NSW Literacy and Numeracy Action Plan School ... Literacy and Numeracy Action Plan School Implementation Plan 2015 ... NSW Literacy and Numeracy Action Plan Mandatory Reform ... Junior Elementary Maths ...

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    NSW Literacy and Numeracy Action Plan

    School Implementation Plan 2015

    School Context

    St Marks Coptic Orthodox College is a school that caters for both Primary and Secondary students. There are 220 Junior students and approximately 354 students in

    High school. 85% of the students in the College are from a Coptic (Egyptian) background and 15% of mixed Ethnicity. Education is highly valued by the parents and

    this is reflected by the strong attendance records. School attendance level has been consistently between 85% across all grades for the past few years. There are

    currently 12 Junior school staff members and about 41 staff in the Senior school. Overall, the average years of teaching staff are 8 years in the Junior school. Of the

    College Senior staff, 60% have been in the profession for 5 or more years. There are 4 members of staff fewer than 2 years of teaching experience in the Junior

    school. Formal professional Development has been restricted in the past 5 years due to turn due to lack of continuity in school leadership and budgetary constraints.

    NSW Literacy and Numeracy Action Plan Mandatory Reform Elements:

    1. Effective and evidence-based teaching of literacy and numeracy

    2. Implement a three tiered K-2 literacy and numeracy intervention based on initial (diagnostic)

    assessments and personalised learning

    3. Instructional leadership and whole school engagement with literacy and numeracy through the

    Principals as Literacy Leaders Program (PALL)

    4. Monitoring student and school literacy and numeracy performance using reporting tools

    required by the State to identify where support is needed to track student progress.

    Targets:

    1. To focus on improving Reading comprehension and to

    reduce the percentage of year 3 students in reading in

    band 2 and 3 by 2015/2016. To increase the year 3 Naplan

    results in band 6.

    2. An improvement of 20% of year 3 Literacy and Numeracy

    Naplan results.

    3. All students in K-2 reading and comprehending at the PM

    benchmark for their grade level by end of Term 4.

    4. To ensure that all k-2 students grasp strong concepts of

    Number sense and to reduce the percentage of year 3

    students in Numeracy in band 2 and 3 by 2015/2016. To

    increase the year 3 Naplan results in band 6.

    5. Identify and provide intervention in Mathematics for

    students in k-2 at risk of not meeting syllabus outcomes by

    term one through LIEN assessments.

    6. All teachers K-2 master, are able to understand and able to

    monitor each students progress through the use of

    Literacy and Numeracy continuum by the end of 2015.

    7. To continue to create a whole school plan that monitors

    progress through the classrooms and teachers. St. Marks

    executive team are able to moni8tor each students

    progress in the areas of reading comprehension and

    NSW Literacy and Numeracy Action Plan Ongoing Priorities:

    a. The introduction of a daily block of numeracy and mathematics for Kindergarten to Year 2

    b. Strengthen the focus on whole-school instructional leadership

    c. Continue to explicitly assess the learning needs of students especially on entry at Kindergarten

    d. Focus on school-based professional development for teachers in personalised learning and

    diagnostic assessment

    e. Use tiered interventions in literacy and numeracy for those children who need special attention

    with evidence being gathered on their efficacy and cost-effectiveness.

    f. Extend programs that strengthen home, school and community partnerships and support

    literacy and numeracy, in particular programs aimed at Kindergarten to Year 2.

    g. Adoption of the common tool for reporting achievement of learning outcomes Kindergarten to

    Year 5, using the DEC Literacy and Numeracy Continua as the framework for valid and reliable

    judgment of student achievement.

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    Number Sense once a month during 2015.

    8. Continue to implement evidence-based strategies such as

    LEIN Numeracy activities in class, Multi-lit intervention

    programs to support students learning within a three tiered

    Response to Intervention model.

    9. Through K-2 intervention programs, use of aides, teachers

    support and executives decrease the number of students in

    tier 1 and increase students in tier 2 and 3 by December

    2015.

    10. To build a strong communication network with parents,

    sending assessments results on regular basis.

    11. School reports will continue to provide a monitoring system

    to be able to place the students in correct tired intervention

    programs and also track their progress.

    12. Provide in-services for parents to better understand how to

    support their children in the areas of Reading

    Comprehension and Numeracy (number sense).

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    Element 1

    Effective and evidence-based teaching of literacy and numeracy

    Line

    No. Indicators Strategies Timeframe 2015 Responsibility

    1 Teachers plan and implement a structured

    numeracy and mathematics block focused on

    explicit teaching of early numeracy skills.

    Teachers attend professional learning workshop

    focused on early numeracy skills.

    27th January Primary teachers

    2 Teachers plan and implement a structured

    numeracy and mathematics block focused on

    explicit teaching of numeracy skills.

    Teachers attend professional learning workshop

    focused on numeracy skills

    Term 1 Years 2-6 teachers

    3 Teachers plan and implement a structured

    numeracy block focused on explicit teaching of

    early numeracy skills.

    K-2 teachers attend ongoing professional learning

    sessions focused on Learning in Early Numeracy

    (LIEN).

    Followed by 5

    sessions on the 12th

    March, 26th March,

    23rd

    April,

    7th May

    K-2 teachers, Dean of Junior

    School and Support teachers

    4 Teachers plan and implement a structured

    numeracy block focused on explicit teaching of

    numeracy skills

    Professional learning provided by Consultant

    focused on implementing numeracy programs:

    Junior Elementary Maths Mastery (JEMM),

    Elementary Maths Mastery (EMM) and Number

    Worlds. Professional learning to be scheduled as

    part of after school staff meeting/staff development

    day.

    Term 2 K-4 teachers, Dean of Junior

    School and Support teachers

    5 Teachers continue to use data collected from

    assessments to adjust classroom teaching of

    Literacy in the K-2 and share information with

    colleagues.

    Review the foundational programs used for

    students in tier 1 and 2

    Spalding training for relevant staff and continue

    intervention programs.

    Term One Dean and Deputy Dean of

    the Junior school

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    Element 2

    Implement a three tiered K-2 literacy and numeracy intervention based on initial (diagnostic) assessments and personalised learning

    Line

    No. Indicators Strategies Timeframe 2015 Responsibility

    6 Whole class numeracy instruction is informed by

    comprehensive, diagnostic and developmentally

    appropriate assessment for every child.

    Mentoring focused on numeracy assessment and

    whole class planning, monitoring and review

    processes.

    Ongoing throughout

    2015

    K-2 teachers

    7 K-2 students Literacy and Numeracy learning

    needs are identified and being addressed

    Teachers aide is trained based on intervention

    program. Students are withdrawn in small groups

    to work with a trained teachers aide focusing on

    reading difficulties.

    Ongoing throughout

    2015

    Dean and Deputy Dean of

    the Junior school

    8 Appropriate intervention program is provided by

    trained personnel for identified students requiring

    additional support with reading.

    MiniLit professional learning provided for class

    teacher and teacher aide. Appropriate resources

    are purchased in order to implement program.

    Term 1, 2015 2 new teachers , year 1 and

    year 2

    9 Appropriate intervention program is provided by

    trained personnel for identified students requiring

    additional support with reading.

    MultiLit professional learning provided for

    classroom teacher that have joined the school.

    Term 1 2 new teachers

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    Element 3

    Instructional leadership and whole school engagement with literacy and numeracy

    Line

    No. Indicators Strategies Timeframe 2015 Responsibility

    10 Development of an effective and sustainable 2015

    School Implementation Plan that is underpinned by

    a valid and thorough Situational Analysis.

    Attend NSW Literacy and Numeracy Action Plan

    Planning Days to equip Principal and planning

    team in the preparation of appropriate

    documentation including a Situational Analysis and

    2015 School Implementation Plan.

    16 and 17 October

    2014

    Principal

    11 Principal is active in leading whole school

    engagement focused on literacy and numeracy.

    School visits by AIS Consultant to meet with

    Principal and assist in planning, monitoring and

    reviewing whole-school literacy and numeracy

    processes as detailed in 2015 School

    Implementation Plan.

    Minimum of

    4 days throughout

    2015

    Principal

    12 Continue developing whole school plan, and

    adjusted to cater for the students at different tiers.

    To modify the plan and work on different methods

    and strategies to support all students in different

    tiers.

    Dean and Deputy Dean meet with the Head of

    College and attend workshops to further develop

    skills in whole school analysis, planning and

    leadership.

    Allocate time for staff to analyse and discuss the

    plan in order to develop it further.

    April-August Head of College, K-6

    teachers, aides and

    executives

    13 Provide parents with a workshop to raise

    awareness about the importance of reading.

    Provide parent workshop over two evenings. A

    session for K-2 and another session for Years 3-6.

    June 2014 AIS Consultants: Literacy

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    Element 4

    Monitoring student and school literacy and numeracy performance using reporting tools required by the State to identify where support is needed to track

    student progress

    Line

    No. Indicators Strategies Timeframe 2015 Responsibility

    14 Teachers will effectively assess students in

    numeracy and literacy in order to monitor student

    progress and complete the continuum.

    Provide release time for teachers to complete the

    literacy and numeracy continuum

    Ongoing throughout

    2015

    Executive and K-5 teachers

    15 Teachers are able to analyse assessment data in

    depth based on the DIBELS assessment

    intervention monitoring program

    Provide professional learning and release time for

    teachers to analyse DIBELS assessment results

    and monitor student progress.

    Terms 1-2 Dean and deputy of the junior

    school

    k-2 teachers

    16 Accurate reporting of students literacy and

    numeracy progress using the online continua.

    Professional learning for key personnel regarding

    administrative functions of the online continua

    January/

    February 2015

    Nominated personnel

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