Goal 1 - Home - Richmond Primary School€¦ · Web viewDevelop a communications strategy that provides for delivery of comprehensive information to families about school programs

Submitted for review by Dean Banova (School Principal) on 13 December, 2018 at 09:57 AMEndorsed by Pauline Rice (Senior Education Improvement Leader) on 13 December, 2018 at 10:18 AMEndorsed by Felicity Kaaks (School Council President) on 18 December, 2018 at 09:07 AM

Annual Implementation Plan - 2019

SSP Goals Targets and KISRichmond Primary School (5269)

SSP Goals Targets and KIS

Goal 1 Raise achievement and improve learning growth in Literacy and Numeracy for all students.

Target 1.1 Student achievement data

The school will achieve the following learning outcomes:

NAPLAN

High relative growth Years 3–5 to be:

Numeracy: from 24.4% in 2018 to 28% in 2019 (with the aim to be above 35% by 2022)Writing: from 29.3% in 2018 to 31% in 2019 (with the aim to be above 35% by 2022)

Target 1.2 Factors in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

My teacher understands how I learn: from 77% in 2018 to 83% in 2019 (with the aim to be above 90% in 2022)

Stimulated learning: from 86% in 2018 to to 90% in 2019 (with the aim to be above 90% in 2022)

Target 1.3 Variables in the Staff Satisfaction Survey (SSS) to reflect the following endorsement:

Time to share pedagogical content knowledge: from 71.4% in 2018 to 75% in 2019 (with the aim to be 85% in 2022)

Understand how to analyse data: from 61.9% in 2018 to 75% in 2019 (with the aim to be 85% in 2022) Monitor Effectiveness Using data: from 76% in 2018 to 80% in 2019 (with the aim to be 85% in 2022)

Richmond Primary School (5269) - 2019 - AIP - SSP Goals Targets and KIS

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Feedback: from 72% in 2018 to 78% in 2019 (with the aim to be 85% in 2022) Academic Emphasis: from 67% in 2018 to 75% in 2019 (with the aim to be 85% in 2022)

Key Improvement Strategy 1.aEvidence-based high-impact teaching strategies

1. Continue to build the instructional practice of every teacher by further clarifying, documenting and implementing whole–school approaches to teaching and learning (EBHIS):• Redefine Quality Teaching and Learning processes and practices, including planning protocols incorporating consistent implementation of the High Impact Teaching Strategies (HITS)

Key Improvement Strategy 1.bCurriculum planning and assessment

2. Further enhance data literacy within the work of Professional Learning Teams (CPA):• Further identify and implement consistent approaches to the collection and analysis of data to enhance collaboration and collective accountability for student learning growth

Goal 2 Enhance student voice, agency and advocacy.

Target 2.1 Student Attitudes

Variables in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

Student voice and agency: from 77% in 2018 to 80% in 2019 (with the aim to be above 85% by 2022) Teacher concern: from 75% in 2018 to to 80% in 2019 (with the aim to be above 85% by 2022)

Target 2.2 Staff Opinion

Variables in the School Staff Survey to reflect the following endorsement:

Use student feedback to improve practice: from 81% in 2018 to 83% in 2019 (with the aim to be above 85% by 2022)

Key Improvement Strategy 2.a Enhance curriculum and lesson planning, and identify pedagogy, that enables students to further develop agency, assess


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Empowering students and building school pride

their own work, identify future learning and track and celebrate their own learning growth (ESBSP)

Key Improvement Strategy 2.bEmpowering students and building school pride

Continue to create opportunities to promote student voice and involve students in decision–making about how they can make a difference to their local and global communities (ESBSP)

Key Improvement Strategy 2.cIntellectual engagement and self-awareness

Revisit, enhance and refine the school’s inquiry approach (IESE)

Goal 3 Enhance the wellbeing, inclusion and engagement of all students

Target 3.1 Student Attitudes


School connectedness: from 84% in 2018 to 86% in 2019 (with the aim to be above 90% by 2022)

Target 3.2 Staff Opinion

Variables in the School Staff Survey (SSS) to reflect the following endorsement:

Parent and Community Involvement, Engagement and Outreach: to 75% in 2019 (with the aim to be above 85% by 2022)

Target 3.3 Parent Opinion

Variables in the Parent Opinion Survey (POS) to reflect the following endorsement:


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Teacher communication: from 74% in 2018 to 78% in 2019 (with the aim to be above 85% by 2022)

Key Improvement Strategy 3.aParents and carers as partners

Develop a communications strategy that provides for delivery of comprehensive information to families about school programs and events, class units of work and detailed information about individual student learning growth through development of web and app–based communication and learning management systems.

Key Improvement Strategy 3.bParents and carers as partners

Design systems and processes that further promote parent involvement in school programs, enhance parent feedback to the school and strengthen the partnership with parents/carers to provide support for individual needs.

Key Improvement Strategy 3.cNetworks with schools, services and agencies

Identify and develop enhanced strategic partnerships with other schools, community organisations, service providers and agencies.


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Select Annual Goals and KIS

Four Year Strategic Goals Is this selected for focus this year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

Raise achievement and improve learning growth in Literacy and Numeracy for all students.

Yes Student achievement data

The school will achieve the following learning outcomes:

NAPLAN

High relative growth Years 3–5 to be:

Numeracy: from 24.4% in 2018 to 28% in 2019 (with the aim to be above 35% by 2022)Writing: from 29.3% in 2018 to 31% in 2019 (with the aim to be above 35% by 2022)

NAPLAN Year 3 – 5 Growth Data in 2019 will aim to show scoring in the ‘High’ category at 28% or above in in Numeracy and 31% in Writing

Factors in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

My teacher understands how I learn: from 77% in 2018 to 83% in 2019 (with the aim to be above 90% in 2022)

Stimulated learning: from 86% in 2018 to to 90% in 2019 (with the aim to be above 90% in 2022)

Factors in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

My teacher understands how I learn: from 77% in 2018 to 83% in 2019Stimulated learning: from 86% in 2018 to to 90% in 2019


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Variables in the Staff Satisfaction Survey (SSS) to reflect the following endorsement:

Time to share pedagogical content knowledge: from 71.4% in 2018 to 75% in 2019 (with the aim to be 85% in 2022)

Understand how to analyse data: from 61.9% in 2018 to 75% in 2019 (with the aim to be 85% in 2022)

Monitor Effectiveness Using data: from 76% in 2018 to 80% in 2019 (with the aim to be 85% in 2022)

Feedback: from 72% in 2018 to 78% in 2019 (with the aim to be 85% in 2022)

Academic Emphasis: from 67% in 2018 to 75% in 2019 (with the aim to be 85% in 2022)

Variables in the Staff Satisfaction Survey (SSS) to reflect the following endorsement:

Time to share pedagogical content knowledge: from 71.4% in 2018 to 75% in 2019Understand how to analyse data: from 61.9% in 2018 to 75% in 2019Monitor Effectiveness Using data: from 76% in 2018 to 80% in 2019Feedback: from 72% in 2018 to 78% in 2019Academic Emphasis: from 67% in 2018 to 75% in 2019

Enhance student voice, agency and advocacy.

Yes Student Attitudes


Student voice and agency: from 77% in 2018 to 80% in 2019 (with the aim to be above 85% by 2022)

Teacher concern: from 75% in 2018 to to 80% in 2019 (with the aim to be above 85% by 2022)

Student Attitudes


Student voice and agency: from 77% in 2018 to 80% in 2019 Teacher concern: from 75% in 2018 to to 80% in 2019

Staff Opinion Staff Opinion


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Use student feedback to improve practice: from 81% in 2018 to 83% in 2019 (with the aim to be above 85% by 2022)


Use student feedback to improve practice: from 81% in 2018 to 83% in 2019

Enhance the wellbeing, inclusion and engagement of all students

No Student Attitudes


School connectedness: from 84% in 2018 to 86% in 2019 (with the aim to be above 90% by 2022)

Staff Opinion

Variables in the School Staff Survey (SSS) to reflect the following endorsement:

Parent and Community Involvement, Engagement and Outreach: to 75% in 2019 (with the aim to be above 85% by 2022)

Parent Opinion

Variables in the Parent Opinion Survey (POS) to reflect the following endorsement:

Teacher communication: from 74% in 2018 to 78% in 2019


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(with the aim to be above 85% by 2022)


12 Month Target 1.1 NAPLAN Year 3 – 5 Growth Data in 2019 will aim to show scoring in the ‘High’ category at 28% or above in in Numeracy and 31% in Writing

12 Month Target 1.2 Factors in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

My teacher understands how I learn: from 77% in 2018 to 83% in 2019Stimulated learning: from 86% in 2018 to to 90% in 2019

12 Month Target 1.3 Variables in the Staff Satisfaction Survey (SSS) to reflect the following endorsement:


Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1Evidence-based high-impact teaching strategies

1. Continue to build the instructional practice of every teacher by further clarifying, documenting and implementing whole–school approaches to teaching and learning (EBHIS):• Redefine Quality Teaching and Learning processes and practices, including planning protocols incorporating consistent implementation of the High Impact Teaching Strategies (HITS)

Yes


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KIS 2Curriculum planning and assessment

2. Further enhance data literacy within the work of Professional Learning Teams (CPA):• Further identify and implement consistent approaches to the collection and analysis of data to enhance collaboration and collective accountability for student learning growth

Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

With ongoing work on improving learning in core areas, RPS has seen excellent progress. Our continued focus on development of a more effective whole school approach to teaching in these areas has helped improve student learning. The work focused on promoting continued consistent practice in Numeracy and Literacy teaching from grades P to 6 has helped achieve excellent Year 3 to 5 NAPLAN Relative Growth results, which was above the state median and ahead against Similar School results. This represented a significant improvement in these areas from the previous year. The focus in Numeracy has continued, supported by differentiated practice through the application of the RPS Numeracy Scope and Sequence Framework. Achievement in this area has seen improved results in Year 3 and results ahead against our Similar Schools; as well as Numeracy Relative Growth data better than the State Mean and Similar School results. Our Year 5 results see us placed higher than similar schools. This saw RPS recognised as a school of ‘Influence’ in School Performance reports. These figures also represent an improvement from previous years, with our 2014-18 four-year average tracking equal to our Similar School. Reading continues to be an area of success with our NAPLAN Year 3 and 5 results above our Similar School as well as the Relative Growth data in this subject. Areas that have been identified as a priority based on these results going into 2019 include the implementation of the Victorian Curriculum including the whole school approach to teaching in the area of Spelling, which continues to lag behind in the NAPLAN Relative Growth results.


12 Month Target 2.1 Student Attitudes


Student voice and agency: from 77% in 2018 to 80% in 2019 Teacher concern: from 75% in 2018 to to 80% in 2019

12 Month Target 2.2 Staff Opinion




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Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1Empowering students and building school pride

Enhance curriculum and lesson planning, and identify pedagogy, that enables students to further develop agency, assess their own work, identify future learning and track and celebrate their own learning growth (ESBSP)

No

KIS 2Empowering students and building school pride

Continue to create opportunities to promote student voice and involve students in decision–making about how they can make a difference to their local and global communities (ESBSP)

No

KIS 3Intellectual engagement and self-awareness

Revisit, enhance and refine the school’s inquiry approach (IESE) Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

Attitudes to School Survey results in 2018 were high and generally exceeded those in 2017. However, results for Student voice and agency and Teacher concern remained below other survey factors.The panel formed the view that current excellent relationships between teacher and students and between students would form a firm basis for enhancement of student voice and agency, in order to strengthen motivation, engagement and learning. Reviewing the school’s inquiry approach and engaging students in authentic experiences will be a focus to further assist student engagement, motivation and learning. Giving students a voice in the learning process and decision making, and providing enhanced leadership opportunities will also be key factors in improving learning.


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Define Actions, Outcomes and Activities


12 Month Target 1.1 NAPLAN Year 3 – 5 Growth Data in 2019 will aim to show scoring in the ‘High’ category at 28% or above in in Numeracy and 31% in Writing

12 Month Target 1.2 Factors in the Attitudes to School Survey (AToSS) to reflect the following percentage of positive student responses:

My teacher understands how I learn: from 77% in 2018 to 83% in 2019Stimulated learning: from 86% in 2018 to 90% in 2019

12 Month Target 1.3 Variables in the Staff Satisfaction Survey (SSS) to reflect the following endorsement:


KIS 1Evidence-based high-impact teaching strategies

1. Continue to build the instructional practice of every teacher by further clarifying, documenting and implementing whole–school approaches to teaching and learning (FISO - Evidence Based High Impact Strategies EBHIS):• Redefine Quality Teaching and Learning processes and practices, including planning protocols incorporating consistent implementation of the High Impact Teaching Strategies (HITS)

Actions - Appointment of two Learning Specialist to oversee program planning and implementation in Literacy and Numeracy.- Establish a new Whole School planning model that promotes regular team pedagogical discussion related to program planning and implementation. This will have a best practice focus for all teachers and be co-lead by the Learning Specialists and Area Team Leaders.- Continue with the AIP Action Team model with an enhanced schedule that has a project focus related to priorities recognised by planning teams. This will allow 'point of need' membership of teams with flexibility of representation by staff across the school during each meeting cycle.

Outcomes - Evidence in team planning documentation of practice consistent with RPS Program- Improved outcomes for students as reflected in NAPLAN and other standardised test data particularly in Year 3 to 5 Growth Data


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Success Indicators NAPLAN Year 3 – 5 Growth Data in 2019 will aim to show scoring in the ‘High’ category at 28% or above in in Numeracy and 31% in Writing

Activities and Milestones Who Is this a PL Priority

When Budget

New Planning Protocols lead by Learning Specialists through their involvement in all planning meetings. Proof of the how well this is implemented will be evidenced through meeting minutes and team planning documents.Professional Learning Plan for events through the year.

All Staff PLP Priority

from:Term 1to:Term 4

$500.00

Equity funding will be used

KIS 2Curriculum planning and assessment

2. Further enhance data literacy within the work of Professional Learning Teams (FISO - Curriculum Planning and Assessment CPA)• Further identify and implement consistent approaches to the collection and analysis of data to enhance collaboration and collective accountability for student learning growth

Actions Review and audit the RPS Assessment Schedule to ensure it provides a framework to promote consistency of practice across all levels- In support of the established Whole School planning model promote regular team discussion of best practice for all teachers- Organise at least one after school Professional Learning meeting per term with all staff to discuss best practice against elements of the whole school Assessment Schedule

Outcomes - Evidence in team planning documentation of practice consistent with RPS whole school Assessment Schedule- Improved outcomes for students as reflected in NAPLAN and other standardised test data particularly in Year 3 to 5 Growth Data

Success Indicators NAPLAN Year 3 – 5 Growth Data in 2019 will aim to show scoring in the ‘High’ category at 28% or above in in Numeracy and 31% in Writing


When Budget

Literacy and Numeracy AIP Action Team meetings (X 2 per Term) - Audit and Review of RPS Whole School Assessment Schedule with reference to the FISO Practice Principle 6: Rigorous assessment practices and feedback inform teaching and learningUse of Learning Walks and Peer Observation with Assessment



$500.00



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Practice as the focusProfessional Learning Plan for events through the year.


12 Month Target 2.1 Student Attitudes


Student voice and agency: from 77% in 2018 to 80% in 2019 Teacher concern: from 75% in 2018 to 80% in 2019

12 Month Target 2.2 Staff Opinion



KIS 1Intellectual engagement and self-awareness

Revisit, enhance and refine the school’s inquiry approach (IESE)

Actions The school through the Inquiry AIP Action Team will conduct a review of the RPS approach to Inquiry Learning with the aim to increase student agency and voice.This will be supported by whole school professional learning from knowledge expert, Jenni Wilson focussed on re-writing units of Inquiry that are student centred and are shared, action or personal inquiry in nature.Ongoing planning will be supported by Jenni to ensure plans support the range of Inquiry agreed to by staff.Review and reflection at the end of each unit by teachers and students to measure effectiveness in areas of student agency and voice.

Outcomes TeachersChange in planning practice to reflect new and broaden and teacher knowledge of Inquiry teaching and learningPlanning that reflects the Inquiry process of 'big concepts'. This will include opportunities for students to experience action based, shared or personal inquiry.StudentsStudents will be given ownership of learning through the application of questions developed before the Inquiry begins, that will form


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the basis of the program.Student engagement will be improved as a result of this shift in pedagogy.Students will feel empowered through the opportunity of taking action in matters important to them that they recognise make a difference to their world..

Success Indicators Program planning will reflect agreed practice. This means that planning documents will reflect the inclusion of student questions as the start of the inquiry process. It will also be measured by teacher assessment of student actions related to their inquiry and their effectiveness.

The following targets (as related to the Strategic Plan targets)Student Attitudes


Student voice and agency: from 77% in 2018 to 80% in 2019 Teacher concern: from 75% in 2018 to 80% in 2019

Staff Opinion




When Budget

Trialling of planning protocols to develop student inspired questions for Inquiry unit focus



$0.00


Pupil Free Day June 7 with Jenni Wilson on Inquiry Learning and Student Agency



$2,132.00



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Inquiry AIP Action Team to review and audit program planning and develop 2 year planning framework

Sub School Leader/s PLP Priority


$0.00



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Equity Funding Planner Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $1,000.00 $1,000.00

Additional Equity funding $2,132.00 $2,132.00

Grand Total $3,132.00 $3,132.00

Activities and MilestonesActivities and Milestones When Category Total proposed

budget ($)Equity Spend ($)



Assets $500.00 $500.00

Literacy and Numeracy AIP Action Team meetings (X 2 per Term) - Audit and Review of RPS Whole School Assessment Schedule with reference to the FISO Practice Principle 6: Rigorous assessment practices and feedback inform teaching and learningUse of Learning Walks and Peer Observation with Assessment Practice as the focusProfessional Learning Plan for events through the year.


Assets $500.00 $500.00

Totals $1,000.00 $1,000.00


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Additional Equity spendOutline here any additional Equity spend for 2019 When Category Total proposed

budget ($)Equity Spend ($)

Professional Learning to support improvement in Student Agency through the development of the school's approach to Inquiry Learning (Pupil Free day PL Event Term 2)


Professional development (excluding CRT costs and new FTE)

$2,132.00 $2,132.00

Totals $2,132.00 $2,132.00


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Professional Learning and Development Plan

Professional Learning Priority

Who When Key Professional Learning Strategies

Organisational Structure Expertise Accessed Where


All Staff from:Term 1to:Term 4

Planning PLC/PLT Meeting Literacy Leaders On-site

Literacy and Numeracy AIP Action Team meetings (X 2 per Term) - Audit and Review of RPS Whole School Assessment Schedule with reference to the FISO Practice Principle 6: Rigorous assessment practices and feedback inform teaching and learningUse of Learning Walks and Peer Observation with Assessment Practice as the focusProfessional Learning Plan for events through the year.

All Staff from:Term 1to:Term 4

Planning PLC/PLT Meeting Literacy Leaders On-site

Pupil Free Day June 7 with All Staff from: Planning Whole School Pupil External consultants On-site


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Jenni Wilson on Inquiry Learning and Student Agency

Term 2to:Term 3

Curriculum development

Student voice, including input and feedback

Free Day Jenni Wilson


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Documents

Goal 1 - Home - Richmond Primary School€¦ · Web viewDevelop a communications strategy that provides for delivery of comprehensive information to families about school programs