Currambine Primary School Operational Plan

2013

Currambine Primary School

STRATEGIC IMPROVEMENT TARGETS The NAPLAN average for Year 3, 5, and 7 in all areas will be equivalent to or above the Australian average by 2014.

2013 IMPROVEMENT TARGETS LITERACY In 2013 we will focus on Reading Set & evaluate year level PM Benchmark targets each semester 90% of year PP students will be reading level 6 independently with satisfactory comprehension 90% of year 1 students will be reading level 13 independently with satisfactory comprehension 90% of year 2 students will be reading level 19 independently with satisfactory comprehension 90% of year 3 students will be reading level 20 independently with satisfactory comprehension 90% of year 4 students will be reading level 24 independently with satisfactory comprehension 90% of year 5 students will be reading level 26 independently with satisfactory comprehension 90% of year 6 students will be reading level 28 independently with satisfactory comprehension 90% of year 7 students will be reading level X independently with satisfactory comprehension NUMERACY In 2013 we will Set & evaluate year level content block outcomes for units of work. 80% of students will achieve content block outcomes.

LITERACY STRATEGIES RESOURCES

$ MONITORING/ 2013 MILESTONES

All staff to facilitate the implementation of whole-school approaches to literacy that include: improvement targets for reading; a focus on the explicit teaching of essential literacy skills; a case-management approach for extension and remediation of students at risk.

Induction for new or current staff. 4 days teacher relief @ $520 per day. Mentor assigned for new staff. 6 days TR for school leaders to collaboratively plan, implement, reflect and review.

$2080 $3100

Teachers set and review improvement targets. Shared beliefs and understandings continued/inducted. Whole school approaches about reading implemented.

Review NAPLAN data to identify school, sub-group and individual strengths and weaknesses. Introduce Data Walls as a method of tracking student progress in relation to targets set in Reading.

½ day at SDD in term 4 to review data and set goals. 2hrs in term 1 to set up data walls.

Data walls updated & reviewed regularly. Student performance information including NAPLAN, student report data and Literacy Profile data is used to plan for improvement.

Appoint a Specialist Literacy Teacher in each sub-school who will oversee and support staff in improving literacy outcomes. These representatives will form the Literacy committee across the school.

1 day per term – 12 days TR

$6240 Performance is monitored through literacy profiles, screeners and achievement of year level targets.

Teachers to use on-entry, NAPLAN and literacy profile data to develop case-management plans for identified students detailing learning and teaching strategies, and set achievement targets.

Induction as required for new staff. 8 days TR for on-entry.

$4160

Case-management plans have been developed and reviewed for identified students.

Children who do not complete home reading will be supported by an in-class program. Every child will read to the teacher at least once per week (P-3) Every child will read to an adult or peer every day. (1 - 3). Class based- home reading program completed in Years 4-7.

Update reading resources Prizes for achieving reading targets

$2000 $500

Student reading monitored through use of “Reading is wild” grid in diary.

All staff will: -Explicitly teach 3 levels of questioning to improve comprehension -Teach a minimum of 2 small group guided reading sessions per week using a variety of texts.

Induction as required for new staff. PL for comprehension

Monitored through classroom visits as per performance management

Implement the Reading Mastery program for students still requiring additional support following the implementation of a case-management approach. Reading Mastery will target students who are not achieving desired literacy standards by the end of Year 1. The program begins in Year 2 and provides small group sessions each day and is supplementary to the ongoing literacy activities in the classroom.

0.4 FTE EA Resource books

$27 000

$1000

Identified Year 2 students have completed the Reading Mastery program and have attained expected Year 2 Reading Mastery standards.

Refine performance management practices to include focused self-reflection in relation to the teaching of literacy where required and the setting of challenging but realistic goals for improvement. A quality professional learning program aligned to performance management and catering for the needs of the whole staff, identified groups and individuals to be established. Admin to introduce peer coaching model. Planned and spontaneous classroom visits to be undertaken using set guidelines in literacy and numeracy.

TR to attend professional learning Course fees.

Performance Agreements indicate a focus on improving literacy practice where required. Staff feedback on coaching model.

Speech Pathologist employed to work with ECE teachers in assessing students with literacy difficulties and develop appropriate plans to cater for the students. Home programs are also provided. Speech Pathologist to universally screen all K students.

Speech Pathologist 0.2 Speech and Language Team.

$18000 Student performance information is indicative of early intervention processes.

K-2 Phonics Screener and Years 1-7 Words their Way Assessment Tool used across the school.

Induct at team meetings.

Student data added to student profiles for data walls.

Teachers K-6 to pass on updated, accurate literacy data for each student including literacy profiles and student work samples as per whole school literacy plan.

Transition sessions provided at last two team meetings.

Transition sessions provide quality handover.

Enhance the quality of teaching and student performance outcomes by collaborating with other schools to share ideas and expertise, in particular extending the top end.

Quality of teaching has been enhanced through the sharing of expertise across schools.

Fully Implement Australian Curriculum for planning, teaching and assessing in English.

Induct new staff at team meetings.

Planning & assessment documents reflect AC.

NUMERACY STRATEGIES RESOURCES MONITORING/2013

MILESTONES All staff to facilitate the implementation of whole-school approaches to numeracy that include: improvement targets for numeracy content blocks (will include pre and post diagnostic assessments, year group moderation and summative data from Monitoring Tool); a focus on the teaching of essential numeracy skills; and a case-management approach for extension and remediation of students at risk.

6 days teacher relief @ $520 per day for School Leaders to collaboratively plan, implement, reflect and review.

$2080 $3100

Teachers set and review improvement targets. Shared beliefs and understandings continued/inducted. Whole-school approaches implemented.

Review NAPLAN data to identify school, sub-group and individual strengths and weaknesses. Set content block outcomes and record in planning documents. Track percentage of students who achieve outcomes and moderate through year level discussions.

2 times a term for year level planning at team meetings.

Use of whole school curriculum planning to create year level targets.

Utilise the Numeracy Monitoring Tool and First Steps diagnostic assessments to monitor student progress. Teachers K-7 are to keep up-to-date, accurate numeracy data for each student including set diagnostic tasks (pre and post assessment), observations and work samples and relative summative data using the Monitoring tool, in relation to planned Content blocks.

Review progress each term during team meeting time. Last 2 team meetings for transition.

Moderate diagnostic tasks each semester. Data handed over to new teachers.

Develop and implement a whole school approach using a scope and sequence to the teaching of flexible mental computation strategies and skills.

Daily practice ‘How do you do it?’ sessions Explicitly teach a repertoire of strategies Hands on activities Informal written methods

GIRN to identify appropriate resources.

Review scope and sequence.

Continue with a GIRN model to assist to build the capacity of the school to improve numeracy through modelling, mentoring and coaching. The Specialist Teacher will assist colleagues to: utilise diagnostic assessment related to First Steps philosophy as an

integral part of the learning, teaching and assessment cycle effectively translate assessment information into focused instruction,

including differentiating the curriculum for students individual needs plan and implement content blocks & develop common assessment tasks

and target setting

0.8 FTE Specialist Numeracy Teacher (0.6 SSPRA Funding & 0.2 TDS funding).

$65000 Student performance is monitored through the Numeracy Monitoring Tool, online assessment, NAPLAN and summative data. Teachers monitored through performance management and walk-throughs.

Teachers to develop case-management plans for identified students detailing learning and teaching strategies, and set achievement targets. Teachers to use on-entry, NAPLAN, Maths Monitoring Tool data to develop CMPs.

Provide PD for teachers as required.

Case-management plans have been developed for identified students.

Refine performance management practices to include focused self-reflection in relation to the teaching of numeracy and the setting of challenging but realistic goals for improvement. A quality professional learning program aligned to performance management and catering for the needs of the whole staff, identified groups and individuals to be established. Admin to introduce peer coaching model. Planned and spontaneous classroom visits to be undertaken using set guidelines in literacy and numeracy.

TR to attend professional learning Course fees

Performance Agreements indicate a focus on improving numeracy practice.

Fully Implement Australian Curriculum for planning, teaching and assessing in numeracy.

Planning & assessment documents reflect AC.

Enhance the quality of teaching and student performance outcomes by collaborating with other schools to share ideas and expertise.

As per TDS plan. Quality of teaching has been enhanced through the sharing of expertise across schools.

Teachers K-6 to provide up-to-date, accurate numeracy data for each student including Maths Monitoring Tools and set diagnostic tasks for handover at the end of the year.

Transition sessions provided at last two team meetings.

Data handed over to new teachers.