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2019 Annual Implementation Plan

Submitted for review by Julie Warren (School Principal) on 21 December, 2018 at 11:50 AMEndorsed by Alan Davis (Senior Education Improvement Leader) on 28 December, 2018 at 01:56 PMEndorsed by Miranda HURLEY (School Council President) on 19 February, 2019 at 01:23 PM

for improving student outcomes

Newcomb Park Primary School (5444)

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Newcomb Park Primary School (5444) - 2019 - AIP - Overall

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Self-evaluation Summary - 2019

FISO Improvement Model Dimensions

The 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Excellence in teaching and learning

Building practice excellence

Evolving moving towards Embedding

Curriculum planning and assessment


Evidence-based high-impact teaching strategies


Evaluating impact on learning


Professional leadership

Building leadership teams

Evolving

Instructional and shared leadership

Evolving

Strategic resource management

Evolving

Vision, values and culture


Positive climate for learning

Empowering students and building school pride

Emerging moving towards Evolving

Setting expectations and promoting inclusion

Evolving

Health and wellbeing


Intellectual engagement and self-awareness

Evolving

Community engagement in learning

Building communities


Global citizenship


Networks with schools, services and agencies


Parents and carers as partners


Enter your reflective comments

Staff regularly plan together and share documents within the Google Drive cloud. This has supported the capacity of all classroom teachers to plan, add to planning documents and save the work that can be shared across all areas within the school. Whilst many of The High Impact Teaching Strategies are evident and embedded across all classrooms, embedding this practice across the ten strategies is ongoing. The key elements that continue to be areas for ongoing work are Collaborative Learning, Feedback and Metacognitive Strategies. Staff are working towards supporting individual students to best meet their goals and learning needs to improve their learning outcomes.

Considerations for 2019

Reading will be the major focus and priority in 2019. Two staff have attended the Bastow Literacy Leaders Professional Development course and they are now sharing their learnings with all classroom teachers during targeted planning and meeting times. This empowerment for two teachers has built their capacity to ensure that they continue to build and demonstrate best practice and to impart and share this knowledge with their colleagues. This will guide and enhance the impact of teaching and learning across all areas of the school by incorporating and using a planner that supports professional learning and ensures that curriculum planning and implementation engages and challenges all students to construct and apply new knowledge. Using the Literacy Toolkit, together with other great resources made available will enhance what is happening within the teaching and learning across every classroom. Adult learning culture is paramount to the success of building excellence in teaching and learning. There will be professional reading to support this area of improvement. The target of appropriate professional learning for data literacy and assessment will be a priority in 2019 to enhance and measure the progress and impact of the structures, protocols and practices around the teaching of literacy and numeracy. Kath Murdoch Professional learning will help support student voice and agency where students take an active role in their learning. The support of the Teaching Partner across two days each week will also support best practice within the classrooms, especially with the teaching and learning of reading. Seeking professional learning for all staff that is targeted to support the needs of the school and ultimately the students which is then be incorporated into daily routines of the classrooms will be a priority. Reflections on classroom practice and improvement will direct the teaching and learning at NPPS>

Documents that support this plan

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Newcomb Park Primary School (5444) - 2019 - Self-evaluation Summary.docx

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SSP Goals Targets and KIS

Goal 1

To improve the growth and achievement of every student in Reading.

Target 1.1

NAPLAN targets

Year 3

· Reading to maintain the percentage of students in top 2 bands at or above 25% [31% in 2018]

Year 5

· Reading to increase the percentage of students in top 2 bands from 0% to 25%

· Relative growth – to make medium to high growth from 60% - 70%

Each student to make a minimum of one level of growth against Victorian Curriculum standards, in each year of the School Strategic Plan in Reading, Writing and Number

Key Improvement Strategy 1.a


Embed an agreed instructional model for curriculum planning, instruction and assessment that supports twelve months growth for twelve months teaching and learning for every child with a focus on Reading

Goal 2

To improve the growth and achievement of every student using explicit instruction and processes for Writing.

Target 2.1

NAPLAN targets

Year 3

· Writing to increase the percentage of students in the top 2 bands from 23% to 25%

Year 5

· Writing to increase the percentage of students in top 2 bands from 0% to 25%




Develop teacher capacity to connect student assessment with learning behaviour of writing and to evaluate and modify their teaching practice using a reflective cycle of planning, teaching and assessment using evidence-based strategies.

Goal 3

To empower students in their learning through A School Wide Positive Behaviour System with a strong correlation in using and embedding student voice and agency.

Target 3.1

Attitudes to School Student Opinion Survey

· Stimulated learning from 73% to 80%

· Sense of Confidence from 45% to 65%

· Managing Bullying from 60% to 70%

Staff Opinion Survey:

· Collective efficacy – from 65% to 75%

· Academic Emphasis – from 68% to 75%



Build a rich, relevant, challenging and stimulating learning environment that uses contemporary pedagogy and learning technologies for deep learning and thinking.

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Newcomb Park Primary School (5444) - 2019 - AIP - SSP Goals Targets and KIS

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Select Annual Goals and KIS

Four Year Strategic GoalsIs this selected for focus this year?

Four Year Strategic Targets

12 month targetThe 12 month target is an incremental step towards meeting the 4-year target, using the same data set.


Yes

NAPLAN targets

Year 3

· Reading to maintain the percentage of students in top 2 bands at or above 25% [31% in 2018]

Year 5

· Reading to increase the percentage of students in top 2 bands from 0% to 25%

· Relative growth – to make medium to high growth from 60% - 70%


ReadingNAPLAN targetsYear 3•Reading to maintain the percentage of students in the top 2 bands at or above 25% [31% in 2018]•Maths to maintain the percentage of students in the top 2 bands at or above 25% [28.6% in 2018]•Writing to increase the percentage of students in the top 2 bands from 21% to 25% Year 5•Reading to increase the percentage of students in the top 2 bands from 0% to 25%•Maths to increase the percentage of students in the top 2 bands from 14% to 25%•Writing to increase the percentage of students in the top 2 bands from 12.5% to 25% Each student to make a minimum of one level of growth against Victorian Curriculum standards, in each year of the School Strategic Plan in Reading, Writing and Number


Yes

NAPLAN targets

Year 3

· Writing to increase the percentage of students in the top 2 bands from 23% to 25%

Year 5

· Writing to increase the percentage of students in top 2 bands from 0% to 25%


NAPLAN targetsYear 3•Writing to increase the percentage of students in the top 2 bands from 23% to 25% Year 5•Writing to increase the percentage of students in top 2 bands from 0% to 25% Each student to make a minimum of one level of growth against Victorian Curriculum standards, in each year of the School Strategic Plan in Reading, Writing and Number


Yes

Attitudes to School Student Opinion Survey

· Stimulated learning from 73% to 80%

· Sense of Confidence from 45% to 65%

· Managing Bullying from 60% to 70%

Staff Opinion Survey:

· Collective efficacy – from 65% to 75%

· Academic Emphasis – from 68% to 75%

Attitudes to School Student Opinion Survey • Stimulated learning from 43% to 65%• Sense of Confidence from 45% to 65% Managing Bullying from 12.7% to 30%

Staff Opinion Survey: • Collective efficacy – from 65% to 75%• Academic Emphasis – from 68% to 75%

Goal 1


12 Month Target 1.1


Key Improvement Strategies

Is this KIS selected for focus this year?

KIS 1



Yes

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

Data indicates that 37% of students across the school are achieving below the expected level in Reading. 85% of students have made at least six months growth for six months of teaching and learning, however, there are a significant number who require significant support in reading. In NAPLAN, the data indicates that students in year 5 are not maintaining their growth in Reading and therefore after attaining the top 2 bands in year 3 are not sustaining it in year 5. The school is identified as Transform due to the lack of academic achievements and will work with a teaching partner to support the teaching and learning of Reading. The 4/5/6 teachers will work with the teaching partner during term 1 using data from NAPLAN assessments and researched best practice with an emphasis on close reading and reciprocal reading. The Professional Learning Community will focus on the work with the teaching partner using the data identified to support growth and achievement. Rich mentor texts have been purchased to be used across the whole school for targeted ongoing classroom teaching and learning. The cohort of year 5 2019 students in the top bands of reading have been identified and targeted explicit teaching and learning will support these students to reach their potential. Growth with the remaining students has been demonstrated through the data wall with planned, targeted goals to be identified with the teaching partner and the classroom teachers in term 1 to support these students with explicit teaching and learning to improve their growth in reading.

Goal 2


12 Month Target 2.1




KIS 1



Yes


Data indicates that 40% of the students are below their expected levels in writing when assessed against the Victorian curriculum. The NAPLAN data in writing for year 5 is low whilst the year 3 data also needs to be improved. The Literacy Toolkit will be further unpacked to support targeted teaching and learning. Moderation of writing and planning for effective teaching strategies to support students is ongoing. Conferencing with students has been implemented and will become embedded into supporting students with the writer's workshop and other elements of writing to identify student goals.

Goal 3


12 Month Target 3.1





KIS 1



Yes


The School Wide Positive Behaviour System has been ongoing for many years across the school, however, there has been an updated matrix with student, staff and community input into it. The whole school use of common language is paramount to the success of SWPB and the teachings that is has across the school's values of respect, responsibility and resilience. Partnering with the Respectful Relationships team and the CASEA program has supported students with their learning whilst calm classrooms based around the zones of regulation has supported students with their understandings of themselves. Goal setting is relevant to their learning with students more empowered to become co planners and designers of their learning as they move into the next level of learning. Inquiry with Kath Murdoch has been a focus over the last twelve months with further professional learning and development for staff early in 2019 to support the inquiry of learning.

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Newcomb Park Primary School (5444) - 2019 - AIP - Annual Goals Targets and KIS

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Define Actions, Outcomes and Activities

Goal 1


12 Month Target 1.1


KIS 1



Actions

Embed the FISO High Impact Teaching Strategies of explicit instruction and goal setting and to ensure that are visible in every classroom into the NPPS Instructional model and to ensure that the improvement cycle – evaluate and diagnose, prioritise and set goals, develop and plan, implement and monitor is embedded for the point of teaching and learning for all students.•Build the capacity of teachers to collaborate on differentiation of student learning and to reliably and accurately assess student progress using a range of tools and strategies.•Identify and target areas for professional learning for refinement of PLC’s.•Through the PLC, embed effective feedback processes across the school.•Audit, refine and formalise documentation and implementation of whole school Reading curriculum.•Work with a teaching partner to gather and use classroom data to inform consistency in teacher practice for reading.

Outcomes

1.Through the PLC and meeting schedule, develop agreed documents to support, implement and embed the High Impact Teaching Strategies into the NPPS Instructional model. Build the capacity of teachers to use the improvement cycle – evaluate and diagnose, prioritise and set goals, develop and plan, implement and monitor – attend professional learning , share ideas and observe peers with structured feedback.Maintain data continuums and track student progress across the year, ensuring students at risk are identified and supported through targeted individual learning improvement plans (ILIPs) Teachers will write explicit learning intentions for each lesson, explaining them to students and referring to these regularly throughout the lesson. Explicitly model how to record and represent content.2.Explicitly teach students how to articulate their prior knowledge about a topic, to identify new learning and to synthesise the new learning into their schema using a range of comprehension strategies. Teachers will provide rubrics and assessment charts for students and explicitly teach them how to use these documents to assess their learning progress. Graphic organisers will assist student learning needs through visual prompts so that teachers cater for a range of learning styles.Use quality formative and summative assessment practices to evaluate the impact on learning.Ongoing scheduled conferencing with students so that students receive feedback and can also contribute to their own learning .Timetable common assessment tasks and use moderation to align teacher judgements with NAPLAN outcomes.Use the NAPLAN Reading assessments for planning purposes and point of need teaching and learning.

3.Staff will review their impact on teaching and learning through peer observations, co planning, co teaching and provide feedback to each other based on HITS and the FISO Essential Elements for school improvement.

Success Indicators

Students: •can articulate their goals and how they will know if they have successfully achieved them•can discuss their progress during conferencing/ feedback sessions and explain how this supports their learning•will use multiple ways to record and represent content and how it relates to their prior knowledge•will be on task in their daily one hour reading session Teachers •will support goal setting with students and provide regular feedback to students•demonstrate and visibly use of the instructional model using HITS – explicit teaching, goal setting and feedback •will continue to plan collaboratively using data to differentiate learning to continue to develop a culture of student growth•will investigate and use a range of assessment tools •will provide rubrics and assessment charts for students and explicitly teach these documents to assess their learning progress •will conduct conferences to support students to discuss their progress and identify learning goals for all students•analyse data to reflect and review the impact of their practice on learning outcomes•will work with the teaching partner using the improvement cycle for reading •will adopt a goal within PDP process to support Reading -will use formal testing using PAT testing, Running Records and NAPLANLeadership:•will support staff through professional learning•will provide regular feedback from classroom observations, peer observations, co planning, co teaching•will facilitate and support collaborative practices across the school•will investigate and collaborate with staff to implement a range of assessment tools to support pre and post testing •Will work closely with the teaching partner using the improvement cycle for Reading

Activities and MilestonesWhoIs this a PL PriorityWhenBudget

1.Through the PLC and meeting schedule, develop agreed documents to support, implement and embed the High Impact Teaching Strategies into the NPPS Instructional model. Build the capacity of teachers to use the improvement cycle – evaluate and diagnose, prioritise and set goals, develop and plan, implement and monitor – attend professional learning , share ideas and observe peers with structured feedback.Maintain data continuums and track student progress across the year, ensuring students at risk are identified and supported through targeted individual learning improvement plans (ILIPs) Teachers will write explicit learning intentions for each lesson, explaining them to students and referring to these regularly throughout the lesson. Explicitly model how to record and represent content.

All Staff

PLP Priority

from:Term 1

to:Term 4

$3,000.00

Equity funding will be used

2.Explicitly teach students how to articulate their prior knowledge about a topic, to identify new learning and to synthesise the new learning into their schema using a range of comprehension strategies. Teachers will provide rubrics and assessment charts for students and explicitly teach them how to use these documents to assess their learning progress. Graphic organisers will assist student learning needs through visual prompts so that teachers cater for a range of learning stylesUse quality formative and summative assessment practices to evaluate the impact on learning.Ongoing scheduled conferencing with students so that students receive feedback and can also contribute to their own learning Timetable common assessment tasks and use moderation to align teacher judgements with NAPLAN outcomesUse the NAPLAN Reading assessments for planning purposes and point of need teaching and learning.

Principal

Teacher(s)

Teaching Partners (DSSI)

PLP Priority

from:Term 1

to:Term 4

$3,000.00



Principal

Teacher(s)


PLP Priority

from:Term 1

to:Term 4

$3,000.00


4.Staff will access high quality professional learning to support the teaching and learning of Reading.

All Staff


PLP Priority

from:Term 1

to:Term 4

$10,000.00


An Education Support worker will work within one classroom to support students across Literacy and Numeracy

Education Support

Principal

PLP Priority

from:Term 1

to:Term 4

$34,000.00


Provide a Language Support Program for the early years supported by and working with the SSS Speech Therapist

Allied Health

Teacher(s)

PLP Priority

from:Term 1

to:Term 4

$17,000.00


Goal 2


12 Month Target 2.1


KIS 1



Actions

•Implement a reflective cycle of planning, teaching and assessment using evidence-based strategies.•Meet the needs of the students through targeted curriculum planning/differentiation as a result of assessment and moderation for teaching discussions based on student data. •Consistently track student behaviour and positive acknowledgments progress data to monitor the impact of practice.

Outcomes

Build the capacity of teachers to use the improvement cycle – evaluate and diagnose, prioritise and set goals, develop and plan, implement and monitor – attend professional learning , share ideas and observe peers with structured feedback.Whole school pedagogy evaluation of writing based on the Literacy Tool kit/ Writer’s workshop model, refined, agreed upon and documented with clear expectations for all staff and students.Establish norms for triangulating data and making consistent teacher judgement.

Success Indicators

Students•can articulate their goals and how they will know if they have successfully achieved them•can discuss their progress during conferencing/ feedback sessions and explain how this supports their learning•will use multiple ways to record and represent content and how it relates to their prior knowledge•know and use the six traits of effective writing•work within the Writer’s workshop model of instruction Teachers •will support goal setting with students and provide regular feedback to students•demonstrate and visibly use of the instructional model using HITS will continue to plan collaboratively using data to differentiate learning to continue to develop a culture of student growth using the essential elements for school improvement•will investigate and use a range of assessment tools •will provide rubrics and assessment charts for students and explicitly teach these documents to assess their learning progress •will conduct conferences to support students to discuss their progress and identify learning goals for all students•teach and embed the six traits of effective writing•Use the Writer’s Workshop and effective teaching strategies to support student learning •analyse data to reflect and review the impact of their practice on learning outcomesLeadership:•will support staff through professional learning•will provide regular feedback from classroom observations, peer observations, co planning, co teaching•will facilitate and support collaborative practices across the school•will investigate and collaborate with staff to implement a range of assessment tools to support pre and post testing •analyse NAPLAN data with staff for ongoing teaching and learning


Implement a reflective cycle of planning, teaching and assessment using evidence-based strategies within peer observations and PLC planning for writing.

Principal

Teacher(s)

PLP Priority

from:Term 1

to:Term 4

$2,000.00


Goal 3


12 Month Target 3.1



KIS 1



Actions

Research best practice in strategies which empower students as agents of their own learning while developing a growth mindset among the school community.Embed student voice and agency through student goal setting.Enable students to use technology creatively.Continue to build the staff capacity to engage, implement and embed SWPB in the whole school community.Continue to embed the Respectful Relationships Program.Engage with regional support and SWPBS coaches to build teacher capacity within the framework.

Outcomes

1.All staff to attend the Professional Development with Kath Murdoch.2.Develop student agency through developing future capable skills: of communication, Self- regulation, Collaboration, Knowledge construction, digital ability and problem solving and innovation. 3.All staff to develop capacity in inquiry learning and digital technology so that it becomes an integral part of literacy and numeracy teaching. Development of Inquiry Learning units using STEAM where appropriate and work with the partnership of the ARDOCH Foundation for improved student engagement and learning outcomes.4. SWPB program embedded across the whole school community. Staff capacity in well being to be further developed with the ongoing Respectful Relationship program as well as investigating other suitable connections / programs eg Berry St.5. To continue to work with The SongRoom and The BlueBird Foundation for student engagement through the power of daily singing.6. Develop a Mentoring Leadership Program with the Smith Family.7. Celebrate successful data outcomes.

Success Indicators

Students: •can identify their learning goals [with support where appropriate]•will be active, critical thinkers as inquiry learners and can explain concepts to peers and record their understanding in multiple ways•will use common vocabulary across the school to articulate their sense of empowerment and school pride•will develop personal, social and interpersonal skills and goals through knowing, understanding and demonstrating School Wide Positive Behaviour Framework•will continue to be involved in the Respectful Relationships program •will understand and use the Zones of Regulation•can evaluate and reflect on their learning behavioursTeachers: •will investigate and use an inquiry model to support a growth mindset •will enable students to be problem solvers through implementing strategies used from their research and attending the Kath Murdoch Professional Development •will develop common language used across the school•will embed the SWPB Matrix with students and embed positive strategies into classroom practice•will continue the Respectful Relationships programLeadership:•will support student agency through increased feedback, reflection and goal setting •will be involved in a Community of Practice to enhance student voice and agency•provide teacher professional learning to support students self-regulation, self-efficacy and self-esteem.•will continue to support and embed the Respectful Relationships Program and its goals


All staff to attend the Professional Development with Kath Murdoch

All Staff

PLP Priority

from:Term 1

to:Term 4

$2,000.00


Engage with regional support and SWPBS coaches to build teacher capacity within the framework to continue to build the staff capacity to engage, implement and embed SWPB in the whole school community

All Staff

Principal

Wellbeing Team

PLP Priority

from:Term 1

to:Term 4

$1,000.00


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Newcomb Park Primary School (5444) - 2019 - AIP - Actions Outcomes and Activities

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Equity Funding Planner

Equity Spending Totals

Category

Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones

$74,000.00

0.00

Additional Equity funding

$42,000.00

0.00

Grand Total

$116,000.00

$0.00

Activities and Milestones

Activities and Milestones

When

Category


Equity Spend ($)


from:Term 1

to:Term 4

School-based staffing

Teaching and learning programs and resources

Professional development (excluding CRT costs and new FTE)

$3,000.00


from:Term 1

to:Term 4



CRT

$3,000.00


from:Term 1

to:Term 4




CRT

$3,000.00


from:Term 1

to:Term 4




CRT

$10,000.00


from:Term 1

to:Term 4



$34,000.00


from:Term 1

to:Term 4


Support services

$17,000.00


from:Term 1

to:Term 4


$2,000.00


from:Term 1

to:Term 4

$2,000.00

Totals

$74,000.00

Additional Equity spend

Outline here any additional Equity spend for 2019

When

Category


Equity Spend ($)

Employ a speech therapist to work one day per week in the school for individual and small group speech therapy. For the speech therapist to support the Language Support Program

from:Term 1

to:Term 4



Support services

$17,000.00

To purchase ICT and PAT testing materials to enhance school based programs and testing

from:Term 1

to:Term 2


Assets

$10,000.00

To provide authentic learning experiences for all students at the school

from:Term 1

to:Term 4



$7,000.00

To provide the breakfast program by employing an Education Support worker to manage the daily program and supply fresh fruit into classrooms for students to ensure that brain food snack break supports their learning.

from:Term 1

to:Term 4


$8,000.00

Totals

$42,000.00

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Newcomb Park Primary School (5444) - 2019 - AIP - Equity Funding Planning

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Professional Learning and Development Plan

Professional Learning PriorityWho

When

Key Professional Learning StrategiesOrganisational StructureExpertise AccessedWhere


All Staff

from:Term 1

to:Term 4

Planning

Curriculum development

Formalised PLC/PLTs

Formal School Meeting / Internal Professional Learning Sessions

Timetabled Planning Day

Literacy expertise

Literacy Leaders

On-site


Principal

Teacher(s)


from:Term 1

to:Term 4

Planning

Moderated assessment of student learning

Formalised PLC/PLTs


PLC/PLT Meeting

Literacy expertise

School improvement partnerships

On-site


Principal

Teacher(s)


from:Term 1

to:Term 4

Peer observation including feedback and reflection

Student voice, including input and feedback

Professional Practice Day


Literacy expertise

Literacy Leaders

On-site


All Staff


from:Term 1

to:Term 4

Planning


Individualised Reflection

PLC/PLT Meeting

Literacy expertise

Off-site

Staff will work with the teaching partner and access professional learning as required from quality professional development throughout the year that is aligned to the teaching and learning of reading. Visiting identified schools for best practice which includes observations within the classrooms of the teaching practice and being involved in the PLC data conversations for planning next level of work for students will guide staff to inform their practice.


Education Support

Principal

from:Term 1

to:Term 4



Literacy expertise

On-site


Allied Health

Teacher(s)

from:Term 1

to:Term 4

Planning

Preparation



Literacy expertise

On-site


Principal

Teacher(s)

from:Term 1

to:Term 4

Planning

Moderated assessment of student learning

Peer observation including feedback and reflection


PLC/PLT Meeting

Literacy expertise

On-site


All Staff

from:Term 1

to:Term 4


Whole School Pupil Free Day

External consultants

Kath Murdoch

Off-site

Curriculum planning day with Kath Murdoch to empower the staff to embed a cycle of inquiry for students to become active learners. This is in collaboration with another primary school to support teaching and learning with curiosity, creativity and purpose in the contemporary classroom.

Newcomb Park Primary School (5444) - 2019 - AIP - Professional Learning Plan

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