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The Kindergarten Starters, Dubai
School Improvement Action Plan
2015 – 2016
DSIB 2014 KEY STRENGTHS AND RECOMMENDATIONS
KEY STRENGTHS
1. Attainment, progress and teaching of mathematics and science in the primary phase were good.
2. Students had mature attitudes and showed outstanding behaviour.
3. The understanding of Islamic values and awareness of Emirati and local cultural and global awareness were good in both phases.
4. The Principal and senior leaders had a clear focus on improving educational outcomes.
5. The partnerships with parents and the community were outstanding.
KEY PRIORITIES
1. Improve attainment and progress in Mathematics and Science in the Kindergarten phase and Arabic as an additional language in the Primary phase
by improving the quality of teaching and through assessing and monitoring learning more accurately.
2. Ensure leaders compare school assessment data with international benchmark data to improve the accuracy of assessment and levels of students’
attainment in relation to these standards.
3. Prioritize the embedding of modified learning opportunities for students, including those with special educational needs, so that their learning needs
are fully met and they make good progress.
4. Reduce classroom overcrowding to enable the provision of high quality education, particularly in the Kindergarten and for those students with a
special educational needs
INTEGRATED ALLIED PRIORITIES – 5
5a.
Improve student outcomes in English
Comprehension, Vocabulary, Spelling and
Punctuation, the weaker strands identified
in the IBT Analysis.
5b.
Continue to further Integrate ICT and
Digital Learning in lessons.
5c.
Develop a robust Performance
Management Cycle
5d.
Continue to engage all the stakeholders
in School Social Responsibility (SSR)
projects as Global Citizens.
DSIB Priority 1A
Improve attainment and progress in Math and Science and the
quality of teaching by monitoring learning, particularly in KG.
Success Criteria
Increase in attainment and progress in Math and Science in
internal assessments in KG by ensuring that 50% to 75% of
children achieve above expected levels by June 2015.
Increase in attainment and progress in Math and Science in
internal and external assessments in Primary by ensuring
that 50% to 75% of children achieve above expected levels
by June 2015.
Improve TIMSS 2015 results in Mathematics and Science to
a school average of at least 219 points.
80% of lessons observed will exhibit Visible Progress and an
Inquiry approach to develop independent learning and
critical thinking in most students
Project Leaders HOS, HM, HOK, SUPERVISORS, Subject Heads
DSIB Priority 1A Improve attainment and progress in Math and Science and the
quality of teaching by monitoring learning, particularly in KG.
Success Criteria
Increase in attainment and progress in Math and Science in
internal and international assessments to meet the
National Targets in IBT 2014 and TIMSS 2015 of 219 points.
Visible Progress in lessons and internal assessments to
match international benchmarks in Math and Science in KG.
Project Leaders HOS, HM, HOK, SUPERVISORS, Subject Heads
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
a. In almost all lesson
plans and in most lesson
observations in the first 2
months of 2015, 75% of all
math and science lessons will
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Continue to build spatial and scientific skills through
activities that encourage students to hypothesize,
question, observe, predict, experiment, problem
solve, classify, infer and discover through
exploration. Encourage students to question,
Almost all lesson plans in April 2015
will evidence that 75% of all Science
and Math Lessons focus on the
investigative and student centred
April
2015
be focused on investigative
and student-centred approach
throughout the school,
particularly in KG.
investigate, problem solve, plan, strategize, review
and reflect.
approach throughout the school and
particularly in KG.
85% of lessons will follow this
investigative and student-centred
approach by June, 2015.
June,
2015
b. In a majority of lesson plans
in Science and Math and in
lessons observed, creative
contexts will be used to
make connections to real
life.
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Use creative contexts (indoor and outdoor learning
experiences) to connect Science and Math to real life
problem solving through role play, drama, stories,
imaginative play, Exploration Visits, Field Trips,
Backyard Math and Science, Kitchen Math and
Science, Eureka Parties, Scientists for a week.
In 60% of observed lessons, students
learn Science concepts through real
life simulations, inside and outside
classrooms. E.g. interacting with peers
in learning stations. Lesson planning
and work scrutiny support this
outcome. The same is seen in 80 % of
lesson plans and lessons observed.
April
2015
June
2015
c. Most lesson plans and lessons
observed in Math and Science
evidence probing questioning,
hypothesizing and investigative
learning.
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Provide opportunities for open-ended and probing
questioning and investigation to develop scientific
thinking and manipulative skills, using Bloom and
Socratic Questioning and use tools such as Question
Board, Quilt, Palm, Cubes, Wheel and Tic-Tac-Toe to
ask and answer probing questions to deepen
learning.(E.g. Asking why seedlings on the window-
sill are bending towards the window. Children could
raise hypotheses which could be tested. )
60% of lesson plans and lessons
observed evidence students in Grades
3, 4 and 5 engaged in questioning,
hypothesizing, and investigating to
make meaningful connections and
probe deeper into concepts.
80% success in the above achieved.
April
2015
June
2015
d. Most lesson plans and
lessons observed in Math and
Science evidence greater and
HOS, HM,
HOK, HOC,
Supervisors
Provide greater opportunities for natural cross-
curricular linking of Social Studies, Art, Music, PE and
English to Math and Science.
75 % of lesson plans and lessons
observed record students using
appropriate Math and Science
vocabulary in cross-curricular areas
June
2015
more natural cross-curricular
linking.
Subject
Heads
and real life situations. Student work
samples and anecdotal records will
support these outcomes. Example:
student presentations during
Exhibitions and Skype conversations.
e. Most Lesson Plans and CPT
meetings evidence
identification and strategies to
strengthen the weaker strands
in Math & Science in relation to
TIMSS and IBT analysis to
further improve student
attainment to achieve or
exceed the national target of
519 points in TIMSS 2015.
TIMSS Weak strands identified:
Math – Geometric shapes and
Data Display
Science- Physical Science and
Life Science
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Use Focused Instruction Strategy to scaffold learning
of LAs and extend learning of HAs on concepts that
students find difficult based on the error analysis in
internal and international assessments (IBT &
TIMSS).
90 Students (LAs & HAs) of Grades 3, 4 and 5
engaged in the Focused Instruction project from
March 15th to April 30th 2015.
75 % of LAs and HAs engaged in
Focused Instruction project
demonstrate good progress in
internal IBT post test score in
comparison to Baseline Test Score.
60 % of Lesson plans and CPT minutes
of meeting evidence error analysis,
recording of misconceptions and
modification of plans to
accommodate time and strategies for
correcting identified misconceptions.
May
2015
Discuss student work samples (HA, MA, LA) during
CPTs and discover common misconceptions to
clarify muddy points in subsequent plans.
Evidence is seen in the CPT minutes,
75% of lesson plans and correction of
misconceptions in lessons observed.
June
2015
Improve students’ Math and Science literacy and
vocabulary by engaging them in building stories, real
life situations and contexts to use relevant
vocabulary. Continue to strengthen Math and
Science vocabulary related to specified weak strands
75% of Science and Math Talk GATs
and student work / project / quiz
samples evidence the use of
appropriate science and Math
Vocabulary. Lesson Plans, Word Walls
June
2015
through Word Walls, Word Puzzles, Word Search,
Round Robin, Talk About, Math and Science Quiz.
in classrooms and lesson observations
support these student outcomes.
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Provide opportunities to harness the natural
curiosity of young children such as manipulate
materials, ask questions, hypothesize, predict and
test their predictions.
Provide ‘Thinking Time’ for students to deepen their
learning.
75% of Students construct their own
knowledge building on their learning
and exploration of manipulatives, and
Applications to experience first-hand
learning by doing. 80 % of the
students are able to do so.
April
2015
June
2015
f. Written work in notebooks,
assignments and assessments
are designed to probe critical
thinking
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
Implement the Cognitive Acceleration of Science
Education (CASE) project to develop critical thinking
skills in Math and Science.
A Question Bank based on CASE and
STEM Principles from question papers
of IBT, WCT, CASE, ASSET & TIMSS
taught and evident in 60% of written
work in notebooks, assignments and
assessments to probe critical thinking.
June
2015
g. Most lessons observed
evidence connections to real
life and problem solving.
One Math and Science period used for real life
application and Problem Solving by flipping the
classroom in which students solve a minimum of ten
IBT / WCT/ASSET/ TIMSS questions per concept in
their notebook worksheet or online worksheet.
60 % of the lessons observed evidence
real life application questions and
problem solving.
Student performance in Reasoning
skills in Math and Science in IBT 2014
improves by 20 points.
April
2015
h. Most Numeracy lessons in KG
evidence self-paced and
independent learning of Math
Concepts.
HOS, HM,
HOK,
Supervisors
Track individual student progress using Mathletics
reports and use these reports to scaffold learning of
students.
80 % of the students demonstrate
good progress from starting points.
i. Organize need based CPD to
improve the quality of teaching
so as to improve student
learning in Math and Science,
particularly in KG.
HOS, HM,
HOK, HOC,
Supervisors
Subject
Heads
CPD provision for all teachers to develop Math and
Science conceptual knowledge and skills.
Hands on Math and Science: Professional
development relating science to children’s everyday
lives.
Impact of need based CPD in Math
and Science, enhances quality of
teaching and student outcomes in IBT
in Math and Science by 25 points and
by 30 points in TIMSS, 2015.
June
2015
Questioning Skills
Student use of ICT in Science and Math in the
classroom
Focused Lesson Observations indicate
that 70 % of lessons evidence good
and better questioning skills.
June
2015
Innovative approaches such as flipped classroom,
co-teaching, peer planning, modelling and
evaluation.
In 70% of lessons observed Teachers
and students use ICT effectively to
enhance their learning experience.
June
2015
Provide Science and Math High Achievers,
opportunities to challenge their thinking by allowing
them to co-teach with classroom teachers to
enhance their own learning.
One sub topic is done through Pupil
Teaching evident in concepts in
Grades 4 and 5. Concepts are
identified at the start of every month.
June
2015
DSIB Priority 1B
Improve attainment and progress in Arabic in the Primary phase
and the quality of teaching by monitoring learning.
Success Criteria
Increase in attainment and progress in Arabic by 5 % in FA3.
Visible Progress in lessons and in internal assessments to
match GEMS benchmarks in Arabic in the Primary.
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
a. Implement total
immersion in Arabic in
Primary to enhance
students’ listening,
Arabic
Supervisors
Compare Arabic with English curriculum and revamp
all aspects to raise standards and benchmark it with
International Modern Foreign Languages framework
according to number of years of study in Arabic
Revamped and enriched Arabic
Curriculum by Feb 2015.
Feb
2015
speaking, reading and
writing skills.
Build Arabic curriculum with prescribed textbook as
a guideline and enrich it with ICT and real life
application of Arabic. Strengthen the Beginner’s
Curriculum with CDs, Links and GLG uploads.
Arabic Workbooks Grades 1 – 5 with
application and HOTS questions
embedded in print by March 2015
March
2015
b. Implement specific
strategies and embed
ICT to improve Arabic
Listening / Responding
Arabic
Supervisors
and
teachers
Additional Arabic Supervisor to monitor
conversational Arabic in KG and Islamic Studies
Outcomes across 1-5.
Improved spoken Arabic in KG June 2015
CD to be prepared with listening, speaking
components and curriculum for support at home
CD with all Arabic lessons,
conversation, poems, stories and
exercises.
April
2015
Use technology in the form of apps and software
such as DINO LINGO & Language to provide
opportunities for listening to Arabic stories, poems
related to the curriculum
Students explore Dino Lingo in the
classroom and enhance their Arabic
speaking skills through role play and
poems as observed in 75% of lessons.
June
2015
Incorporate a minimum of 2 poems, a role play and
a story with every theme. Assess listening and
responding through follow the instruction peer
games (Chinese whisper, Pictionary) and aural
comprehension worksheets.
Use varied strategies to stimulate conversation as
well as to assess speaking skills:
Neighbourhood Walks / Learning Stations
‘Let’s Talk About Cards’ /Digital Talk About cards
Pick and Talk Jars /Make a group
Random word story/Comic strip /Round Robin
75 % of the Arabic Lessons observed
evidence the use of several of these
techniques and contexts to improve
student real life conversations.
June
2015
Role play script / Assembly script /Group Recitation/
Narrating a short story
c. Implement specific
strategies to enhance
Arabic Reading skills.
Arabic
Supervisors
and
Teachers
Use Scholastic Reading Books, differentiated Digital
reading exercises with seen words in unseen
context. Use differentiated reading cards in group
and individual reading. ( 9 cards per class of 3 levels
each – WB, WW, WT,) Use Reading with picture
clues/Clothes line/Reading puzzle/ Read to your
peer, mom and dad/ Reading dice /Pass the reading
tub/ Group Read aloud/ Mind Map/ Library time
Students reading skills improve by 25
% by June 2015.
June
2015
d. Use varied strategies to
enhance writing skills of
students in Arabic.
Arabic
Supervisors
Teachers
Use several interesting strategies to enhance
student writing skills in Arabic
10% increase in writing skills in March,
2015 is recorded due to the specific
strategies used in improving writing
Using picture clues and repeated structures
Substitution tables/ Simple Picture /Descriptive
compositions/ Paragraphs / Short stories/ Random
words story / Comic strips/ Role play and Assembly
script/ Reward students as Writer/ Speaker of the
week / Assessments in listening, responding,
speaking, reading and writing
Rubric based assessments in Arabic
for creative writing, picture
composition etc. to ensure greater
transparency and objectivity, evident
in 75% of the creative written work of
children.
e. Shift the focus and
methodology from
teaching to learning,
from didactic to
student centric.
Use varied collaborative strategies to reduce
teacher talk and to engage all Students effectively in
learning such as:
Think, Pair and share/ Mirror Mirror / Discuss with
Elbow Partner/ Group discussion / Collaborative task
/ projects/ Question peers using Question wheels /
palms/ Research work/ Quiz / problem solving
Provide variety and student choice in most tasks /
projects and worksheets
Use check lists to engage students in self and peer
assessments to take charge of their learning
75% of observations record minimized
teacher talk and directed activities.
Collaborative, learning evident in 75%
of observations, activities, written
work. 60% of Teachers use varied
questioning strategies in asking and
answering questions. 60% of activities
include student choice. 75 % of
written work and activities evidence
self and peer assessment using
appropriate rubrics
June
2015
f. Measure and analyze
progress of every
individual child in
everyday lessons and
improve quality of
formative feedback to
specify next steps.
Arabic
Supervisor
and
Teachers.
Use success criteria or rubric to provide accurate
formative feedback in the form of a star and a wish
or next steps / targets. Exemplars of good formative
comments, targets, next steps shared with teachers
linking formative comments to the learning
objective, specifying strong skills of student in the
task as well as areas for improvement.
Maintain a log of anecdotal records for every
student. Monitor impact of formative feedback on
student progress in subsequent tasks.
Exemplars of well-written targets and
formative comments linked to the
learning objectives is evident in 60%
of written work and assessments.
60% of anecdotal records inform
future strategies and learning.
Positive Impact of formative feedback
on student performance is measured
by scrutinizing notebook work etc.
and is evident in 60% of student work.
June
2015
g. Organize need based
CPD to improve the
quality of teaching so as
to improve student
Arabic
Supervisors
and
Teachers
Develop student skills in Arabic LSRW
Use of Technology in teaching Arabic
Assessments for Learning in Arabic
Differentiation in Arabic
Impact of CPD visible in 75 % of the
focused lesson observations and
improved student outcomes in Arabic
by another 10%.
June,
2015
learning in Arabic in
Primary
Moderation in Arabic Assessments
Higher Order Questioning
Effective /differentiated teaching strategies
Student Centered Learning
Collaborative Learning Strategies
Bank of HOTS Questions for every
concept in Arabic to be ready by June
2015. 60% 0f the lessons observed
record use of HOTS questions.
DSIB Priority 2
Improved use of International Benchmark data so as to align the
internal assessment data to the external assessment data to
ensure more accurate tracking.
Success Criteria:
Systematic student tracking and use of assessment data to
inform and modify future planning and teaching as evident
in 60% of CPT Minutes, IBT School and Class wise analysis,
lesson observations, modification of lesson plans and
teacher reflections on the curriculum track.
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
a. Consistently use
Assessments for
learning in plenary to
check student
understanding in
relation to the
curriculum objectives.
HOS, HM,
HOK,
Supervisors,
Assessment
committee
Form an Assessment Committee who meet once a
fortnight to discuss and monitor AFLs, GATs, AOLs,
Moderation of marks and International Benchmark
Tests.
Appoint a Data Analyst, who works closely with the
Head of Assessment and the HM to support and
strengthen data analysis and its use to inform
learning.
The quality of all assessments are
monitored by the Assessment
committee to ensure a balance of
skills and strands tested as evident in
the Assessment Blue Print, revised
rubrics and revised questions.
March
2015
Link formative comments to learning objective.
Specify strong skills of student in the task as well as
specific next steps. Exemplars of good formative
comments, targets and next-steps shared with
teachers. Monitor impact of formative feedback on
student progress in subsequent tasks. Implement
remediation to scaffold learning.
60 % of student work evidences
formative feedback. Due to this,
percentage of students in 25th and
50th percentile in internal and IBT
assessments reduces by 50% by June,
2015. Exemplars of well-written
targets for students and a bank of
‘stars and wishes’ for (WW, WT, WB)
accomplished to support teachers.
Plan AFL tasks in every plenary to provide
opportunities to all students to express their
learning through varied outcomes like drama,
writing, speaking, illustrating and using ICT and with
a range of AFL Tools to check student
understanding- for example- a visual organizer, exit
card, 3-2-1 triangle.
75% of lessons observed have
meaningful plenaries indicating
progress made by all students and
record the evidence of use of rubric
based self, peer and teacher
assessments.
April
2015
b. Record and Track
student achievement
through Graded
Assessment Tasks using
skill based outcome
tracker and suggest
specific next steps.
Head of
Assessment,
Supervisors,
Teachers
Design and use the skill based outcome tracker after
every unit to indicate where every student is and
indicate the next steps in the form of a wish or target
specific to every student.
Student sample work discussed
regularly in CPT Meetings and Skill
based Outcome Tracker after every
unit evident in 60% of notebooks or
tasks, indicating where the child is and
where he/she needs to go
June
2015
Share exemplar statements of targets, next steps
and create a bank of these to assist teachers in
A Bank of SMART next steps ready
reckoner for teachers’ reference and
April
2015
constructing their own, specific to the needs of
every student.
use. Personalised next steps evident
in 60% of written work and projects.
c. Align internal
assessment strands and
data to international
assessment strands and
data to track individual
students accurately.
HM, Head of
Assessment,
Head of
Curriculum,
Head of ICT,
Match the curriculum strands assessed in every core
subject in the internal assessments with the strands
of the international assessments so as to compare
and analyse results better based on the strands.
Data entry in OASIS is re-designed
strand wise and skill wise to align
internal and external assessments
after pilot run from Jan – March, 2015.
April,
2015
Use Google Form to set auto correct strand-wise
question papers corresponding to international
standards as well as 2 GATs a month covering the
TIMSS and IBT Assessment strands in English, Math
and Science.
Students attempt online question
papers based on international strands
at least once a month and attempt 2
GATs based on international strands
in English, Math and Science as
evidenced in Assessment folders
June
2015
Assessment
committee,
Teachers,
Supervisors,
HM, HOS.
Analyse data to track individual student
performance by question wise error analysis,
performance below and above expected level
Error Analysis and Individual student
tracking data is discussed to modify
future planning and teaching as
evident in 60% of CPT minutes.
Lessons observed indicate remedial
action taken to rectify errors
identified in the error analysis.
June,
2015
d. Train teachers to use individual Student Tracker to
compare every child’s performance in internal
assessments with international assessment (IBT /
PIPs) and suggest next steps for improving learning
Teachers compare and analyse
internal assessment data with
international assessment data to have
a better understanding of their
students’ progress.
June
2015
HM,HOK,
Head ICT,
KG
Supervisor
Use PIPS- Performance Indicators in Primary Schools
for standardized assessments in KG 2 to validate
student outcomes at KG-2 against international
benchmarks.(Durham University- CEM Assessments)
KG 2 Students appear for the PIPS end
of the year assessment in Feb, 2015.
March
2015
Monitor student tracking by studying the
performance of individual students in internal and
international assessments.
Review student progress by sharing and discussing
samples of student work
Maintain a log of anecdotal records for every
student to record teacher observations on student
progress
Ongoing individual student tracking
by teachers and Leaders to study
trends if any across KG – Grade 5
every Unit, quarter and after every
standardised assessment followed by
next steps to ensure that all students
are making good or better progress as
evidenced in the student trackers.
Department Analysis Sheets for all
assessments evidence identification
of strong and weak skills and progress
made in strands worked on.
Individual Teacher Analysis sheets aid
teacher analysis of assessment data,
review progress made by individual
students and suggest personalized
next steps for every child. Analysis
and anecdotal records inform future
planning and teaching strategies.
Feb
2015
Jan –
Feb
2015
e. Compare, analyse and
use internal and
external assessment
data effectively to
inform planning, modify
teaching and bridge
gaps in learning to meet
the needs of all
students.
HM, HOK,
Head of
Curriculum
Assessment
Committee,
ICT Team,
Supervisors,
Teachers
Use data analysis to plan and execute remedial work
in the respective subjects through whole class
discussion of errors or re-teaching of concepts to
clarify student misconceptions and gaps in learning
Teachers use data to analyse and
discuss common errors and bridge
gaps in learning as evidenced in 60 %
of lesson observations.
June
2015
Use data analysis to plan focused remedial
intervention for the low achievers and to challenge
the high achievers during extra periods allotted.
Remedial measures and challenge
Questions visible in extra remedial
period evidenced in worksheets/ tasks
in 75 % of remedial lessons observed.
June
2015
Train the Middle Management and teachers to
analyse assessment data and use data analysis in
their- lesson planning, day to day lesson transactions
CPT discussions and Remedial & Extension work
Teachers use assessment data for
future planning and transaction of
lessons as evidenced in 60% of Lesson
Plans and Transactions, CPT Minutes
Remedial Classes indicating additional
reinforcement and Extension tasks.
June
2015
f. Provide necessary
support to the Lower,
Middle and Upper Band of
students to challenge
them and move them up
the learning continuum.
Head Of
Assessment,
Assessment
Committee,
Teachers,
Supervisors,
ICT Team.
Analyse student performance in ongoing
assessments and provide necessary support to the
students working with the curriculum, beyond the
curriculum and towards the curriculum.
Brainstorm and use practical strategies during CPT
and need based CPDs to facilitate upward
movement of students on the learning continuum.
60% of teachers analyse assessment
data, review and suggest specific and
personalized next steps to improve
student outcomes as evidenced in
class student tracker. 60% of focused
lesson observations evidence
teachers challenging all students to
progress on the learning continuum
June
2015
g. Students in Grades 1 to 5
set SMART Targets
aligned to the National
Agenda targets in English,
Math and Science.
Head Of
Assessment,
Assessment
Committee,
Supervisors,
Teachers
Assist students to set SMART targets for themselves
in English, Math and Science after the first quarter
Share target statements with students to help them
recognize where they need to move.
80% of English, Math and Science
notebooks evidence Realistic Targets
set by students assisted by the
teacher, signed by the parent and
teacher after the first quarter in June.
June
and
October
2015
Share set targets and specific strategies to achieve
these targets with parents during the first Open
House to strengthen partnership in raising student
attainment and progress in core subjects
Class Student Tracker with every class
teacher indicating the Realistic
Targets set for all the children shared
with parents during Open House
June
2015
Follow up on progress made by individual students
towards these targets, record the progress made
after a mid- term review in October and set fresh
targets in November for the second Term.
Class Student Tracker evidencing Mid-
term review and follow up of targets
set in English, Math and Science for
almost all students. (90% and above)
June
and Nov
2015
h. Moderate assessments
and analyse student
work samples to avoid
teacher bias and
increase the rigour of
assessments
HOS, HM,
Head of
Assessment,
Assessment
Committee,
Supervisors,
teachers
Train Middle leaders and teachers to:
Moderate assessments by comparing and analysing
student work samples and discussing fair marking by
using task specific rubrics.
Minutes of Moderation Meetings
documented after every AOL
evidencing comparison of student
work samples using task specific
rubrics. A Bank of Task Specific
Rubrics compiled and shared in the
KGS Learning community.
May
2015
Follow a uniform marking policy, have high
expectations and improve rigour in internal
assessment practices by documenting and sharing
expectations of assessments for, as and of learning
with all stakeholders
A detailed Assessment Guide and
Handbook compiled and shared with
all stakeholders by April 2015.
April
2015
i. Organize CPD to
improve teacher competency in
formative assessments and
feedback, target setting and use
of assessment data to inform
teaching and improve student
outcomes.
HOS,
HM,HOK,
Supervisors,
Head of
Assessment
Organize CPD to improve teacher competency in
Formative Assessments/ Formative Feedback
Moderation of Assessment / Target Setting
Assessment Data Analysis/ Use of Assessment data
to inform future planning and teaching.
Use of Assessment data to track individual student
learning
Impact of CPD evident in focused
lesson observations. 60 % of lessons
observed use formative assessments
to modify teaching as a focus, are
GOOD or better. Most students (75%)
achieve or exceed the targets set
Jan- Feb
2015
Feb
2015
DSIB Priority 3
Prioritize differentiation of learning for all students, T and G and
SEN.
Success Criteria:
Most students (75 %) make good progress above
curriculum expectations and international benchmarks in
all core subjects.
Most SEN students make good progress in achieving IEP
Targets.
Most T & G students make exceptional progress in their
area of expertise.
Project Leaders SLT, Head of Curriculum, Head of Assessments, Counsellors,
Special Educators & MMT
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
a. Differentiated Curriculum
Provisions for SEN and T &
G students incorporated in
the core curriculum
HM, HOK,
Head of
Curriculum,
Inclusion
Head,
Counsellors,
The curriculum provisions for SEN and T& G to be
further strengthened to ensure progress of every
SEN and T& G student. Provide several
accommodations and exceptions to enable the SEN
students to experience success.
Curriculum design personalized and
modified to incorporate specific
provisions for SEN and T & G students,
incorporating accommodations and
exceptions to enable SEN students to
experience success
March2
015
Supervisors
and
Teachers
Vary instructional groupings or arrangements for
any given activity. For e.g. large groups, small
groups, cooperative learning groups, peer partners /
paired work, triads, quads one-to-one instruction,
and/or independent tasks.
Varied groupings visible in 60% of
lessons observed.
Feb.
2015
Lesson plans personalized
to meet needs of individual
students in consultation
with Counselling team and
Inclusion Leader
Head of
Inclusion,
Leaders
Supervisors,
Teachers
The format of a lesson altered to meet the needs of
a child by including more opportunities for whole
class discussions, games, role playing, activity-based
lessons, demonstrations, and/or thematic lesson
organization.
Tweaking of lesson plans after
discussions with Inclusion Leaders to
personalize learning to suit needs of
SEN / T & G students evident in 60 %
of lesson plans and lessons observed.
Feb,
2015
b. Initiate internal
systems and structures
to facilitate better
differentiation
HOS, HM,
HOK, Head
of
Curriculum,
Counsellor,
Supervisors
Co-ordination meetings once a month of the Special
Education Team with the curriculum committee to
review the provisions and accommodations.
Minutes- of Co-ordination meetings
with SEN Support as focus.
Feb
2015
An Inclusion Leader to be appointed for every Grade
level for smoother co-ordination, providing
guidance in tweaking lesson plans and sharing best
strategies of SEN support.
Appointment of Inclusion Leaders at
every Grade level and their roles
specified.
Feb
2015
CPT to include a Round Robin Strategy where
teachers share strategies that worked for SEN
CPT minutes documenting the
practices shared.
Feb
2015
c. Early identification,
categorization and
intervention to support
students with special
needs
Counsellor,
Supervisor,
Teachers
Continue to regularly visit classrooms to observe
and identify students with SEN
More categories of SEN students
identified early so that the learning
gaps can be plugged without delay.
Feb
2015
Train teachers to identify students with SEN at the
earliest and increase sensitivity to their needs
Need based Teacher training resulting
in early identification of Special Needs
May
2015
Classify needs identified into prescribed broad
categories and further group needs to provide
specific strategies For E.g. Developmental Delays.
Share needs with concerned teachers and parents.
Detailed classification of Special
needs with specific strategies for the
benefit of all stakeholders to improve
progress of SEN students.
May
2015
d. Early identification of
exceptionally able
children and develop
strategies to provide
visible challenges to
extend the learning of
the Talented and Gifted
students.
Counsellor,
Supervisor,
Teachers,
Head of ICT,
Performing
Art and
Head of Fine
Arts.
Train teachers to differentiate exceptional T&G
students from High Achievers. Support teachers in
raising expectations & providing challenging
questions and activities to extend learning of
exceptionally able students. Continue to strengthen
support to teachers in classrooms by suggesting
strategies and monitor effective implementation.
The impact of Teacher Training in
identifying T & G students is visible in
60% of the lessons as teachers
challenge the T & G students through
complex tasks and higher order
questions.
Feb
2015
Lesson observations by counsellors to monitor
implementation of strategies.
T & G Tracker detailing the progress of
every T & G student.
March
2015
Mentor and track Students using a T&G Tracker- E.g.
talented actors mentored and tracked by Head of
Performance Arts from Grade 1 to 5
Focussed lesson observations indicate
excellent support to T & G Students.
Feb
2015
Regular meeting with parents of T&G students to
assist them in guiding students
T & G digital Portfolio to track
progress over a 5 year period on
curriculum track.
Every
Quarter
Encourage T&G students to teach other students to
hone their skills through Pupil Teaching, Reading to
lower grade students and other initiatives.
Pupil Teaching, pupil reading and
buddy system evident in classroom
transactions of 30% of lessons
Feb-
May
2015
e. Make Differentiation
through a variety of
ways visible and
HM, HOK,
Head of
Curriculum,
Differentiate through layered objectives
Personalize lesson plans by writing need based
specific objectives for students with SEN
Layered objectives in 75% of lesson
plans ensure that all students make
good progress.
meaningful in every
lesson for all students
Differentiate Process by using
SMART Strategies and
differentiated tasks
Supervisors,
Teachers
Differentiate the process by using varied SMART
teaching strategies as well as tiered and varied tasks
Differentiation in process visible
through use of varied strategies and t
tiered tasks to suit varied learner
profiles as evidenced in 60% of
focused lesson observations
Differentiate the Process and
Outcome through Skilful
Questioning.
Differentiate through Questioning strategies -
1. Local and global questions
2. Closed and Open ended questions
3. Bloom’s Questioning
4. Socrates Questioning(probing deeper)
5. Students Questioning
6. The Question Palm, Quilt, wheel, Cube
60% of lessons observed focused on
differentiated questioning to cater to
and challenge varied learner profiles.
Use of Questioning tools and Probing
questioning by teacher and students
evident in 60% of lessons observed.
Differentiate through support
Differentiate support given to WT, SEN students and
challenge provided to extend thinking of all students
(Special Needs / WT - extra help, tools, word strips,
number grids, Numicons, math kit WB / Talented
and Gifted students- extension activities and links,
challenge, thinking caps, research work, problem
solving.) Differentiate support provided from spot
checks to close continuous supervision/ simplifying
directions, addition of visual stimuli, use of concrete
materials, sequencing tasks from easy to difficult,
repeated opportunities to practice skills, changes in
schedule of reinforcement, shaping of responses,
verbal prompts and/or direct physical assistance.
Differentiation through Support is
visible in 60% of the lessons observed
with differentiation as focus. Most
students make good progress in tasks
worksheets, activities. Differentiation
in written work evident.
Extra support visible in 60 % of the
lessons observed such as word strips,
number grids, manipulative, extra
time for Low Achievers & SEN
students and extension or challenge
for T&G students & High Achievers
Specific Positive Reinforcement Strategy to build
self- esteem and self–image of LAs and SEN students
to motivate them to achieve targets set.
Most LAs (80%) demonstrate
improved attainment and progress
from starting points and achieve
targets set.
A team of Teachers across the school
do a mini action research to measure
the impact of this strategy.
Differentiate Learning
Outcomes to match the varied
needs of learners
Differentiate learning outcomes - While setting
targets for a lesson, different outcomes are planned
for different groups / students to suit their ability
and learner profile.
Personalized learning outcomes
visible in 60% of lesson planning and
transaction. Student choice is evident
during plenaries.
Differentiate the learning
environment and resources
Differentiate the Learning Environment and
Resources – visual and auditory input, physical
arrangement of the room or equipment, and
accessibility of materials. Modify instructional
materials to physically adapt instructional or play
materials to facilitate a child's participation
Differentiation through changes in the
learning environment and resources
for a few students is visible in 60% of
the lessons observed. Example: use
of help cards, sunshine cards, math
kit, number grids and number lines.
f. Regular Counsellor and
Supervisor visits to the
classroom to improve
teacher support to SEN
students during the
lessons.
HM,
Counsellor,
Supervisor,
Teachers
Visit SEN classes every week focusing on teacher
support to SEN students in class
Provide immediate feedback to teachers so they are
able to support students better
Build and use resources for SEN students to make
support visual and visible such as:
Word banks/ Vocabulary / Reading cards
Times tables / Number Grids / Numicons/ counters
Focused lesson observations looking
at teacher support to SEN and T & G
indicates that 60% of these lessons
are good or better.
A repertoire of Resources for
supporting SEN in lessons is compiled
and used in lessons. 60% of the
lessons observed evidence the use of
Sunshine cards and Flash Cards
Routine charts and Flow Charts
Alphabet tiles, Cue cards / picture cards
Maps & visual Organizers, Blocks/ Dominoes
Question Palm / Quilt/ wheel
Regular Learning walks by SEN team to ensure that
resources are used by teachers and objectives are
met in daily teaching
these extra resources to support the
SEN students in the class.
g. Differentiation in
support given to SEN
students and T & G
students to be evident
in lesson planning and
transaction.
Counsellor,
Special
Educators,
Supervisors,
Teaches
Personalize lesson plan with notes in the form of
layered objectives for SEN students in keeping with
the IEP TARGETS.
60% of lesson plans are Personalized
specifying SEN support corresponding
to the IEP Targets.
Personalize support given in class through use of
visual aids, resources & manipulative.
60% of lessons observed evidence
personalized support to facilitate
good progress of SEN students
Set differentiated learning tasks to match student
needs and abilities with relevant task descriptions
and rubrics shared with students prior to the task.
Provide permanent LSA’s in the class room where
the children have severe needs
60% of the lessons observed evidence
tiered tasks with specific rubrics to
match the varied needs of learners
with different learner profiles.
Provide interventions such as: Simplified directions,
visual stimuli, concrete materials, sequenced
learning tasks, repeated opportunities to practice
skills, changed schedule of reinforcement, shaped
responses, verbal prompts/ physical assistance.
60% of the lessons observed evidence
the use of Special Education
Interventions as support to the SEN
students in the classroom during
lessons.
Large and small groups, cooperative learning
groups, peer partners, one-to-one instruction, and
independent tasks.
Include more opportunities for whole class
discussions, games, role playing, activity-based
lessons, and demonstrations
Personalize learning objectives to suit SEN student.
Personalize expected learning outcomes by
adaptations to method of responding
Modify arrangement of furniture, accessibility of
materials, variable pacing and instructional
materials to suit SEN student’s participation.
Vary level of personal assistance ranging from spot
checks to close continuous supervision, provided by
adults or peers. Ensure on-going assessment of
student progress Modify instruction based on
assessment data. Use varied modes of assessment
so students demonstrate knowledge,
understanding, and skill. Grading based on student
growth rather than in comparison to one another.
Provide curricular adaptation when above
conditions fail to meet SEN Student’s needs.
h. Track the progress
made by every SEN and
T & G student in
internal and external
assessments, Feedback
and Next Steps
Head of
Inclusion,
Counsellors
Head of
Assessment
Head of ICT,
Supervisors,
Teachers
Monitor the SEN and T & G Tracker to track progress
of every student in internal and external
assessments, over a period of time.
SEN and T& G tracker shared with all
stakeholders to inform future
planning evident in the analysis of SEN
progress and 60% of the personalized
lesson plans and lesson transactions.
March
2015
SEN Curriculum Track to record progress of SEN and
T & G students to be created. Student digital
portfolios uploaded on the SEN Curriculum track.
Updated portfolios on Curriculum
Track evidence good progress of 75%
SEN and T&G students.
March 2015
Monitor feedback mechanisms to ensure regular
feedback to all stakeholders. Constant dialogue with
parents of SEN and T & G students, feedback on
progress shared and next steps discussed.
Quarterly face to face meetings with
all stakeholders documented and the
SEN Tracker and next steps shared
Every
Quarter
DSIB Priority 4 Reduce classroom size to enhance learning opportunities Success Criteria
KG – 1 will have 25 students KG-2 will have 32 students;
Grades 1-5 – 39 students on roll. Project Leaders HOS, Governance
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
a. Liaise with Governance to
reduce numbers in classes
and comply with required
student numbers
GEMS
Governance
Reduce KG numbers to 25 & 32, Grades to 39 in
consultation with the Governance.
In the academic year 2015-16, all KG –
1 classes will have 25 students. KG-2:
32 students, Grades 1 – 5: 39 students
Compliance in a phased manner.
April,
2015
INTEGRATED ALLIED PRIORITIES – 5
5a. Improve student outcomes in English Comprehension,
Vocabulary, Spelling and Punctuation, the weaker strands
identified in the IBT Analysis.
5b. Continue to further Integrate
Digital Learning in lessons
5c. Develop a robust
Performance Management
Cycle
5d. Continue to engage all the
stakeholders in School Social
Responsibility (SSR) projects as
Global Citizens.
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
5a. Improve student
outcomes in the
weaker strands
identified in the IBT
Analysis in English -
Vocabulary, Spelling,
Reading
Comprehension, and
Punctuation.
Head of
English,
HOK,
Supervisors
, Teachers
Strengthen vocabulary and speaking skills by
providing opportunities to students for practicing
conversation: Neighbourhood Walks/ Conversation
Stations/Pick and Talk/ JAM sessions/ Interviews /
Paired Interactions in varied contexts. Track
reading more effectively from base line to progress
made every quarter referenced to stages in
ORT/Collins Series. Continue Ready to Read
program in KG by engaging parents. Students of
Grades 3, 4 & 5 (Children for Children) read to lower
Grades every Thursday during Zero Period
Student performance in weak strands of
vocabulary, spelling, punctuation and reading
comprehension in IBT improves by 10 %.
Students reading tracker based on ORT shows
improvement ranging from 10 to 15 % in
individual reading scores of all students.
A dedicated team of volunteer parents engaged
in Ready to Read as a result of which students’
progress in reading enhanced by 10%.
Students, both the older ones and the younger
ones enjoy and benefit from this initiative.
Feb
2015
March
2015
Reading teachers train students of Grades in the
skills of reading and comprehending for varied
purpose such as locating information, skimming,
scanning, summarizing, categorizing, predicting,
evaluating and reflecting.
Use ‘Explode the Code’, Phonic Bingo and other
phonic and whole word strategies to develop skills
of decoding, composing and blending words.
The reading tracker indicates 10% improvement
in Student scores across the Grades in reading
for a variety of purposes.
The reading tracker indicates 10 % improvement
in Students’ phonemic awareness to decode,
compose and blend words
Students improve their vocabulary by 10% in
IBT, 2014.
June
2015
Use vocabulary walls, visual thesaurus, language
plants, vocabulary games, spell bee, word hunt and
other strategies to improve vocabulary.
Continue the ‘Writer of the Week’ initiative and
build in two periods of creative writing every week.
Track student progress in creative writing every
quarter from diagnostic test in April to end of year.
A progressive creative writing programme is
ready for use by March, 2015.
60% of Students use story starters, story boards
and creative visualization to write creatively.
80% of creative writing classes use visual
organizers to scaffold creative writing. Drafts
visible resulting in better writing.
June
2015
5b. Improve Students’
creative writing skills in
English across the
Grades.
Develop a writing program beginning with picture
cues to extended creative writing techniques.
Use Story Starters and Story Boards to initiate
collaborative creative thinking and writing
Use visualization and organizers to build skills,
organize thoughts and scaffold creative writing.
Encourage students to edit drafts and redraft
writing pieces by providing specific formative
feedback on their writing.
Share student samples of writing during CPT and
moderation to assess progress made by students
using a common task-specific rubric
60% of creative writing lessons observed
incorporate effective use of technology
Students’ creative writing skills evident in
Display Boards, Notebooks and Class e-
magazines.
CPT and Moderation meetings evidence sharing
of exemplars of student work.
Student progress tracker indicates improvement
in creative writing by 10% across the school.
May
2015
Use technology effectively in creative writing by
encouraging students to blog, share written
expressions and comment on each other’s work,
use story starters and visual organizers.
60% of teachers use a range of creative writing
techniques to improve students’ writing skills.
May 2015
Encourage students to self and peer- assess
creative writing to improve on their weak areas
using a student friendly rubric. (I can…., you can….)
Student self and peer assessments visible in
creative writing notebooks and worksheets,
resulting in better quality of creative writing.
June 2015
Compile a Class E-Magazine of the best writing in
every class. Grades 3, 4 and 5 learn editing, proof
reading, redrafting and cover designing skills.
Every class has an E- magazine with the best
creative writing pieces of all students compiled
which is shared with parents.
June 2015
5b. Continue to further
Integrate ICT and
Digital Learning in
lessons.
Head of
ICT, ICT
Team,
Head Of
Curriculum,
Subject
Heads
Modify Computer curriculum across the school to
integrate ICT into the core curriculum.
A modified ICT curriculum with total integration
of ICT with the core curriculum.
June
2015
Incorporate use of ICT in lessons in lesson planning
and execution.
The integration of ICT is evident in 60% of the
Lesson Plans and focused Lesson Observations.
June
2015
Identify software / online resources / App support
in core subjects and integrate the same in lessons
with a view to enhance student outcomes and
independent learning.
Teachers and students use ICT effectively in 60
% of the lessons observed.
June
2015
Support Subject Teachers in the use of ICT by
students in the classroom for research, blogging,
sharing common learning platforms or walls.
60% of the lessons observed indicate the use of
several relevant apps to reinforce learning of
concepts in core subjects.
May
2015
Build a Lego Studio and provide opportunities to
students of Grades 3, 4 and 5 to extend their
learning through creative futuristic design based on
important aspects of STEM curriculum
Students of Grades 3, 4 and 5 explore LEGO
studio to build and construct models linked to
the curriculum based on STEM Principles.
May
2015
Use LEGO Story Boards to generate creative
expression in speaking and writing in KG- Grade 2.
Students of Grades 1 and 2 use LEGO story
boards to visualize and write creatively.
May
2015
Provide opportunities for Digital Hub once a week
during the ACTIVITY period for all students in
rotation to encourage use of unique software such
as Aurasma, Minecraft etc. ( 10 per week from
every class in every Grade)
Students demonstrate new ICT Skills using new
software across Grades 1- 5. Students
demonstrate creative use of technology for
learning and understanding the world around
us.
May
2015
Use ICT to assist class teachers in collation and
analysis of internal and International assessment
data after every quarter.
Systematic generation of reports, Data analysis
and use of data to inform planning evident in
CPT, CPD and lesson observations.
April
2015
Ongoing
Train teachers and students to use favourites /
Public folder to store and share resources.
Most Teachers use ICT effectively to organize
their work and to assist them in teaching.
June
2015
Continue with the monthly ICT Help desk for
parents to support them in e-learning.
Need based Parent support available on a
monthly basis throughout the year
Ongoing
Identify gaps in learning and address through
timely and appropriate ICT interventions, to
facilitate the progress of SEN students
ICT support to SEN students is evident in most
classroom observations.
April 2015
Conduct a need analysis for ICT Skills in Teachers
and conduct foundation, developmental and
advanced training sessions for teachers.
Most teachers use ICT confidently and are at one
of these levels.
March 2015
ICT team initiates a case study on the use of ICT to
improve SEN progress.
Five case studies to be initiated - April to June
2015.
March 2015
CPD: Training for ICT Team on how to conduct a
Case Study
Need Based CPD on ICT at 3 levels – Foundation,
Developmental and Advanced
80% of the teachers are at the Developing or
Advanced Level of ICT skill. The positive Impact
of CPD is evident in 60% of the lessons observed.
March 2015 &
ongoing
Use of relevant apps in enhancing student
outcomes in Core Subjects.
Use of LEGO and story boards to extend learning
ICT support for Parents every month
Training for ICT Team on DIGITAL HUB for students
Data Analysis for Supervisors and Teachers
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
5c. Develop a robust
Performance
Management Cycle
HOS, HM,
HOK,
Supervisors
ICT Team
Prepare a Hand Book outlining the expectations,
roles and responsibilities of all staff clearly. Build a
Performance management plan for 2015-16
Staff Handbook compiled outlining the
Performance Management Cycle
March
2015
Use the Performance Management Cycle
effectively to document progress in teacher
performance, impact of CPD, Accountability, and
improved student outcomes.
Visible links in the Teacher Performance
Portfolio associating staff performance with
Accountability, Student Progress and School
Improvement
Septem
ber2015
Chart a need based Professional Development Map
for staff members indicating career goals specifying
support provided to ensure career progression.
PD maps charted, developmental targets set for
a quarter and Career goals set for a period of 3
years.
Sept
2015
Set Key Performance Indicators (KPIs) and SMART
TARGETS for leaders and teachers to monitor
accountability linked to student outcomes and
school improvement with a mid- Term Review
Conduct Performance reviews twice a year,
encourage self-reflection, reflective dialogue and
set SMART targets for next review.
KPIs set for all leaders in April to be reviewed in
KPIs set in April 2015 to be reviewed mid-term
in August 2015 and final review in February,
2016.
April –
August
2015
Monitor Quality Assurance and accountability by
reviewing targets achieved, providing support to
teachers and leaders by using Performance Tracker
Performance Tracker indicates targets achieved
and improvement in percentage of good and
better lessons to 60 %.
Targeted Objectives Personnel Strategies to be employed Evidence of Success Time Remarks
5d. Continue to engage
all the stakeholders in
School Social
Responsibility (SSR)
projects as Global
Citizens.
All Heads,
Student
Leaders &
Parent
Representa
tives form
PIP & SIP.
Continue to effectively engage students, staff and
parents in whole school SSR projects throughout
the year related to:
Green Flag & Education for Sustainable
Development ( ESD)
International School Awards ( ISA)
Start A Valuable Endeavour ( SEWA)
UNESCO Themes
Charity Drives in response to global needs
80% of the students, staff and parents
demonstrate an outstanding awareness of and
engage effectively in SSR projects.
October
2015
KEY TO ABBREVIATIONS USED
FA – Formative Assessments, SA- Summative Assessments, AFL – Assessment for Learning, AOL- Assessment of Learning SEN- Special Education Needs, T & G –
Talented and Gifted, PM – Performance Management, GLG – GEMS Learning Gateway, CPD – Continuous Professional Development, SMART – Specific,
Measurable, Achievable, Realistic, Time-bound, LSA – Learning Support Assistants, SLT – Senior Leadership Team, MMT – Middle Management Team, HOS –
Head Of School, HM - Headmistress, , CPT – Common Planning Time, HOTS- Higher Order Thinking Skills, MCQ – Multiple Choice Questions, TIMSS- Trends in
International Mathematics and Science Study, PM – Performance Management, PIPs- Performance Indicators in Primary Schools, IBT – International Benchmark
Tests, CASE- Cognitive Acceleration of Science Education, STEM – Science, Technology, Engineering and Mathematics Education, WCT – World Class Tests,
LSRW- Listening, Speaking, Reading Writing, SSR- School Social Responsibility, ESD- Education for Sustainable Development, ISA- International School Award,
SEWA- Start a Valuable Endeavour
