*** Acknowledgement of GLS input into this document.***

Literacy Plan 2015-2017

Phone: 9923 1278 Fax: 9923 2440 Email: BluffPoint.PS@education.wa.edu.au

Address: PO Box 7166 | 18 Mitchell Street | Bluff Point WA 6530 www.bluffpointprimaryschool.com.

An Independent Public School

*** Acknowledgement of GLS input into this document.***

Bluff Point Literacy Plan 2015 – 2017

The Federation – Participating Schools

Kalbarri District High School, Northampton District High School, Yuna Primary School, Chapman Valley Primary School, Walkaway Primary School, Geraldton Senior College, John Willcock College, Waggrakine Primary School, Bluff Point Primary School, Geraldton Primary School, Allendale Primary School, Rangeway Primary School, Beachlands Primary School, Mt Tarcoola Primary School.

SHARED BELIEFS

o All students can achieve high standards in literacy given the right support and time. o Quality teaching is at the heart of effective literacy learning. o Strong instructional leadership is at the heart of effective literacy teaching and learning. o Student improvement is enhanced when school resources are focussed and prioritised on developing literacy support structures.

GLS Goals Improve student literacy through:

Using quality formative assessment to determine instruction Using quality summative assessment to compare judgements with other teachers within the district to make comparable judgements on students

literacy achievements Building teacher and administrator capacity for effective literacy instruction Building professional learning communities within and across schools

TARGETS – 2015 -2017 To improve results in Mid West district NAPLAN comparative data in:

• Year 3 & 5 Punctuation and Grammar and Writing • Year 7 & 9 Spelling and Writing

2014 DATA

Year 3 Year 5

Year 7 Year 9

Reading -0.25882 -0.00667 -0.26549 Reading 0.0375 0.023529 0.061029

Writing -0.46471 0.073333 -0.39138 Writing -0.225 -0.17059 -0.39559

Spelling -0.28235 -0.05333 -0.33568 Spelling -0.39375 -0.09412 -0.48787

P&G -0.61765 0.18 -0.43765 P&G 0.142105 -0.25882 -0.11672

“LITERACY IS EVERYONE’S BUSINESS”

*** Acknowledgement of GLS input into this document.***

Whole School Strategies Role and Timeframe (Who & When)

Assessment and Monitoring

1. Instructional Leadership – The Principal and the Executive team will provide ongoing instructional leaderships and support for the Literacy Strategy to ensure improvements in literacy learning within each school.

Appoint a literacy specialist teacher/literacy coordinator. The school Principal will fulfil this role where required.

Attend all literacy professional learning with school teams. Keep up to date with the changes in Australian Curriculum and SCSA Schedule whole school literacy blocks for years PP to 6. Follow a specific Literacy Block lesson format based on an explicit teaching

model.eg iSTAR, John Fleming Ensure that literacy is woven in all subjects Focus on evidence based instruction Set and model high expectations for leadership, teaching and learning. Be

insistent and persistent in meeting those high standards. Provide time for teachers and support staff to engage in professional

learning community practices such as sharing practice, engaging in action learning, and classroom and school visits.

Oversee whole school direction setting, planning, resourcing, professional learning and implementation of strategies to support literacy improvements.

Involve the school community. Provide support to teachers and EA/AIEO to upskill them in English best

practice. Develop a culture of sharing and openness. Where each student in the

school is everyone’s responsibility, not just the classroom teachers

Literacy Specialist attend GLS meetings, one per term where possible

GLS Committee will host termly meetings, share resources.

PLCs with like year groups will run on a fortnightly basis. These sessions will be facilitated by a nominated leader, and then fed back to Admin. They will be for moderation planning and data analysis. Teachers will identify a need from information collected

Leaders applying classroom observation practices into teachers Performance Management processes

Set up structures within the school that

allow teachers to communicate around student work

BPPS assessment schedule (matched to GLS)

2. Literacy Specialist Teacher/ Literacy Coordinator School has a literacy specialist teacher/literacy coordinator who works alongside classroom teachers to model: Effective ongoing analysis of formative and summative assessment

strategies Successful planning linked to the teaching and assessment cycle and share current AC English changes Best practice in the classroom Differentiation of the curriculum to make appropriate learning adjustments And provide opportunities for teachers to share and compare their

judgements against other teachers with like year groups

Literacy coordinators attend GLS meetings once a term, takes a role in the subcommittee.

Literacy coordinators share knowledge and research. Give input to the development of resources for the district.

Intervention groups to support Year 3 students in Term 1 for reading and writing (as identified by teachers) for NAPLAN preparation.

Deputy and LST will provide PL to build leadership capacity within the school.

Is responsible disseminating updates and information back to the rest of the school

Schools and teachers are up to date with current directives and changes with the AC and SCSA

*** Acknowledgement of GLS input into this document.***

LST will respond to needs and requests through Literacy role.

3. K- 2 Teachers All kindergarten students are screened using the Kindergarten Assessment

Tool – KAT (West Coast Speech and Language Resource) Principals will need to allow time for this to take place

o Term 1 – Comprehension and location o Term 2 Semantics o Term 3 – PA

Kindergarten teachers will make referrals to the Allied Health when any Speech, OT, sight or hearing problem is identified.

All Kindergarten teachers will have a strong focus on teaching Phonemic Awareness through craft activities, song, dance and health and physical activity and outside play.

Teacher will explicitly teach handwriting using SA font. (Appropriate for K)

GLS to organise or facilitate a session to look at the results of the KAT and what teaching needs to take place.

Kindy Tchr to administer and LST to support. RAT screen al Kindy students beginning/middle

of term 3 or early term 4.

Geraldton cluster schools using the KAT as a consistent method of assessing Kindy students

Use the Literacy Practices Guide for teacher self-reflection and performance management goals.

Use the Achievement Standards Statement from the Critical Literacy Plan document (LDC)

All Pre-Primary students will be screened using the Rainbow Assessment Tool - RAT (West Coast Speech and Language Resource)

Synthetic Phonics teaching will start in Pre-Primary (Isabel Beck sequence) Synthetic Phonics (Isabel Beck sequence) will be taught to students until

they test off (See Synthetic Phonics Assessment – Appendix A) Teachers will follow the GLS Genre Scope and Sequence – focusing on the

oral development in the early years Teachers will explicitly teach the structure, language features, grammar and

cohesion within each focus genre each term. Teachers will explicitly teach grammar within their classroom and model

how this is apply to each writing genre. Teachers will explicitly teach handwriting using SA font. Follow a specific Literacy Block lesson format based on an explicit teaching

model.eg iSTAR, John Fleming, WALT/WILF Plan, teach and assess using the Australian Curriculum. - Suggested planning resource LDC Critical Learning Path Teachers to incorporate NAPLAN style questions into Literacy session. Oral Narrative??

GLS to organise or facilitate a session on looking at district wide RAT data and what teaching needs to take place

GLS will provide PL or information relating to the focus genre each term

GLS will develop with nominated teachers a grammar scope and sequence which helps teacher define the AC English

Teachers will watch other teachers literacy sessions

Teachers will assess data and identify what teaching needs to take place

Teachers to administer RAT -New students term -All PP students term 2 -PP term 4(optional) for review -Year 1,2 new students –term 1 -SAER- as soon as identified

PP Online entry literacy scores will increase Teachers confidence in screening PP

students with the RAT will improve Use CHIMPs editing code (appropriate for

year level) Use the Literacy Practices Guide for teacher

self-reflection and performance development goals.

Use the Achievement Standards Statement from the Critical Learning Path document (LDC)

NAPLAN Guide

4. Year 3-6 Teachers –Punctuation and Grammar and Writing focus Synthetic Phonics Isabel Beck sequence) will be taught to students until

they test off (See Synthetic Phonics Assessment – Appendix A) Words Their Way to be used once students have tested off phonics. Schools and teachers will follow the GLS Genre Scope and Sequence –

focusing on the oral development in the early years

GLS will provide PL or information relating to the focus genre each term

GLS will develop with nominated teachers a grammar scope and sequence which helps teacher define the AC English

Use CHIMPs editing code Students will be using the WTW program

for spelling Use the Literacy Practices Guide for

*** Acknowledgement of GLS input into this document.***

Teachers will explicitly teach the structure, language features, grammar and cohesion within each focus genre each term.

Teachers will explicitly teach grammar within their classroom and model how this is apply to each writing genre

Schools will support guided reading practices within the school Teachers will explicit teach handwriting using SA font (joins) Follow a specific Literacy Block lesson format based on an explicit teaching

model.eg iSTAR, John Fleming Plan, teach and assess using the Australian Curriculum. - Suggested planning resource LDC Critical Learning Path Oral Narrative??

Teachers will watch other teachers literacy sessions

teacher self-reflection and performance management goals.

Use the Achievement Standards Statement from the Critical Learning Path document (LDC)

NAPLAN Guide

Assessment and Data Management Bluff Point Literacy Committee to meet at least once per term to review

school Literacy Plan and assessment schedule. Principals and schools will support lead teachers by releasing them to

develop this document District NAPLAN data will be analysed yearly against targets School will:

o Ensure teachers are using formative assessment in an ongoing manner to inform planning- Professional Readings

o Enable teacher to compare English judgements with other like year teachers twice a year

o Use the SCSA Judging Standard documents to grade students

GLS will provide information and PL on using the judging standards documents

Guide lead teachers in refining the Mid West Assessment Schedule.

LSC (Louise) to share with staff

School support for the development of the assessment schedule

Schools use of the assessment schedule Use the Achievement Standards

Statement from the Critical Learning Path document (LDC)

Brightpath

SAER Personalised Learning and Tracking

o Students who are at risk of not improving literacy standards are to have a personalised learning program. These students will be tracked as they move through the years of schooling K - 12. Transitions between schools are to have a focus on literacy and what the student can do and needs to do to improve.

Learning Support Coordinators Network o Schools are involved in the LSC network to share ideas o LSC to work closely and share ideas with the Literacy coordinator

Celebrating

Principals and or Literacy leaders will coordinate sharing of successes within their school once a term

Bluff Point staff to investigate a way to share Mid West school success stories through the district and further

Staff to share their success stories Literacy Data Wall- showing improvement

per semester.