emps school mprovement plan (sip) plan of action 201… · the differentiated school: making...
TRANSCRIPT
Edna M. Moyle Primary School
School Improvement Plan
2018-2019
1
Opportunity To increase teachers, students and parents understanding of the benefits of TVET –
including education, training and career
opportunities (and thus reducing negative
perceptions)
SEN/D Policy To produce a revised
Special Education Needs Policy and Code
of Practice
Positive Behaviour Interventions and Supports - To have consistent and effective
management of low-level behaviour in schools
that adversely affects the school climate
Reliable and Valid Data Systems
To have consistent structures for data collection
and to ensure that data is
reliable and valid
Response to Intervention To have consistent implementation
of the Response to Intervention Framework to develop emergent
literacy skills in Reception and Years 1, 2 and 7 students
Balanced Literacy
To have consistent understanding and application of pedagogy of
balanced literacy
Pedagogy To have consistent and effective
practices in the teaching and assessment of science
Contextual Experiences -To have consistent mathematical experiences in problem solving, reasoning and communication provided across the curriculum
Assessment - To have consistent understanding and
application of assessment to inform teacher planning and instruction
Numeracy
Literacy
Data Systems
Positive Learning
Environments Science
Special Education
Needs and/or Disabilites
Technical and Vocational
Education and Training
2
Literacy: Improve Teaching & Learning in Literacy so that at least 50% of observed lessons are good or better and at least 75% of students make expected or better than expected progress in relation to starting points.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Continue to develop teacher competency in delivering a balanced Literacy programme through sharing of Best Practice and lesson studies.
Collective teacher efficacy and teacher collaboration( Visible Learning- Hattie, pg. 69) ( Bandura ,1994)
At least 50%- 60%r of lessons observed is good or better as evidenced through planning and delivery.
60% of teachers will be more confident and reflective.
Walkthroughs( Once per month)
Lesson observations ( Once per term)
Teacher feedback – on-going
Weekly Planning
September
2018 June 2019 Principal2
Monitor interventions ( LLI, DIBELS and Reading Recovery ) in literacy to maintain fidelity of programmes and track progression of students.
Monitoring student learning over a time will determine their level and rate of performance and help to make informed decisions based on data collected.( What Really Matters in Response to Intervention: Research-Based Designs- Allington 2008)
75% of student will make expected progress in relation to starting points based on benchmark assessments , running records and DRA
100% of Teachers will maintain the use of anecdotal notes on student observations. And set targets at least twice per term.
Walkthroughs (monthly)
Formal Observations (termly)
Data collection (on-going)
Planning
Assessment monitoring meetings.
September 2018
June 2019 Deputy- Principal
3
Literacy: Improve Teaching & Learning in Literacy so that at least 50% of observed lessons are good or better and at least 75% of students make expected or better than expected progress in relation to starting points.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Teachers will differentiate lessons to address the needs of the varied learners.
Recommendation from Follow -Through Inspection May 2018:Provide appropriately for the least and most able students.
students’ needs have been correctly identified.
more specifically for meeting the different needs in their class.
where needed.
Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning )
Vygotsky(1978, p. 86 )
Lessons and activities will cater for the varied levels of learner , leading to student efficacy, greater participation and improved outcomes .
Walkthroughs (monthly)
Formal Observations (termly)
Data collection (on-going)
Planning
Teacher-student conferencing and feedback.
September 2018
June 2019 Principal & SMT
Engage students in higher order questioning to develop critical thinking skills and ensure these are reflected in planning of lessons.
Blooms Taxonomy
Marzano ( 2014 )
At least 75% of students demonstrate critical thinking as evidenced by oral and written responses and questions.
All lesson plans must reflect higher order questioning.
Walkthroughs(monthly)
Formal Observations (termly)
Scrutiny of plans (monthly) reflected in success criteria and planning
Scrutiny of books
September2018
June 2019 SMT
4
Literacy: Improve Teaching & Learning in Literacy so that at least 50% of observed lessons are good or better and at least 75% of students make expected or better than expected progress in relation to starting points.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Teachers to provide daily opportunities for students to improve the quality of writing by providing feedback to clearly show what is needed to improve
Writing data collected before, during and after the study of each genre suggests the need for consistent and timely feedback and follow-up.
Visible Learning(Hattie & Timperley, 2007)
70% of students will meet or exceed expected targets.
All teachers will set targets at least twice termly as outlined in School’s assessment policy and participate in termly writing moderations.
Writing moderation (termly)
Work scrutiny( termly)
Termly assessment monitoring meetings
September 2018
June 2019 Principal & Lead Literacy
5
Numeracy: Improve Teaching & Learning in Numeracy so that at least 50% of observed lessons are good or better and at least75% of students make expected or better than expected progress in relation to starting points
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Teachers will differentiate lessons to address the needs of the varied learners
Recommendation from Follow -Through Inspection May 2018
Tomlinson, C., Brimijoin, K., & Narvaez, L. (2008). The differentiated school: Making revolutionary changes in teaching and learning )
Vygotsky(1978, p. 86 )
Lessons and activities will cater for the varied levels of learner , leading to student efficacy, greater participation and improved outcomes .
Walkthroughs (monthly)
Formal Observations (termly)
Data collection (on-going)
Planning
Teacher-student conferencing and feedback.
September 2018
June 2019 Principal/SMT
Monitor interventions in numeracy, (Math Recovery) to maintain fidelity of programmes and track progression of students..
Math screeners
Unit Tests
60% of student will make expected progress in relation to starting points based on benchmark assessments
Walkthroughs( once per month)
Formal Observations (one per term)
Data collection ( on-going)
Book scrutiny(one per term)
Planning
Assessment monitoring meetings.
September 2018
June 2019 Deputy-Principal
Continue to develop teacher competency in implementing the numeracy strategy through sharing of best practice and lesson studies.
Impact of Professional
learning communities(PLCs),
reflective practice, teacher
collaboration (Implementing
Effective Professional
Learning Communities SEDL
Insights / Vol. 2, No. 3,
Winter 2014
At least 50- 60%%r of lessons observed are good or better as evidenced through planning and delivery.
60% of teachers will be more confident and reflective.
Walkthroughs(monthly)
Formal Observations(termly)
Collaborative planning across a Learning community (6 weekly)
August 2018
June 2019 Lead Numeracy Teacher
6
Numeracy: Improve Teaching & Learning in Numeracy so that at least 50% of observed lessons are good or better and at least75% of students make expected or better than expected progress in relation to starting points
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Continue with school wide use of Math journals and rubrics as a means of formative assessment to track students’ progress and set more ambitious targets for higher achieving students.
Recommendation from Follow -Through Inspection May 2018
Classroom teacher(s) and students have an important role at different stages of the assessment process (e.g. Black & William, 1998a; Watt, 2005).
75% or more of students demonstrate an understanding of math strategies through daily use of journals.
All teachers will provide effective feedbasck in a timely and consistent manner.
Walkthroughs( once per month)
Formal Observations (one per term)
Data collection ( on-going)
Book scrutiny(one per term)
Planning
September 2018
June 2019 Lead Numeracy Teacher
7
Science: Embed the investigative approach into the teaching of Science to engage students in their learning so as to improve students’ knowledge and understanding as evidenced by 80% of students achieving at or above expected standards.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Implement the Science Strategy document at KS 1 & 2 to embed the investigative approach to, the teaching of Science.
Progress Test in Science (2017) showing lack of investigative approach used across key stages.
All students, years 1-6 will use the investigative method in demonstrating their understanding of science topics.
All teachers, Years 1-6 will utilize the scientific method in their planning and delivery of lessons.
Walkthroughs( once per month)
Formal Observations (one per term)
Collaborative planning across a Learning community (6 weekly)
Book scrutiny
September 2018
June 2019 Principal & Lead Science
Teacher
Include project based learning as part of the assessment process and develop success criteria for units of study.
In the sciences, inquiry-based learning has been widely promoted to increase literacy and skill development(“Effects of Inquiry –based learning
(C Gormally, P Brickman, B Hallar, N Armstrong- 2009),
Inquiry based learning starts with “wonderings” and invites students
to think, and generate deep feelings. It encourages open-ended questions (John Barrell, 2003; McTighe and Wiggins, 2013)
All students engaged in more collaborative learning opportunities and building of metacognitive skills.
All teachers will develop assessment rubrics with clear success criteria.
Walkthroughs( once per month)
Formal Observations (one per term)
Data collection ( on-going)
Book scrutiny(one per term)
Observation of students’ presentations
Planning
September 2018
June 2019 Principal & Lead Science
Teacher
Track and record student progress across the units of study.
Follow through inspection report , EMPS ( OES, May 2018)
All teachers will enter relevant data in a timely fashion in SIMS tracking.
Data collection ( on-going)
Assessment monitoring meetings (termly)
Planning
September 2018
June 2019 Principal Lead Science teacher
8
Special Education Needs and/or Disabilities (SEN/D): Ensure that all identified students’ academic needs are met and that at least 75% make expected progress across their learning.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Conduct early screening to identify students who are likely to require additional (small-group) support to address issues of academics, socialisation and self-regulation
Baseline Data (June Report, MALT, CAT, DIBELS, PASS etc.)
Teachers to ensure the necessary diagnostic assessments are delivered and analysed so as to plan for interventions.
SBST to facilitate interventions
Review services they are receiving ( twice per term)
Data collection ( on-going)
Assessment monitoring meetings (termly)
September 2018
On-going Deputy-Principal
Teachers to plan more
specifically for meeting the different needs of learners in their class. (Tier2 &3)
Follow through inspection report , EMPS ( OES, May 2018)
Clear interventions and programmes are in place to identify and support students with special learning needs and Individual Education Plans developed with clear targets.
Teachers’ lesson plans must reflect implementation of IEPs
Robust monitoring of the quality of support provided for students with additional needs and document best practice in different classes.
Data collection ( on-going)
Assessment monitoring meetings (termly)
Scrutiny of daily and medium term planning ( monthly)
Walkthroughs( once per month)
Formal Observations (one per term)
Review of IEPs
September 2018
June 2019 Deputy-Principal
&
SENCO
9
Positive Learning Environments: All students are aware of school’s behaviour expectations and good behaviour prevails throughout the school with mutual respect among students and staff.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Consistent implementation and understanding of the School-wide Behaviour Policy/Code of Conduct in line with the Education Law 2016 and how it aligns to School Matrix for PBIS
Behaviour data (SIMS) reduction in major incidents.
Updated Behaviour Policy
Increase in positive behaviour and fewer incidents at Tier 1 level
All teachers will
consistently enter data i
(SIMS) so as to make
informed decisions re.
school-wide behaviour
SCAT meetings (termly)
Behaviour data (on-going)
Class Dojo
September 2018
June 2019 Principal
Implement a continuum of response strategies to address problematic behaviours
Research consistently
has shown that
systematic correction of
student academic and
social behavioural errors
and performance
feedback have a positive
effect on behaviour.
(JJ/SE Shared Agenda,
Tools for Promoting
Educational Success
and Reducing
Delinquency, NASDSE &
NDRN, Washington,
DC:January 2007)
All Teachers and students use a variety of strategies to problem solve
All teachers to receive
C-SMART training to deal with problematic behaviours.
Improvement in students’ academic performance and behaviour
Use of self- assessment data
Record observation data for Continuum of Strategies
Behaviour data (SIMS)
September
2018
June 2019 Principal
SENCo
Behaviour
Interventionist
10
Data Systems: All teachers will keep accurate recotrds to track and monitor all students’ progress across the core subjects andinput data iun a consistent manner.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completio
n Date School
Lead Person
Liaise with DES to set up tracking sheets to record students’ progress and achievement across the school year and provide SIMS training
SIMS More consistency of recording data across Key stages
Less duplication of reporting data
Assessment monitoring meetings twice per term
Monitoring data entry on SIMS
September
2018
June
2019
Principal
Become more conversant with the Student Profile and its uses.
Edu 365 Student Passport
Consistent data entry by all teachers
Weekly monitoring of student passport to track relevant data entries
September
2018
June
2019 Deputy-Principal
Environments
Technical and Vocational Education and Training (TVET): All students will have the opportunity to participate in an annual Career Fair and be exposed tom a variety of professions.
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Collaborate with EEPS to host annual career fair and ensure that TVET careers are duly represented.
POA 2017 All Students are aware of a variety of career pathways and requirements.
Student reflection on Career Day.
Sept. 2018 Feb. 2019 Deputy-
Principal
11
Staff Engagement: Increase the positive responses by at least 20% tin the areas of Resources & Workload and Leadership & Managing Change
Actions
Data/Research used to determine this action
(Evidence based decision-making)
Expected Impact (How will you know the
action has been effectively implemented?)
How will the action be monitored?
(Steps and timelines)
Start Date Completion
Date School
Lead Person
Resources & Workload:
Include time for preparation and planning as part of weekly meetings
Include a health and wellness session each
term for teachers.
Civil Service Engagement survey results 2017
All deadlines will be met and tasks completed in a timely manner.
Staff will be able to destress and socialize with colleagues, leading to a healthier mind, body and soul.
Responses in Engagement survey 2018
Sept. 2018 June 2019 Principal &
SMT
Leadership & Managing Change:
Place a suggestion box for staff to share their opinions and thoughts on major decisions prior to implementation
Make suggestions as to the way things are done.
Civil Service Engagement survey results 2017
Staff feels confident to share opinions and have their voice heard.
All staff will contribute to discussions concerning events and activities in the school.
SMT will work to take an a more active role in implementing new initiatives.
Responses in Engagement survey 2018
Sept. 2018 June 2019 Principal &
SMT