

Maths Curriculum Committee

Semester 1

Whole School Maths Plan reflects current practise and instructional model

Enhance the use of accurate and timely assessment data to identify each student’s point of learning need

Investigate new and reliable oral language assessments in order to monitor student learning needs and achievement at all Grade Levels more effectively Investigate Reading Comprehension assessments suitable for triangulation of data

Introduce a more comprehensive assessment of our Level 30+ readers in grades 4-6 using Fountas and Pinnell Benchmark Assessment System 2

Familiarise staff with new

Australian Curriculum

assessment maps for

moderating.

PLTS to decide on

common assessment

tasks to build

assessment portfolios for

students.

Allocate time for PLTs and English Curriculum Representatives to analyse assessments.

e.g Compare PAT R and Probe Reading Assessments. Seek school’s using it in place of On Demand to triangulate data Plan for systematic introduction for grades 4-6. Establish protocols for using the kits across the school. Purchase 6 Fountas & Pinnell Kits to share between grades 4 to 6. Allocate time for CSS and teachers to become familiar with and trial the kit. Allocate time in PLTs to familiarise with the new assessment maps and discussions.

English Leading Teachers, CSS, PLT leaders

English Curriculum Committee/PLTS English Leading Teachers

English Leading teachers, CSS & classroom teachers

English leading teachers, classroom teachers

Start to evaluate Term 1

Ongoing Term 2 Plan for in term 1 and begin using Term 2. Introduce Term 1 Use Term 2 and 4

Teachers are planning for and assessing Speaking and Listening resulting in more accurate assignment of progression points.

Assessment schedule reflects a balance of assessments for all dimensions of English from P-6. Plan is in place for implementation of the new Reading Assessment in 2016. Grades 4-6 teachers are using Fountas and Pinnell Benchmark 2, to differentiate the teaching of reading for their level 30+ readers. Teachers are planning for common assessment tasks based on the new assessment maps and using these for moderating students work.

Deepen the analysis and

use of data at planning

through a Disciplined

Dialogue approach for

analysing school cohort

data to identify student

learning needs and

monitor progress.

Time allocated each term in PLT meeting schedule for Disciplined Dialogue to occur SIT team to allocate time to analyse whole school data wall each Semester.

English & Maths Leading Teachers, CSS, PLT leaders

SIT Team

Ongoing twice per term End of Semester 1 and 2

More professional and targeted conversations around student and teacher learning needs at a cohort level Teaching and learning programs reflect the analysis of assessment data for each cohort Increased variation of assessment strategies that reflect the needs of individual students Holistic view of school needs and progress is achieved to inform future whole school directions. Ownership of school data is the responsibility of all staff and leaders.

Review the current

culture of RRPS &

develop a cohesive

school-wide approach

to learning and

teaching with a focus

on developing curious,

active and engaged

learners.

Enhance the understanding and use of the Whole School and Teacher Theories of Action (Curiosity & Powerful Learning – NMR) and use them as a reference point for discussion when planning and delivering programs. Develop agreed protocols for giving and receiving feedback

Whole School PD and PLT planning and meeting times PLT leaders meet fortnightly Whole Staff Professional learning ‘What is effective’ feedback’

Principal Leading Teachers Team Leaders Staff

SIT PLT’s

Ongoing Term 3 & 4

Teachers will have increased understanding of the Theories of Action and have reflected on their own practice.

Agreed protocols for giving and receiving feedback have been established

Learning is strongly connected to authentic and purposeful learning experiences.

Engagement

Provide support for the

consistent

implementation of

whole school strategies

to engage students

Induction for new staff to include Student Engagement Policy explanation Launch Every Day Counts (eg. balloons, publications, parent talks). To investigate cost of utilising a mobile phone app for parents to submit reasons for absence. To investigate cost of being able to call mobile phones from classroom locations (or, at least to be able to call mobiles from somewhere other than the Admin Block).

Policy explanation to be included during presentation for staff.

2015 Policy document to be uploaded onto Staff Intranet Posters and materials to be sourced from DEECD and wellbeing budget. Parent information sessions to provide information about detrimental effects of absenteeism Staff to contact schools already using applications, research applications and collate a list during APT Business Manager to contact Telstra/phone provider to determine costs for allowing outward bound mobile phone calls to be made.

Principal ICT Leading Teacher

Steve Moran (Network Administrator)

Student Wellbeing Officer Community Engagement Officer Parent Engagement Officer ICT Leading Teacher

Principal Principal) Business Manager)

28th January 2015 Before the end of Term 1, 2015 Before the end of Term 4, 2015 Before the end of Term 4, 2015 Before the end of Term 4, 2015

Staff to independently access policy documents when they are unsure of policies. All staff can access the RRPS School Policies, including the Student Engagement Policy on the Staff Intranet. Hard copies of policy to be available in the Principal’s office. All classrooms to have at least one ‘Every Day Counts’ poster or information about attendance displayed on a window for parents to see from the outside of the classroom. Mobile phone application options, with costings to have been presented to Principal for analysis.

Based upon prepared costings, Principal to have made a decision about whether to allow classroom teachers to have the ability to call mobile phones from the classroom.

Wellbeing To revise and embed the RRPS school Values into our school culture and develop a whole school approach to wellbeing priorities

You Can Do It training for all staff during Term 1.

Start Up Program evaluation to be timetabled to occur mid-year, every year.

Completion of KidsMatter Component 3 – Working with parents and carers School Community to review the School Culture & revise the school philosophy, mission, vision and values and align these to our day to day behaviours and processes. Develop and sustain cultural, conditions, structures and processes that support a high performance learning culture.

Student Wellbeing Officer to prepare presentation for all staff, as well as develop surveys. Classroom teachers to complete surveys about their students’ resilience PLTs to be given time on specified Tuesday afternoons to evaluate the Start Up Program To be completed during Curriculum Days and PD afternoons. Time to be allocated to review findings and actions at PLT meetings Community Forums JSC SIT Vertical team to participate in Bastow Course ‘Creating a High Performing Learning Culture

Student Wellbeing Officer

Carmel Lancuba (Assistant Principal) PLTs KidsMatter Action Team PLT Leaders & staff Community Liaison Officer JSC coordinator Principal, AP’s & classroom teacher All staff

Term 1 Curriculum Day during February 2015 Evaluation to be completed by end of Term 3, 2015 Commence program PD during Term 1 curriculum Day & complete before the end of Term 2, 2015 Term 2 & 3 Terms 2, 3 & 4

All classroom grades to complete Ready Set You Can Do It and spend the rest of the year on the one topic – Resilience. Pre and post surveys to be used to determine if students’ level of resilience has improved. Start-Up Program to be improved with amendments suggested by all PLT’s. Staff understand the importance of engaging parents and carers and the effect community engagement can have on learning and student mental health. Increased number of community events, as well as improved attendance. The school’s shared mission, vision and values is demonstrated in the behaviours of all school stakeholders Documentation of agreed cultural conditions, structures and processes that support a high performance learning culture.

Productivity Effectively manage and allocate financial, human and physical school resources to maintain optimum standards in staffing, programs, facilities and resources. Continue to provide our school community with opportunities to engage in the school and learning through the Community Hub.

Establish a workforce structure of distributed leadership to ensure a whole-of-school pedagogical approach

Build the leadership capacity of Middle Level Leaders (PLT Leaders) through coaching and professional learning

Continue to invest in staff professional learning

Introduce Science and Performing Arts Specialist

Continue to employ CSS staff & allocate CSS hours based on student needs Increase EAL support program to cater for increasing EAL student enrolments Develop a physical resources, facilities and workforce strategy

Leadership meetings scheduled on a fortnightly basis

Employment of external consultant to to deliver ‘Learning to Lead’ program to SIT and PLT leaders Weekly professional learning workshops conducted Use SRP funds to employ specialists & create specific budgets to resource programs Low SES Funding used to employ CSS Increase staffing allocation to EAL Buildings &Grounds committee formed Consultative arrangements put in place

School Improvement Team SIT and PLT Leaders English and Maths Leaders Principal Principal Principal B & G Sub-Committee SIT Consultative Commmittee

Ongoing Term 1 Ongoing All year Ongoing Term 2 Ongoing

Clearly defined distributed leadership structure and processes established Leadership meetings are focused on pedagogy and student outcomes Middle Level Leaders have improved capacity to lead school improvement, ‘walk the talk, curriculum development & planning Staff are participating in ongoing professional learning and their teaching capacity is improved

Provision of quality Specialist and Support programs CSS targeting student needs and improving student outcomes EAL students learning needs are catered for The allocation of facilities, physical resources and workforce planning is strategically planned to meet needs of the school

Continue to effectively

manage and expend allocated program funds to resource curriculum programs and Key Improvement Strategies in the areas of Achievement, Engagement and Wellbeing as indicated above

Increase revenue through local fundraising and the submission of grants.

Establish ‘Frog Pond ‘

Establish Community Garden

Sustain the operation of the ‘Community Hub’ by continuing to maintain ‘Hub’ activities and extend community partnerships

Program budgets assigned to all curriculum areas Establish fundraising schedule for the year. Teacher Initiative Grant Hume City Council grant Use National Community Hubs Program funding to continue employment of Community Liaison Officer

Business Manager Curriculum Leaders Fundraising committee Sustainability Team Buildings & Grounds leader Community Liaison Officer Principal Family Engagement Coordinator Community Liaison Officer

Ongoing Ongoing Term 1 & 2 Term 1 & 2 Term 1 and ongoing

Targets in ‘Student Achievement, Engagement and Wellbeing’ section achieved Expenditure of program funds support the delivery and implementation of curriculum programs Successful attainment of grants ‘Frog Pond and ‘Community Garden established and incorporated into school curriculum Employment of ’Community Liaison Officer Successful running of playgroups with increased attendance Continued external partnerships Increasing number of families engaging with the school

EQUITY FUNDING:

The Equity Funding to be accessed by Roxburgh Rise Primary School will be utilised as follows:

Disability & Impairment funding will be used to continue the employment of appropriate Integration Aide Educational Support Staff English as an Additional Language funding will be used to employ EAL Specialist teachers. Middle Years and Family Occupation Funding will be expended on improving student learning by employing the following targeted staff: Speech Pathologist, Multicultural Teacher Aides (Turkish & Arabic), , English and Mathematics Curriculum Support staff and Student Wellbeing Officers.

*Other funds will be used to purchase additional resources (NB. ICT and literacy materials)