2019 Annual Implementation Plan · 2015- Data Measurement & Geometry School 2.72 Region 2.84 2015- Data Number and Algebra School 2.76 Region 2.87 Enhance school practices in student

Chalcot Lodge Primary School (5231) - 2019 - AIP - Overall Page 1

Submitted for review by Monica Ghirxi (School Principal) on 13 December, 2018 at 09:18 AM

Endorsed by Leonie King (Senior Education Improvement Leader) on 16 December, 2018 at 09:44 AM

Awaiting endorsement by School Council President

2019 Annual Implementation Plan for improving student outcomes

Chalcot Lodge Primary School (5231)

Chalcot Lodge Primary School (5231) - 2019 - Self-evaluation Summary.docx Page 2

Self-evaluation Summary - 2019

Chalcot Lodge Primary School (5231)

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are

highlighted below in red.

Self-evaluation Level Evidence and Analysis

Excellen

ce i

n

teach

ing

an

d

learn

ing

Building practice excellence Evolving moving towards Embedding

Curriculum planning and assessment Evolving moving towards Embedding

Evidence-based high-impact teaching

strategies

Emerging moving towards Evolving

Evaluating impact on learning Evolving moving towards Embedding

Pro

fessio

nal

lead

ers

hip

Building leadership teams Embedding

Instructional and shared leadership Evolving moving towards Embedding

Strategic resource management Embedding

Vision, values and culture Evolving moving towards Embedding


Po

sit

ive c

lim

ate

fo

r

learn

ing

Empowering students and building school

pride

Evolving moving towards Embedding

Setting expectations and promoting inclusion Evolving moving towards Embedding

Health and wellbeing Embedding

Intellectual engagement and self-awareness Evolving

Co

mm

un

ity

en

gag

em

en

t in

lea

rnin

g

Building communities Evolving moving towards Embedding

Global citizenship Evolving

Networks with schools, services and

agencies

Evolving moving towards Embedding

Parents and carers as partners Evolving moving towards Embedding

Enter your reflective comments During the 2018 AIP:

Excellence in Teaching and Learning

• Development of a Leadership Team that has a clear focus and strategies to achieve the key improvement strategy.

• Teaching staff familiar with the Victorian Curriculum- Reading and Viewing to ensure teaching staff have a thorough

knowledge of the standards and elaborations in all areas including Language, Literacy and Literature.

• Modified curriculum planning and delivery documents to include Victorian Curriculum – Reading and Viewing

standards and elaborations.

• Begin to build staff capacity in EAL teaching strategies.

• Developed teacher capacity with the use of the online Essential Assessment tool to assess students’ learning and to

guide their teaching (formative and summative assessment).

• Developed teacher proficiency with planning high quality activities using the DET resources ‘Numeracy Tool Box’

and ‘FUSE’.


• Developed teacher proficiency with using the Essential Assessment Tool to assess students learning and to guide

their teaching in Mathematics. (formative and summative testing)

• Developed teacher understanding of the High Impact Teaching Strategies in particular – Explicit Teaching

• Development of the school based instructional teaching and learning model based on The Gradual Release of

Responsibility Model.

• Development of a whole school Mathematics and English Learning Protocols (including Assessment)

Health and Wellbeing

• Implementation of the Resilience Project from Years Prep to 6.

• Organised opportunities for parents to participate in family and parent information sessions in relation to the

Resilience Project.

• Begin to building staff capacity in strategies to assist with improving student attendance.

• Developed teacher and Parent capacity in the use of Compass as a reporting tool, communication tool, assessing

student information and recording student attendance.

Considerations for 2020 In light of the Literacy Masters Training in 2018, it has become evident that there is a need to focus on building teacher

efficacy through effective Professional Learning Communities. A literacy focus on Reading strategies and implementing an

engaging Literacy program through effective Professional Learning Communities will be a key improvement strategies in the

2019 and in our next School Strategic plan which will be developed next year.

Regional briefings in relation to teaching EAL in the mainstream also highlighted the need for Chalcot Lodge Primary

School.

Student Absences is still a concern with the total number of student absences on the rise. Although the school has

improved the parent approved absences, the focus will be on decreasing the number of day absences across the school.

Documents that support this plan DOC111218.pdf (2.46 MB)

Chalcot Lodge Primary School (5231) - 2019 - AIP - SSP Goals Targets and KIS

Page 5

SSP Goals Targets and KIS

Goal 1 To maximise student learning growth in English and Mathematics for Foundation to Level 6.

To improve overall student achievement levels in the areas of English and Mathematics.

Target 1.1 To improve the ‘NAPLAN Numeracy’ (4 Year average Learning Gain) to be in line with the median of all Victorian government

schools. (Data from Government School Performance Report) To Improve the NAPLAN Relative Growth in the high category. (Data from School Summary Report) 2015 Data NAPLAN Relative Growth- % of Students in the high category

Numeracy Grammar &

Punctuation Writing Reading

16.7% 6.7% 13.3% 10% Targets for 2019

Numeracy Grammar &


25% 25% 25% 25% Improve/maintain the percentage of students achieving at least one year’s learning growth (Victorian Curriculum Assessment Data)

across the school in literacy and numeracy. (School based data using GradeXpert) Reading

Year 0 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6

2015 74 78 94 97 94 94 74 2018 80 85 90 + 90+ 90+ 90+ 90+ 2019 85 90+ 90+ 90+ 90+ 90+ 90+

Writing


2015 50 90 96 82 79 82 70 2018 80 90+ 90+ 90+ 90+ 90+ 90+ 2019 85+ 90+ 90+ 90+ 90+ 90+ 90+


Page 6

Number


2015 74 93 73 95 94 83 75 2018 80 90+ 90+ 90+ 90+ 90+ 90+ 2019 85+ 90+ 90+ 90+ 90+ 90+ 90+

To improve the school mean score in the ‘Victorian Curriculum Teacher Assessment Data Prep to 6 in Reading & Viewing and

Writing to be in line with the region. (Data from School Summary Report) 2015 Data Reading and Viewing - School 2.82 Region 3.01 2015 Data Writing - School 2.63 Region 2.81 2015 Data Speaking and Listening - School 2.75 Region 2.89 To improve the school mean score in the ‘Victorian Curriculum Teacher Assessment Data Prep to 6 in Measurement & Geometry and

Number & Algebra to be in line with the region.(Data from School Summary Report) 2015- Data Measurement & Geometry School 2.72 Region 2.84 2015- Data Number and Algebra School 2.76 Region 2.87

Key Improvement Strategy 1.a


strategies

To build teacher capacity in the Gradual Release of Responsibility Instructional Model - Implement the ‘Direct Instruction’

section of the lesson in Numeracy.

Key Improvement Strategy 1.b


strategies

To build teacher capacity of high impact teaching practices in Reading & Viewing through effective Professional Learning

Communities.

Key Improvement Strategy 1.c

Curriculum planning and assessment

Building teacher capacity in teaching and assessing EAL students.


Page 7

Goal 2 Enhance school practices in student wellbeing through strengthening the communication between home/school in relation

to student absences.

Target 2.1 To decrease the school mean score for unexplained absences from 5.83 in 2014 to 3.00 by 2019. Continue to decrease student absences days from Foundation to 6 to 14.00 or similar to the state by 2019.


Health and wellbeing

Building Teacher, Student and Parent capacity of school Absence Protocol and requirements.

Goal 3 Provide an engaging, stimulating and student centred learning environment that promotes creative and critical thinking.

Target 3.1 That 25% of Students from Level 3 to 6 achieving an A or B score in the Victorian Curriculum Teacher Assessment Data in relation to

Critical and Creative Thinking – Meta Cognition - with a particular focus in the Level 3 to 4 area. That 25% of Students from Level 3 to 6 achieving an A or B score in the Victorian Curriculum Teacher Assessment Data in relation

to Science – Inquiry Skills with a particular focus in the Level 3 to 4 area. To maintain Student Attitudes to School Survey results in relation to ‘Stimulating Learning’ and ‘Student Motivation’ in the Fourth

Quartile.



strategies

The use of "MAPPEN" tool to implement an engaging Inquiry Learning curriculum.

Chalcot Lodge Primary School (5231) - 2019 - AIP - Annual Goals Targets and KIS Page 2

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.

To maximise student learning growth

in English and Mathematics for

Foundation to Level 6.

To improve overall student

achievement levels in the areas of

English and Mathematics.

Yes To improve the ‘NAPLAN Numeracy’ (4 Year average Learning Gain) to

be in line with the median of all Victorian government schools. (Data from Government School Performance Report) To Improve the NAPLAN Relative Growth in the high category. (Data from School Summary Report) 2015 Data NAPLAN Relative Growth- % of Students in the high category

Numeracy Grammar &


16.7% 6.7% 13.3% 10% Targets for 2019

Numeracy Grammar &


25% 25% 25% 25% Improve/maintain the percentage of students achieving at least one year’s

learning growth (Victorian Curriculum Assessment Data) across the

school in literacy and numeracy. (School based data using GradeXpert) Reading

Year

0 Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 2015 74 78 94 97 94 94 74 2018 80 85 90 + 90+ 90+ 90+ 90+ 2019 85 90+ 90+ 90+ 90+ 90+ 90+

Writing

Year

0 Year

1 Year

2 Year

3 Year

4 Year

5 Year

6

To Improve the NAPLAN Relative Growth

in the high category.

(Data from School Summary Report)

Targets for 2019

Numeracy: 25% students in high

category

Grammar & Punctuation: 25% students in

high category

Writing: 25% students in high category

Reading: 25% students in high category

Maintain the percentage of students

achieving at least one year’s learning

growth (Victorian Curriculum Assessment

Data) across the school in literacy and

numeracy -90+% achieving one years

learning growth.


2015 50 90 96 82 79 82 70 2018 80 90+ 90+ 90+ 90+ 90+ 90+ 2019 85+ 90+ 90+ 90+ 90+ 90+ 90+

Number

Year

0 Year

1 Year

2 Year

3 Year

4 Year

5 Year

6 2015 74 93 73 95 94 83 75 2018 80 90+ 90+ 90+ 90+ 90+ 90+ 2019 85+ 90+ 90+ 90+ 90+ 90+ 90+

To improve the school mean score in the ‘Victorian Curriculum Teacher

Assessment Data Prep to 6 in Reading & Viewing and Writing to be in

line with the region. (Data from School Summary Report) 2015 Data Reading and Viewing - School 2.82 Region 3.01 2015 Data Writing - School 2.63 Region 2.81 2015 Data Speaking and Listening - School 2.75 Region 2.89 To improve the school mean score in the ‘Victorian Curriculum Teacher

Assessment Data Prep to 6 in Measurement & Geometry and Number &

Algebra to be in line with the region.(Data from School Summary Report) 2015- Data Measurement & Geometry School 2.72 Region 2.84 2015- Data Number and Algebra School 2.76 Region 2.87

Enhance school practices in student

wellbeing through strengthening the

communication between home/school

in relation to student absences.

Yes To decrease the school mean score for unexplained

absences from 5.83 in 2014 to 3.00 by 2019. Continue to decrease student absences days from Foundation to 6 to 14.00 or similar to the state by 2019.

To decrease student absences from

17.27 in 2018 to 14 days in 2019.

To decrease the unapproved absences

form 2.2 in 2018 to 1.5 in 2019


Provide an engaging, stimulating and

student centred learning environment

that promotes creative and critical

thinking.

No That 25% of Students from Level 3 to 6 achieving an A or B score in the

Victorian Curriculum Teacher Assessment Data in relation to Critical and

Creative Thinking – Meta Cognition - with a particular focus in the Level

3 to 4 area. That 25% of Students from Level 3 to 6 achieving an A or B score in the

Victorian Curriculum Teacher Assessment Data in relation to Science –

Inquiry Skills with a particular focus in the Level 3 to 4 area. To maintain Student Attitudes to School Survey results in relation to

‘Stimulating Learning’ and ‘Student Motivation’ in the Fourth Quartile.



12 Month Target 1.1

To Improve the NAPLAN Relative Growth in the high category.


Targets for 2019

Numeracy: 25% students in high category

Grammar & Punctuation: 25% students in high category



Maintain the percentage of students achieving at least one year’s learning growth (Victorian Curriculum Assessment Data)

across the school in literacy and numeracy -90+% achieving one years learning growth.


Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1


strategies

To build teacher capacity in the Gradual Release of Responsibility Instructional Model -

Implement the ‘Direct Instruction’ section of the lesson in Numeracy.

Yes

KIS 2


strategies

To build teacher capacity of high impact teaching practices in Reading & Viewing through

effective Professional Learning Communities.

Yes

KIS 3

Curriculum planning and assessment

Building teacher capacity in teaching and assessing EAL students. 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.

Staff have a significant role in negotiating and developing the targets and key improvement strategies in the 2019 AIP, giving

them collective responsibility for student improvement across the school. Literacy and Numeracy are the key focus in our

Strategic Plan with resources being allocated to improve student learning growth through building staff capacity, identifying

target students and implementing high teaching strategies. After participating in the Literacy Leadership briefings in 2018, it

has been identified that a key focus for improvement for Chalcot Lodge PS is improving staff efficacy in the areas of planning

literacy and numeracy curriculum. This will involve improving how teachers work and plan together in Professional learning

communities and implementing a research based teaching Instructional Model.

Goal 2 Enhance school practices in student wellbeing through strengthening the communication between home/school in relation to

student absences.

12 Month Target 2.1 To decrease student absences from 17.27 in 2018 to 14 days in 2019.

To decrease the unapproved absences form 2.2 in 2018 to 1.5 in 2019


Key Improvement Strategies Is this KIS selected for focus this

year?

KIS 1


Building Teacher, Student and Parent capacity of school Absence Protocol and

requirements.

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.

Through the 2015 review process it was identified that students’ absences, particularly unapproved absences, need to be

addressed. Over the last year of the SSP, the will endeavour to engage with parents and students to decrease student

absences and develop processes that will improve the way in which the school communicates with parents and acquires

parental explanations. The school has significantly decreased unapproved absences, however student absences have

increased for particular cohorts. Student absences in 2015 was 15.9 and in 2018 has increased to 16.8. This is a particular

concern, so a whole school strategic effort in 2019 will be to significantly decrease the number of days absences of students

across the school.

Chalcot Lodge Primary School (5231) - 2019 - AIP - Actions Outcomes and Activities Page 2

Define Actions, Outcomes and Activities



12 Month Target 1.1

To Improve the NAPLAN Relative Growth in the high category.


Targets for 2019

Numeracy: 25% students in high category

Grammar & Punctuation: 25% students in high category



Maintain the percentage of students achieving at least one year’s learning growth (Victorian Curriculum Assessment Data) across

the school in literacy and numeracy -90+% achieving one years learning growth.

KIS 1

Evidence-based high-impact

teaching strategies

To build teacher capacity in the Gradual Release of Responsibility Instructional Model - Implement the ‘Direct Instruction’ section of

the lesson in Numeracy.

Actions • Introduce Instructional Model Gradual Release of Responsibility, focusing on the ‘Direct Instruction’ section of the lesson in

Numeracy

• Build staff confidence with the Numeracy portal, to explore elements of ‘Direct Instruction’ through PLCs


• Implement peer coaching in Numeracy through PLCs

Outcomes Leaders will:

• Provide teachers with professional development on the Instructional Model including evidence based readings.

• Facilitate PLC’s focused on ‘Direct Instruction’ part of the Instructional Model.

• Introduce and facilitate the introduction of a coaching model (Peer Observation, Feedback and Reflection), with a focus on

the school instructional model (Direct Instruction).

• Creating high quality example videos to model implementation of ‘Direct Instruction’ part of the Instructional Model (to be

used for coaching).

• Facilitate schedule for coaching within PLCs.

• Facilitate and support staff learning and navigation of the Numeracy Portal.

• Analyse NAPLAN data and monitor student achievement in areas of need.

Teachers will:

• Participate in professional development of the Instructional Model.

• In PLC meetings, staff will complete required readings and participate in professional discussions.

• Implement ‘Direct Instruction’ in Number, using the protocols.

• Participate in a coaching model (Peer Observation, Feedback and Reflection), with a focus on the school based Instructional

Model (Direct Instruction).

• Provide and receive feedback using the coaching protocol.

• Reflect on teaching practices relating to Direct Instruction, using feedback provided, and share within PLC meeting.

• Build confidence with the Numeracy Portal.

• Develop learning goals specific to NAPLAN areas of needs.

Students will:

• Observe, actively listen and ask clarifying questions during the ‘Direct Instruction’ part of Numeracy lessons.

• Participate in learning tasks specific to their NAPLAN needs.

Parents will:

• View Numeracy units of work through student led conferences, focusing on rich learning tasks and Numeracy literature.

Success Indicators Documentation of school based Instructional Model.

Documented PLC meeting minutes of readings completed and professional discussions on Instructional Model.

Documented PLC meeting minutes of readings completed and professional discussions on Direct Instruction.


Development of high quality example videos to model implementation of ‘Focus Lesson: whole group’ part of the Instructional Model

(saved on the T drive).

Activities and Milestones Who Is this a PL

Priority

When Budget

-Teachers implement school based Instructional Model, focusing

on ‘Direct Instruction’ during Numeracy sessions - using real life

learning

Teachers given opportunity during Projection Planning days to plan

numeracy curriculum- using George Booker learning schedule

developed in 2018.

All Staff

PLP

Priority

from:

Term 1

to:

Term 2

$12,000.00

Equity funding will

be used

Development and viewing of high quality example videos to model

implementation of ‘Focus Lesson: whole group’ part of the

Instructional Model through PLC.

All Staff

PLP

Priority

from:

Term 3

to:

Term 4

$0.00

Equity funding will

be used

KIS 2

Evidence-based high-impact

teaching strategies

To build teacher capacity of high impact teaching practices in Reading & Viewing through effective Professional Learning

Communities.

Actions • Introduce Professional Learning Community structure with a focus on analysing Reading & Viewing student assessment and

teacher professional development (PLCs)

• Introduce the Core Teaching Practice of Guided Reading through the Literacy Portal during PLCs

• Teachers explore authentic Literacy experiences

Outcomes Leaders will:

• Provide teachers with professional development on PLC structure and implementation

• Implement PLC’s in their cohort teams, focusing on Reading & Viewing professional learning

• Facilitate and support staff learning and navigation of the Literacy Portal

• Facilitate PLC meetings focused on Guided Reading.

• Provide teachers with professional development on authentic literacy experiences and facilitate reflection on classroom

implementation


• Analyse NAPLAN data and monitor student achievement in areas of need.

Teachers will:

• Take turns to facilitate PLC meetings within cohort groups

• Participate in PLC meetings with consistent protocol for data analysis and professional reading

• Build confidence with the Literacy Portal through PLC meetings

• Undertake Reading & Viewing professional development through PLC meetings, focused on Guided Reading and Literature

Circles

• Explore authentic Literacy experiences during Staff meetings

• Evaluate school literature on its authenticity

• Continue to purchase authentic literature texts throughout the school

• Use authentic literature during Literacy sessions

• Reflect on their practises during Literacy groups and share within a PLC meeting

• Continue to explore Literature units through the Literacy Portal

• Continue to implement Guided Reading during Literacy groups

• Develop learning goals specific to NAPLAN areas of needs

Students will:

• Participate in Literature Units from the Literacy portal

• Participate in Literacy lessons using authentic literature

• Participate in authentic Literacy lessons

• Participate in Guided Reading

• Participate in learning tasks specific to their NAPLAN needs

Parents will:

• View Literature Units of work through student lead conferences

• View the use of authentic literature through student lead conferences

Success Indicators Documentation of PLC minutes including protocols and roles of facilitator.

Documentation of Guided Reading, through PLC meetings, termly projections and teacher work programs.

Authenticity matrix documentation, used to audit school literature being used by teachers.


Priority

When Budget

Introduction of effective PLC’s through curriculum day and

subsequent staff meetings. All Staff PLP

Priority

from:

Term 1

$1,000.00


• Introduction to protocols

• Facilitating effective PLC

• Role of PLC facilitator

to:

Term 2

Equity funding will

be used

Introduce effective Guided Reading instruction, through the

Literacy Portal. Reflecting on current practices in Literacy groups,

guided reading sessions during PLC meetings.

All Staff

PLP

Priority

from:

Term 1

to:

Term 2

$4,000.00

Equity funding will

be used

Continue to explore and purchase authentic Literacy texts and

activities. Evaluating current texts against an authenticity matrix,

ensuring that texts being used in Literacy sessions have real life

connections.

All Staff

PLP

Priority

from:

Term 3

to:

Term 4

$3,000.00

Equity funding will

be used

KIS 3

Curriculum planning and

assessment

Building teacher capacity in teaching and assessing EAL students.

Actions [• Implementation of classroom EAL 1 day a week (run by classroom teacher.)

• Implementation of EAL junior and EAL senior program 1 day a week each (run by ESO.)

• Purchase of student resources for the implementation of program.

• Build staff capacity in implementing EAL in their classroom or as a pull away program (ESO.)

• Build staff capacity to assess students marked against EAL standards.

Outcomes Leaders will;

• Develop EAL protocols (to be included in the Chalcot Protocol manual)

• Provide teachers and Education Support Officers with professional development sessions for understanding and

implementing an EAL program at Chalcot Lodge.

• Provide professional development on the teal website (highlighting links to common assessment tasks in all areas of

Literacy.)

• Create termly projections for staff to follow and implement in their classroom sessions, during Literacy sessions.

• Facilitate and guide Teachers and ESO officers with ongoing EAL program.

• Facilitate discussion with teachers about which students will be a part of the intense EAL program with ESO. These students

will need to be assessed against EAL standards or be considering putting on EAL standards.


Teachers will:

• Implement EAL protocol

• Attend professional learning about teaching and assessing EAL in the classroom.

• Deliver a 1 hour EAL focussed session, based on termly projections, every week.

• Assess students according to the EAL standards and report back to PLC team.

•

Selected ESO will:

• Attend professional learning about teaching and assessing EAL one day a week.

• Develop confidence in implementing and assessing EAL.

• Deliver 5 sessions of intense EAL sessions with students who are assessed against the EAL standards.

• Assess students minimum once a term to show progress, to be used for reporting.

• Will provide data of progress and assessment to leaders, to pass on to teachers.

Students will:

• Participate in 1 weekly EAL session with classroom teacher (if selected by teachers.)

• Participate in 1 intense EAL session with ESO (if selected by leaders in collaboration with classroom teachers.)

• Need to have high attendance to maintain involvement in intense EAL program.

Parents will:

• Be provided with the information informing them of their child’s involvement in EAL programs.

• Be provided with the opportunities to meet with EAL teachers to discuss their child’s progress

Success Indicators Documentation in weekly program of classroom EAL sessions

Scheduled timetable of collaborative classroom EAL session

Scheduled timetable of EAL program (with ESO)

Documented Assessment completed in classroom and intense EAL sessions.

Students EAL Mid Year and End Year Reports


Priority

When Budget

Development of EAL programs - using online Website

Implementation of classroom EAL 1 day a week, run by classroom

teacher, based on termly projections provided by leaders.

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$1,000.00


Equity funding will

be used

leaders to provide professional development with the teal website,

how to navigate and how to find common assessment tasks.

Provide professional development how to use criteria sheets for

common assessment tasks (located on teal website.) Professional

development on reporting for EAL students using the EAL

standards and the EAL Companion.

Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$0.00

Equity funding will

be used

Goal 2 Enhance school practices in student wellbeing through strengthening the communication between home/school in relation to student

absences.

12 Month Target 2.1 To decrease student absences from 17.27 in 2018 to 14 days in 2019.

To decrease the unapproved absences form 2.2 in 2018 to 1.5 in 2019

KIS 1


Building Teacher, Student and Parent capacity of school Absence Protocol and requirements.

Actions • Implementation of fortnightly and termly attendance awards from Prep to 6

• Implement Attendance Protocols to the Chalcot Lodge Protocols Manual.

• Build staff capacity in implementing Absence Protocols.

• Build staff capacity to locate and interpret attendance data (through Compass) and to identify patterns within their own

classroom and year cohort.

• Organise opportunities for parents to engage with the school and learn about the key process being implemented and

understand the parent and student requirement.

• Communicate with the community through newsletter and Compass. Information sent to parents and students informing

them of changed protocols and expectations.

• Build links between attendance and learning.

• School council meetings discussing how to better communicate with, inform and engage parents to make required changes

to attendance.

• Create an AIT (Attendance Improvement Team) to monitor attendance, organise attendance meetings and follow attendance


processes.

• Build classroom strategies to encourage high expectations and high attendance.

• Imbed 5 key attendance statements (and characters to represent those statements) within the school community, using

teacher, parent and student involvement and engagement.

Outcomes Leaders will through PLC’s:

• Provide teachers and Education Support Officers with professional development sessions for understanding and

implementing the Absence Protocols and understanding attendance data.

• Inform community of new Attendance Protocols, codes and requirements through an information evening.

• Provide opportunity for parents to engage with the school in learning about the attendance protocols, requirements and

codes to be used.

• AIT (Attendance Improvement Team), will be created to monitor protocols, attendance and organise and assist in parent

attendance meetings (when required.)

• Promote high attendance in the community through community engagement, awareness and activities.

• Providing statements around attendance percentage and their effect on learning, to be included in the reporting documents.

Teachers will:

• Attend professional learning (provided by leaders) about the Attendance Protocols.

• Implement the Attendance protocols and connecting with parents when required.

• Teachers locate attendance data through Compass, interpreting data and identifying absence patterns.

• Develop classroom strategies to build high expectation and high attendance.

• Inform parents of their child’s attendance patterns and absent days (in Term 2 parent Teacher information night and follow

up as needed.)

Students will:

• Participate weekly classroom strategies to build attendance.

• Communicate ideas and develop strategies to assist their class members to achieving high attendance.

• Work towards achieving the fortnightly “Best Class” attendance awards and termly attendance award.

• Participate in classroom sessions/activities developing understanding of the schools 5 key statements and c

Parents will:

• provided with information regarding the importance of students attending each day.

• provided with assistance and strategies to improve their child's attendance at school.

Success Indicators Reporting statements of attendance percentages to be added to reports (mid-year reports)

Data analysis reflections though PLC meeting minutes.

Documenting data discussions in PLC

Staff PPD goals

Phone call scripts in Attendance protocols


Attendance protocol documentation to be included in the Chalcot Lodge Protocol Manual.

Whole school promotion through newsletter items

Class information packs including documentation of the 5 key statements, attendance protocols and parent expectations.

Return to school plans for students on holidays, with students are having a holiday (organised at least 2 weeks in advanced of

holidays.)

Independent Learning Plans for chronic students.

Minuted SSG meeting with chronic absent students

Student Attendance Data decreased form 16.8 in 2018 to 14.00 in 2019


Priority

When Budget

Implement Attendance Protocols (and include in the Chalcot Lodge

Protocols Manual) and build staff capacity through personal

development in attendance protocols and accessing and

interpreting attendance data.

Teachers to identify attendance patterns in term 2 at Parent

Teacher Interviews

Attendance Leaders to create a central place for staff to share

ideas and facilitate discussions around successful strategies within

the classroom.

Update Attendance policy

All Staff

PLP

Priority

from:

Term 1

to:

Term 4

$1,000.00

Equity funding will

be used

Attendance Team

Attendance Leaders create an AIT (Attendance Improvement

Team) to monitor whole school progress and follow chronic cases.

Attend AIT meeting 2 x term minimum.

Student support Meetings for Chronic absences

Leadership Team

PLP

Priority

from:

Term 1

to:

Term 4

$16,000.00

Equity funding will

be used


Informing Parents that every day matters through strategies such

as:.

• Organise and run parent training sessions (2019 Prep

parents in 2018 term 4.)

• Attendance Leaders to create and implement weekly and

fortnightly attendance awards for both junior and senior school

(term 4 2018).

• Teachers will implement class strategies and activities and

independent strategies and goals to assist with high attendance.

• Teachers to include attendance information in their

beginning class information document (handed our term1 2019)

• Promote high attendance through newsletter items,

compass announcements, school activities and classroom

activities.

• Provide statements around attendance percentage and

their effect on learning, to be included in the reporting documents

All Staff

PLP

Priority

from:

Term 1

to:

Term 2

$500.00

Equity funding will

be used

Chalcot Lodge Primary School (5231) - 2019 - AIP - Equity Funding Planning Page 2

Equity Funding Planner

Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $37,500.00 $37,500.00

Additional Equity funding $181,493.00 $169,552.00

Grand Total $218,993.00 $207,052.00

Activities and Milestones

Activities and Milestones When Category Total proposed budget ($)

Equity Spend ($)

-Teachers implement school based Instructional Model, focusing on ‘Direct Instruction’ during Numeracy sessions - using real life learning Teachers given opportunity during Projection Planning days to plan numeracy curriculum- using George Booker learning schedule developed in 2018.

from: Term 1

to:

Term 2

School-based staffing

Teaching and learning programs and

resources

CRT

$12,000.00 $12,000.00

Introduction of effective PLC’s through curriculum day and subsequent staff meetings. • Introduction to protocols • Facilitating effective PLC • Role of PLC facilitator

from: Term 1

to:

Term 2


resources

$1,000.00 $1,000.00

Introduce effective Guided Reading instruction, through the Literacy Portal. Reflecting on current practices in Literacy groups, guided reading sessions during PLC meetings.

from: Term 1

to:

Term 2



resources

$4,000.00 $4,000.00


Continue to explore and purchase authentic Literacy texts and activities. Evaluating current texts against an authenticity matrix, ensuring that texts being used in Literacy sessions have real life connections.

from: Term 3

to:

Term 4

Assets $3,000.00 $3,000.00

Implement Attendance Protocols (and include in the Chalcot Lodge Protocols Manual) and build staff capacity through personal development in attendance protocols and accessing and interpreting attendance data. Teachers to identify attendance patterns in term 2 at Parent Teacher Interviews Attendance Leaders to create a central place for staff to share ideas and facilitate discussions around successful strategies within the classroom. Update Attendance policy

from: Term 1

to:

Term 4

Assets $1,000.00 $1,000.00

Attendance Team Attendance Leaders create an AIT (Attendance Improvement Team) to monitor whole school progress and follow chronic cases. Attend AIT meeting 2 x term minimum. Student support Meetings for Chronic absences

from: Term 1

to:

Term 4


CRT

$16,000.00 $16,000.00

Informing Parents that every day matters through strategies such as:. • Organise and run parent training sessions (2019 Prep parents in 2018 term 4.) • Attendance Leaders to create and implement weekly and fortnightly attendance awards for both junior and senior school (term 4 2018). • Teachers will implement class strategies and activities and independent strategies and goals to assist with high attendance.

from: Term 1

to:

Term 2

School-based staffing $500.00 $500.00


• Teachers to include attendance information in their beginning class information document (handed our term1 2019) • Promote high attendance through newsletter items, compass announcements, school activities and classroom activities. • Provide statements around attendance percentage and their effect on learning, to be included in the reporting documents

Totals $37,500.00 $37,500.00

Additional Equity spend

Outline here any additional Equity spend for 2019 When Category Total proposed budget ($)

Equity Spend ($)

Leadership time release to complete Student Wellbeing support for designated students.

from: Term 1

to:

Term 4

School-based staffing $14,000.00 $14,000.00

Literacy Support Program for designated students from Prep to Year 6

from: Term 1

to:

Term 4



resources

$39,512.00 $39,512.00

Essential Assessment. MAPPEN, GradeXpert and Compass online tools

from: Term 1

to:

Term 4


resources

$12,000.00 $12,000.00

Numeracy teaching and learning resources including online program and teacher & student resources

from: Term 1

to:

Term 4


resources

$4,700.00 $4,700.00


Purchase of laptops to assist with Intervention programs.

from: Term 1

to:

Term 4

Assets $2,000.00 $2,000.00

Addition classroom Educational Support officers for Years 3 to 6 to support the learning of designated students in literacy and numeracy.

from: Term 1

to:

Term 4

School-based staffing $54,725.00 $42,784.00

Speech Pathologist and Occupational Therapist support for designated students

from: Term 1

to:

Term 4


Support services

$18,000.00 $18,000.00

Whole school Cooker and Garden Program - focusing on student engagement and real life literacy and numeracy learning experiences.

from: Term 1

to:

Term 4



resources

$29,556.00 $29,556.00

Additional financial support to families in need to ensure that no student is excluded from resources or school activities.

from: Term 1

to:

Term 4


resources

Other

Essential student items Extra Curriculum

Activities Excursions/Incursions/Camps

$7,000.00 $7,000.00

Totals $181,493.00 $169,552.00

Chalcot Lodge Primary School (5231) - 2019 - AIP - Professional Learning Plan Page 2

2019 Professional Learning and Development Plan

Professional Learning

Priority

Who

When

Key Professional Learning

Strategies

Organisational Structure Expertise Accessed Where

-Teachers implement school

based Instructional Model,

focusing on ‘Direct

Instruction’ during Numeracy

sessions - using real life

learning

Teachers given opportunity

during Projection Planning

days to plan numeracy

curriculum- using George

Booker learning schedule

developed in 2018.

All Staff

from:

Term 1

to:

Term 2

Planning Whole School Pupil

Free Day

Timetabled Planning

Day

Internal staff

Learning Specialist

On-site

Development and viewing of

high quality example videos

to model implementation of

‘Focus Lesson: whole group’

part of the Instructional Model

through PLC.

All Staff

from:

Term 3

to:

Term 4

Peer observation

including feedback and

reflection

Individualised Reflection

Formal School Meeting /

Internal Professional

Learning Sessions

PLC/PLT Meeting

Literacy Leaders On-site

Introduction of effective

PLC’s through curriculum day

and subsequent staff

meetings.

• Introduction to

protocols

• Facilitating effective

PLC

• Role of PLC

facilitator

All Staff

from:

Term 1

to:

Term 2

Planning

Formalised PLC/PLTs

Whole School Pupil

Free Day

PLC/PLT Meeting

Learning Specialist

Literacy Leaders

On-site


Introduce effective Guided

Reading instruction, through

the Literacy Portal. Reflecting

on current practices in

Literacy groups, guided

reading sessions during PLC

meetings.

All Staff

from:

Term 1

to:

Term 2

Planning

Preparation

Demonstration lessons



Learning Sessions

Timetabled Planning

Day

Literacy Leaders On-site

Development of EAL

programs - using online

Website

Implementation of classroom

EAL 1 day a week, run by

classroom teacher, based on

termly projections provided

by leaders.

All Staff

from:

Term 1

to:

Term 4

Planning

Design of formative

assessments

Curriculum development



Learning Sessions

Literacy expertise

Internal staff

On-site

leaders to provide

professional development

with the teal website, how to

navigate and how to find

common assessment tasks.

Provide professional

development how to use

criteria sheets for common

assessment tasks (located on

teal website.) Professional

development on reporting for

EAL students using the EAL

standards and the EAL

Companion.

Leadership

Team

from:

Term 1

to:

Term 4

Planning

Moderated assessment

of student learning

Curriculum development



Learning Sessions

Literacy expertise

Internal staff

On-site

Implement Attendance

Protocols (and include in the

Chalcot Lodge Protocols

Manual) and build staff

All Staff

from:

Term 1

to:

Term 4

Planning

Preparation



Learning Sessions

PLC/PLT Meeting

Internal staff On-site


capacity through personal

development in attendance

protocols and accessing and

interpreting attendance data.

Teachers to identify

attendance patterns in term 2

at Parent Teacher Interviews

Attendance Leaders to create

a central place for staff to

share ideas and facilitate

discussions around

successful strategies within

the classroom.

Update Attendance policy

Informing Parents that every

day matters through

strategies such as:.

• Organise and run

parent training sessions

(2019 Prep parents in 2018

term 4.)

• Attendance Leaders

to create and implement

weekly and fortnightly

attendance awards for both

junior and senior school (term

4 2018).

• Teachers will

implement class strategies

and activities and

independent strategies and

goals to assist with high

All Staff

from:

Term 1

to:

Term 2

Planning

Preparation



Learning Sessions

PLC/PLT Meeting

Internal staff On-site


attendance.

• Teachers to include

attendance information in

their beginning class

information document

(handed our term1 2019)

• Promote high

attendance through

newsletter items, compass

announcements, school

activities and classroom

activities.

• Provide statements

around attendance

percentage and their effect

on learning, to be included in

the reporting documents