langwarrin park primary school (5257)

Submitted for review by Denise Webster (School Principal) on 16 December, 2020 at 01:52 PM

Endorsed by Stanley Szuty (Senior Education Improvement Leader) on 16 December, 2020 at 02:30 PM

Awaiting endorsement by School Council President

Term 2 Monitoring submitted by Denise Webster (School Principal) on 18 June, 2021 at 11:58 AM

Monitoring and Assessment - 2021 Langwarrin Park Primary School (5257)

Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring

Monitoring and Assessment - 2021

Term 1 monitoring (optional)

Goal 1 2021 Priorities Goal

12 Month Target 1.1 Priority 1- Learning Catch Up and Extension

By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for reading will be at least 60% and maintain

writing percentage at 65%.

By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for reading will be at least 45%.

By the end of 2021, the percentage of Year 5 students assessed in the Top 2 bands for writing will be at least 25%.

By the end of 2021, the percentage of Year 3 students assessed in the Top 2 bands for Numeracy will be at least 47%.


By the end of 2021, the percentage of students who achieve beyond benchmark growth in reading will be 25%.

By the end of 2021, the percentage of students who achieve beyond benchmark growth in writing will be 26%.

By the end of 2021, the percentage of students who achieve at and beyond the expected level in reading (teacher judgement) will be

91%

By the end of 2021, the percentage of students who achieve at and beyond the expected level in writing(teacher judgement) will be

87%

Priority 2- Happy, Active and Healthy Kids

By the end of 2021, the percentage of positive responses on the Student Attitude to School Survey for student voice and agency will

be at least 73%.

Priority 3- Connected Schools

By the end of 2021, the percentage of positive responses on the Parent Opinion Survey for Parent Community Engagement will be at

least 72%.


KIS 1.a

Curriculum planning and

assessment

Learning, catch-up and extension priority

Actions Revisit and strengthen the use of HITS in classrooms, with a focus on differentiated teaching and goal setting.

Outcomes The expected changes in knowledge, skills and behaviours that will be observed (students, teachers, leaders and community) will be:

Teachers use HITS to plan units and lessons.

Students will know how lessons are structured and how this supports their learning.

Teachers will provide students with the opportunity to work at their level using differentiated resources.

Students will know and be able to articulate their next steps are to progress their learning.

Success Indicators Teachers' formative assessment data and teacher judgement data

Classroom observation and learning walks demonstrating take up of professional learning strategies

Student feedback on differentiation, the instructional model and use of common strategies

Differentiated curriculum documentation and evidence of student learning at different levels

Delivery of the annual actions

for this KIS

Enablers

Barriers

Commentary on progress

Future planning

OPTIONAL: Upload Evidence

Activities and Milestones Activity Who When Percentage complete

Activity 1 Establish processes/structures for collecting

and monitoring school-wide data School Improvement Team

Learning Specialist(s)

from:

Term 1

0%


PLC Leaders to:

Term 4

Activity 2 Document plans for

coaching/mentoring/observation

School Improvement Team

PLC Leaders


from:

Term 1

to:

Term 4

0%

Activity 3 Schedule and organise professional learning

on formative assessment and collecting,

analysing, responding to and monitoring data

throughout the year.


PLC Leaders


from:

Term 1

to:

Term 4

0%

KIS 1.b

Health and wellbeing

Happy, active and healthy kids priority

Actions Refine whole school approach to wellbeing to consider actions at the leadership, teacher and student levels

Outcomes Teachers, leaders and the school community will share a common understanding of the whole school approach to wellbeing

Teachers and leaders will establish agreed monitoring processes and leaders will ensure these are visible for staff use

At-risk students will be identified and receive targeted support in a timely manner

Families of at-risk students will receive regular communication and support from the school

Success Indicators Classroom and peer observations

Documentation of frameworks, policies or programs

Teacher reports of student wellbeing concerns

Data used to identify students in need of targeted support


for this KIS

Enablers


Barriers


Future planning



Activity 1 Consult with staff on monitoring and referral

processes All Staff from:

Term 1

to:

Term 4

0%

Activity 2 Develop peer-observation process as agreed

by staff Assistant Principal

Student Wellbeing Co-ordinator

PLC Leaders

from:

Term 1

to:

Term 4

0%

Activity 3 Plan for and schedule professional learning,

including subsequent sessions to determine

impact and review actions

Assistant Principal



PLC Leaders

from:

Term 1

to:

Term 4

0%

Activity 4 Establish a regular time for the Wellbeing

Team to speak with staff and for staff to ask

questions

All Staff from:

Term 1

to:

Term 4

0%

KIS 1.c

Building communities

Connected schools priority


Actions Strengthen and embed the school-wide approach to communication with parents/carers/kin, incorporating the new ways in which

schools connected during remote and flexible learning.

Outcomes Leaders will prioritise time for staff to communicate and build relationships with parents/carers/kin

Teachers will have strong relationships with students and parents/carers/kin

Students will feel connected to their school and have positive attitudes to attendance

Success Indicators Observations and learning walks demonstrate use of digital learning

Whole school surveys (SSS, AToSS)

Student/staff/parent/carer/kin focus groups and interviews


for this KIS

Enablers

Barriers


Future planning



Activity 1 Prioritise collaboration time in PLCs/PLTs

and share effective digital learning and

relationship building strategies



PLC Leaders

Teacher(s)

from:

Term 1

to:

Term 4

0%


Activity 2 Plan for on-going professional development

on integrating digital learning

Assistant Principal from:

Term 1

to:

Term 4

0%

Activity 3 Allocate time for teachers to communicate

with parents/carers/kin. Where there are

siblings at the school, nominate one teacher

as their key contact


PLC Leaders

Teacher(s)

from:

Term 2

to:

Term 4

0%

Langwarrin Park Primary School (5257) - 2021 - AIP - Actions Outcomes and Monitoring Page 2


Mid-year monitoring












91%


87%



be at least 73%.



least 72%.


KIS 1.a


assessment













for this KIS

Partially Completed

Enablers

What enablers are

supporting the

delivery of this KIS?

Access to resources/programs (i.e. HITS, PLC, Teaching partners, targeted funding)

Sufficient time allocated

Key Improvement Strategies are able to be implemented

Staff capability and consistency of practice

Positive staff culture and readiness for change

Workforce stability and effective change management practices

Barriers

What barriers are

impeding the delivery

of this KIS?

Time constraints i.e. not enough time allocated



What changes in

behaviour / practice /

mindset have been

observed?

What is the evidence?

• Establishment of whole school collegiate observation model. Embedded into weekly timetable to build professional learning

strategies and consistency of practice

• Classroom observations have been focused on improving differentiation within the following areas - guided reading,

reciprocal reading and small group conferencing. Staff have observed and built skills around using explicit decoding practices and

their use of explicit phonics instruction using Spalding sound cards to cater for varying student ability

• Learning Specialists have been modelling problem solving strategies in the area of Mathematics

• Teachers use Essential Assessment, PM Benchmarking, LPPS writing spreadsheet and observational data to monitor

student needs of where they are at and what their next steps will be.

• MOI data is used for goal setting in junior school

• Junior and Middle school plan flexible groupings and include enabling and extending prompts to meet student goals.

• Senior school use flexible groupings and have the use of the SEVR PLC Practice Instructor. High Ability students are

supported through the use of our Mathematics Leader

• Documentation of differentiation is gathered through-LPPS writing spreadsheet, whole school reading data and Math touch

point spreadsheets.

Future planning

What action will be

taken next?

What support is

required?

• Due to a lack of Learning Walks being scheduled, Learning Walks will be timetabled into the leadership weekly schedule

• Year level weekly planning documents will be audited to review the content. A focus on identifying the learning needs of

students for differentiation when planning.

• Review of the current data wall template is in progress in order to clearly identify the growth of students across time

• Next semester the weekly meeting schedule will be built to include further whole staff professional development on

Formative Assessment with Dylan William.

OPTIONAL: Upload Evidence 1. 2021 MOI data .xlsx - 115MOI.pdf (0.08 MB)

2. AfL Presentation for staff meeting 19_4_21 (2).pptx (0.49 MB)

3. LPPS Narrative P-6 2021_ - Post Narrative 3.pdf (0.27 MB)

4. LPPS Narrative P-6 2021_ - Pre Narrative 3.pdf (0.23 MB)

5. Maths Groups.pdf (0.05 MB)

6. Mult_Div Touchpoints Checklist.xlsx - Sheet1.pdf (0.15 MB)

7. PLC Learning Log Mult Div Year 5 .pdf (0.12 MB)

8. Reciprocal Teaching presentation staff meeting Term 1 2021.pptx (15.50 MB)

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/2021%20MOI%20data%20.xlsx%20-%20115MOI.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/AfL%20Presentation%20for%20staff%20meeting%2019_4_21%20(2).pptx

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/LPPS%20Narrative%20P-6%202021_%20-%20Post%20Narrative%203.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/LPPS%20Narrative%20P-6%202021_%20-%20Pre%20Narrative%203.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/Maths%20Groups.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/Mult_Div%20Touchpoints%20Checklist.xlsx%20-%20Sheet1.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/PLC%20Learning%20Log%20Mult%20Div%20Year%205%20.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/Reciprocal%20Teaching%20presentation%20staff%20meeting%20%20Term%201%202021.pptx


9. TLC_PAP_form_yr1 (1).doc (0.04 MB)

10. TLC_PLOS_form_yr1 (1).doc (0.04 MB)





PLC Leaders

from:

Term 1

to:

Term 4

100%






PLC Leaders


from:

Term 1

to:

Term 4

50%




PLC Leaders


from:

Term 1

to:

Term 4

25%

KIS 1.b










https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/TLC_PAP_form_yr1%20(1).doc

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19763/TLC_PLOS_form_yr1%20(1).doc





for this KIS

Completed

Enablers

What enablers are

supporting the


Sufficient budget

Sufficient time allocated


Improvement efforts are well focussed (the school was able to prioritise well)



Workforce stability and effective change management practices

Barriers

What barriers are


of this KIS?


What changes in


mindset have been

observed?


• There has been an increase in the number of incidences documented on Sentral as staff have developed clarity in the

processes. This improved documentation has led to an increased level of referral through to support services. eg SSS, Psychologist

etc.

• An increase in discussion during PLC meetings around students of concern. These students are included on PLC agendas

for which is a consistent practice across the school.

• All year levels use the THRIVE diaries as part of their wellbeing approach.

• Staff capacity has been built through a number of professional development programs such as:

Safe Minds, Respectful Relationships. Protective Intervention Training, Safe Schools, Child Safe Standards and Challenging

Behaviours with Sarah Roney.

• All year level staff have completed a Students At Risk survey each term

• The Leadership Team have begun to complete the Berry Street Trauma Education model PD

• Dog Therapy training has been completed by two staff members.


Future planning

What action will be

taken next?

What support is

required?

Some future actions that need to be undertaken (Term 3) include:

• Continuing to build consistency.-Parent education, CRTs

• After completing the first session of the Berry Street model, the leadership team reflected on the need to improve strategies

that will enable the building of a common language and common practice. eg Ready for Learning This will be investigated further in

order to develop a plan of implementation across the school

• Continuing to focus on positive education eg THRIVE

• Continuing to educate staff in managing challenging behaviours

• Improving common practice a peer observation process will be established and implemented.

OPTIONAL: Upload Evidence 1. Mid Year 2021 Students at Risk Assessment Tool.xlsx - T 1 Foundation.pdf (0.11 MB)

2. PLT Wellbeing March 2021.docx (0.04 MB)





PLC Leaders

from:

Term 1

to:

Term 4

25%




Assistant Principal



PLC Leaders

from:

Term 1

to:

Term 4

75%



questions

All Staff from:

Term 1

to:

Term 4

100%



Term 1

75%

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19764/Mid%20Year%202021%20Students%20at%20Risk%20Assessment%20Tool.xlsx%20-%20T%201%20Foundation.pdf

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19764/PLT%20Wellbeing%20March%202021.docx


to:

Term 4

KIS 1.c












for this KIS

Partially Completed

Enablers

What enablers are

supporting the


Sufficient budget

Access to resources/programs (i.e. HITS, PLC, Teaching partners, targeted funding)




Barriers Time constraints i.e. not enough time allocated


What barriers are


of this KIS?


What changes in


mindset have been

observed?


A broad range of communication to parents and carers has been implemented to enhance parent knowledge of learning programs,

events and current news. This communication continues to build relationships with both parents, carers and students enabling them

to feel more connected to their school.

• Teachers have communicated with parents more consistently. Most have developed a deeper understanding of the need to

develop positive and productive relationships

• Parent teacher interviews were held at the beginning of the year to build parent teacher relationships and student

connectedness to their new teacher and their environment

• Mid- year parent teacher interviews are scheduled to be held via webex or a phone call with all teachers expected to make

contact with every child’s parent within their class.

• A newsletter is sent out fortnightly to keep parents updated with current news and events that are happening within the

school

• The Class Rep initiative has continued to be implemented with some teachers working closely with their rep to ensure

consistent communication

• Dojo messaging continues to be used by individual staff and as a whole school communication tool where parents are able

to provide and receive direct communication with the class teachers.

As we entered remote learning during Term 2, there was a seamless transition due to the communication between parents and staff.

Our whole school website was used as a tool for learning with parents moving easily into this space.

• Google classroom and dojo portfolio were used to continue the communication between students, parents and the school

• Remote learning face to face contact was increased via webex or google classroom. There was an increased contact via

small group, one on one and whole group instruction to support the learning of students and to build closer relationships with

parents.

On return to school the AtoSS was administered to all students in Years 4-6.

Future planning

What action will be

taken next?

What support is

required?

Some future actions that need to be undertaken (Term 3) include:

• Continuing work with staff to build knowledge and understanding of benefits of parent engagement with the school.

• Continuation of consistent messaging across levels

• Develop a timetable for Learning Walk observations

• Develop a process to feedback to staff around the Learning Walk observations

• Continue to facilitate parent class rep meetings


• Engaging parents in a range of activities directly linked to learning in the classroom eg Year Level Expos

• Continuing to work with teachers to develop a range of effective feedback process.

OPTIONAL: Upload Evidence 1. Home Learning Website.docx (0.18 MB)

2. Newsletter.pdf (2.27 MB)





Term 1

to:

Term 4

25%






PLC Leaders

Teacher(s)

from:

Term 1

to:

Term 4

75%






PLC Leaders

Teacher(s)

from:

Term 2

to:

Term 4

50%

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19765/Home%20Learning%20Website.docx

https://apps.edustar.vic.edu.au/SPOT/handlers/schoolfiles/schools/5257/monitoring/7516/terms/2/19765/Newsletter.pdf



Term 3 monitoring (optional)












91%


87%



be at least 73%.



least 72%.


KIS 1.a


assessment













for this KIS

Enablers

Barriers


Future planning




on formative assessment and collecting, School Improvement Team

PLC Leaders

from:

Term 1

0%



throughout the year. Learning Specialist(s) to:

Term 4




PLC Leaders

from:

Term 1

to:

Term 4

0%




PLC Leaders


from:

Term 1

to:

Term 4

0%

KIS 1.b













for this KIS

Enablers


Barriers


Future planning





Term 1

to:

Term 4

0%



questions

All Staff from:

Term 1

to:

Term 4

0%




PLC Leaders

from:

Term 1

to:

Term 4

0%




Assistant Principal



PLC Leaders

from:

Term 1

to:

Term 4

0%

KIS 1.c













for this KIS

Enablers

Barriers


Future planning






Term 1

to:

Term 4

0%


with parents/carers/kin. Where there are School Improvement Team from:

Term 2

0%




PLC Leaders

Teacher(s)

to:

Term 4






PLC Leaders

Teacher(s)

from:

Term 1

to:

Term 4

0%



End-of-year monitoring












91%


87%



be at least 73%.



least 72%.


Has this 12 month target met Not Met

KIS 1.a


assessment













for this KIS

Enablers

Barriers


Future planning







PLC Leaders

from:

Term 1

to:

Term 4

0%




PLC Leaders


from:

Term 1

to:

Term 4

0%






PLC Leaders


from:

Term 1

to:

Term 4

0%

KIS 1.b













for this KIS


Enablers

Barriers


Future planning





Term 1

to:

Term 4

0%



questions

All Staff from:

Term 1

to:

Term 4

0%




PLC Leaders

from:

Term 1

to:

Term 4

0%




Assistant Principal



PLC Leaders

from:

Term 1

to:

Term 4

0%

KIS 1.c Connected schools priority












for this KIS

Enablers

Barriers


Future planning








PLC Leaders

from:

Term 1

to:

Term 4

0%


Teacher(s)




Term 1

to:

Term 4

0%






PLC Leaders

Teacher(s)

from:

Term 2

to:

Term 4

0%


Monitoring and Self-assessment - 2021

SEIL Feedback

Submitted Feedback

Mid Cycle Comments The school has gained strong traction in the three DET Priority areas, acknowledging the disruption of Lockdown 3 and Lockdown 4. The

Learning, catch-up and extension priority has seen a strong focus on establishing a school collegiate observation model with an emphasis on differentiation within

guided reading, reciprocal reading and small group conferencing. The school has also supported flexible groupings to enable students to meet their learning goals, in

particular, high performing students. The school is to be commended for their successful implementation of the Tutor Learning Initiative that has ensured individualised

learning to identified students. The Happy, active and healthy kids priority has witnessed a continued commitment by all staff to student engagement and wellbeing.

Evidence of this includes the teaching of Safe Minds, Respectful Relationships. Protective Intervention Training, Safe Schools, Child Safe Standards and Challenging

Behaviours to address and support student wellbeing and mental health. The Sentral portal is being used more consistently when reporting incidences and

communicating with parents and caregivers. The Connected schools priority has witnessed a continued commitment by all staff to ensure a high level of communication

to parents and care givers in relation to learning programs and school events. Communication channels included Google classroom, Class Representative initiative and

dojo portfolios. In addition, there was also a strong focus on student engagement, mental health and wellbeing.

Submitted by Stanley Szuty (SEIL) on 12 July, 2021 at 07:50 AM

langwarrin park primary school (5257)

Documents