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Auburn Public SchoolAction Plan – Literacy

2010Revised – July 2010 ( Aligned to National Partnership – Analytical Framework )

National Partnership Alignment to Reform Areas

1. Evidenced Based Teaching ( R 1) 2. Leadership ( R2 ) 3. Whole School Engagement – School / student performance (R3 )

Monitoring Protocols aligned to National Partnership Expectations.

Refer document attached; ‘Analytical Framework to support school improvement in Literacy – A set of practical measures for Auburn Public School’

This document reflects progress 2009 / 10 and future directions for 2010 / 11. It underpins the 3 reforms identified in School Plan 2009 – 11.

Strategy Resource / Funding Leadership Responsibility IndicatorsLearning Environment

Safe learning environment – PBIS program

Time tabled 2 hour Literacy session in each class per day

Class Structure / organisation Specialist classes to

accommodate learning needs ; Safety Net / Reception classes

Co operative Planning Term based stage planning.

Effective use of support staff Allocation based on need !

Additional aide support through Support funding and PSP allocation

Professional learning – Use of consultants to

develop an understanding of quality literacy pedagogy and classroom practice

Global funds

Global funds

Global funds

Global funds

Global funds PSP – Aide support ( 20,000 ) Support Funding ( 55,000 )

National Partnership - Consultant ; Sem 1 ( 6500 )

Sem 2 (6000 )

PSP- Consultant ; 17,000

Principal / PBIS team

Executive / mentors

Principal / Executive

Stage Supervisors / mentors

Executive / teachers

Consultants / mentors

Classrooms calm, students engaged and on task.

Sessions evident in all classrooms demonstrating Best Practice as per TPL.

Specialist classes formed

Teaching programs planned reflecting focus areas identified from data analysis

Assessment tasks designed and criterion established with stage appropriate content.

Support staff supporting classes / students of highest need.

Professional learning sessions completed. Practice reflecting in literacy sessions in classrooms.

Reform 1 – Effective and evidenced based teaching of Literacy

Strategy

Mentoring Use of consultants and school based mentors to model / support / guide teachers to ensure quality literacy sessions in all classrooms. (Appendix for further details of process )

Resources Purchase of

- relevant reading material for students

- resource material for teachers ( First Steps series )

- Activity Booklets – support with NAPLAN

SLL – ESL Project / PSP Alignment to SLL project as per Literacy Action Plan

Resource / funding

National Partnership - Consultants - School based mentor /

Program Facilitator – (Sem 1 25,000 / Sem 2 – 25,000 )

- Class based mentor ( Sem 1- 14,000 / Sem 2 - 7,000)

PSP – class based mentors (7,000)

National Partnership - Reading material for

classrooms ( 50,000 ) /Library ( 10,000 )

- Teacher manuals ( 16,000 ) PSP – Reading material and

teacher resources ( 10,000)

Leadership Responsibility

Consultant / School based facilitator / mentor

AP mentors and Literacy Committee

Indicators

Mentoring program as outlined operational

Evidence of improved classroom practice and student learning outcomes

Resources purchased, utilised in classrooms.

Strategy

Professional Learning

Participation in school based professional learning modules to develop expertise in ;

- Smart data – accessing / interpreting.

- Analysis of Smart data to support supervision of staff to develop teaching programs based on school needs.

- Literacy pedagogy – a deep understanding to ensure support to staff.

- Item analysis – specific for stages.

Participation in Team Leadership modules

Resource / Funding

School TPL Funds

Regional expertise – National Partnership

Focus sessions- Teacher Feedback - Student Feedback- Structured Reflection- Collaborative Problem

Solving- Monitoring for Success- Learning more about using


Principal / DP / AP mentors

Indicators

Professional learning completed.

Evidence of improved leadership in school

Improved outcomes Focussed teaching and

learning activities implemented from SMART data analysis

Reform 2 – Strong school leadership and whole school engagement with Literacy

Strategy

Professional Learning

Participation in school based professional learning modules to develop expertise in ;

- Smart data – accessing / interpreting.

- Analysis of Smart data to support supervision of staff to develop teaching programs based on school needs.

- Literacy pedagogy – a deep understanding to ensure support to staff.

- Item analysis – specific for stages.

Participation in Team Leadership modules

Resource / Funding

School TPL Funds

Regional expertise – National Partnership ( Refer Reform 2 for topics to be covered )


Principal / AP mentors

Indicators

Professional learning completed.

Evidence of improved leadership in school

Improved outcomes

Reform 3 – Monitoring student and school literacy performance to identify where support is needed.

Strategy

School Based Assessment

- Bench marking – Reading - Moderating of assessment

tasks ( Stage based) - Co operative planning (Stage

based ) - Standardised testing - Student tracking of data –

school intranet.- Feedback strategies

NAPLAN- Analysis of data to inform

teaching program- Stage based data analysis of

data

ILP’s - Establishment of ILP’s for

students performing below minimum standards. Students will most likely be placed in Safety Net Stage 2 and 3 classes .

Rubric development for Stage 2 / 3

Resource / Funding

Global funding


SLSC Mentors Executive

Executive / mentors

SLSC Class teachers

Indicators

Monitoring procedures evident K – 6

Data collected analysed and used to influence teaching programs.

National Partnership Action Plan

Literacy

Auburn Public School – National Partnership; Literacy Action Plan

Recommendation Strategies Indicators Who Time-frame Budget & source 1. The school develops implements and evaluates a whole school approach to reading within the context of literacy learning.

Overview;-Quality Literacy Sessions K-6 with a focus on guided/shared/independent and modelled components ensuring Reading, Writing, Talking and Listening are reflected.

Specific Focus for 2010 –

‘READING’

K-2 Jolly Phonics ( and Safety Net / Reception classes Stage 2 / 3 ) 3-6 Robyn Wild – Guided Reading Program (Stages 2/3)

1.1 SUPPORT STRUCTURES

a) Timetable 2 hour Literacy sessions per day

in all classrooms.b) Specialist Classes

* Safety Net (high need) Literacy/Numeracy classes formed in years 2/3/4 and a Stage 3 class.* Reception classes formed for new arrival students, one each Stage – 1/2/3. These classes to be staffed by ESL teachers. Lower class size and receive additional support staff.

c) Support Personnel (STL/ESL/ESSP) * Allocation based on need and the remaining balance distributed according to class structure.

c) Co-operative Planning* Stage based each term, aligned to meet the needs of the students based on internal and external data.* Shared programming and assessment tasks.

Timetable operational.

Specialist classes operational.

Support personnel in classes based on need.

Shared programs evident.

Deputy Principal

Principal / Deputy Principal

Principal / Deputy Principal

Stage supervisors and classroom teachers.

Terms 1-4 2010

Term 1 2010

Term 1 2010

Ongoing 2010

School funded

School funded

School funded

School funded

1.2 RESOURCES

* Purchase of appropriate resources aligned to specific reading programs being implemented. K-2 – Jolly Phonics. 3-6 Guided Reading.

Audit resources.

New materials purchased based on need.

Literacy Co-ordinators K-2 & 3-6

Term 1 2010 K-2 PSP3-6 – National Partnership Funding(see attachment 1)

Recommendation Strategies Indicators Who Time-frame Budget & source 1. Continued

The school develops implements and evaluates a whole school approach to reading within the context of literacy learning.

1.3 PROFESSIONAL LEARNING

* Structured K-6 approach (refer to Attachment 1) * Implementation of specialist reading programs (K-6)

Professional learning plan implemented.

Evidence of practice in programs and classrooms.

Reading programs operational in classrooms.

Consultants(refer to attachments 1 and 2)

Term 4 2009 – Jolly Phonics

Term 4 2009 – Robyn Wild Guided Reading initial introductory session. Ongoing in 2010. (refer to attachment 1)

K-2 PSP3-6 – National Partnership Funding(see attachment 1)

1.4 MENTORING

a) External Consultants

K-2 Jolly Phonics.

3-6 Robyn Wild – Guided Reading

(refer to attachment 1)

b) School Mentors

1. – 2 Assistant Principals (K-2 and 3-6)

2. – 1 classroom teacher as a mentor per stage/grades.

Consultants in classrooms modeling and delivering demonstration lessons.

Assistant Principal mentors working in classrooms.

Stage/Grade mentors supporting colleagues through demonstration and team teaching scenarios.

Consultants

AP Mentors

Term 1-4 2010 K-2 PSP3-6 – National Partnership Funding(see attachment 1)

1.5 ALIGNMENT OF PROJECTS

Literacy Action Plan will align to Federal Government ESL project. Each strategy will reflect the pedagogy and focus for the SLL Project.

ESL Pedagogy reflected in programs and classroom practice.(Refer to the SLL Action Plan)

CRT MentorsAssistant Principal ESL

CRT’s

Terms 1-4 2010 SLL Project

Recommendation Strategies Indicators Who Time-frame Budget &source 2. Develop a whole school approach to the assessment of reading to support consistency of teacher judgment and align learning activities to cater for student needs.

Overview;-Develop K-6 data collection/analysis to use as a basis to plan and implement relevant teaching and learning programs.


* Text Levels and the criteria that

aligns each one.

* Benchmarking.

* SMART data analysis.

* Writing ILP’s (Individual

(Learning Plans) / Group learning plans

Appropriate text matched to students in all classrooms.

Benchmarking of all students in Reading is completed.

Data analysis outcomes and content reflected in classroom programs and practice.

ILP’s / Group LP’s evident in programs and on school intranet.

Consultants

Literacy Team

CRT’s

2010 ongoing K-2 PSP3-6 – National Partnership Funding(see attachment 1)

School funded.

2.2 CO-OPERATIVE PLANNING

* Shared assessment tasks written across the grades/ stages.

* Shared moderating activities across the

grades/stages.

* Co-operative programming based

on data analysis through stage planning.

Co-operative planning sessions held.

Moderating sessions held and data collected.

Planning sessions are term based and programs written.

Stage Supervisors

CRT’s

2010 ongoing School funded

2.3 INDIVIDUAL LEARNING PLANS (ILP’s) and GROUP LP’s.

* Plans written to accommodate the learning needs of low achieving students, both individually and in groups.

Students have been identified and targeted.

ILP’s/ Group LP’s have been written based on data analysis.

CRT’s

Support Staff


2.4 STUDENT TRACKING

* Tracking of student progress (school intranet)

* Standardised test results.

* NAPLAN data

*School internal data

Data is collected and stored on the school intranet.

Technology co-ordinator

School Administration staff.


* DET K-6 Learning continuum / English syllabus

Recommendation Strategies Indicators Who Time-frame Budget & source 3. Professional learning in the use and analysis of NAPLAN data.

Overview;-Data gathered from analysis of NAPLAN will be used to inform teaching programs being implemented in all classrooms.

3.1 ANALYSIS OF DATA

* Deputy Principal to analyse data

and prepare report on 2009 data

* Data shared with executive

staff through SMART training.

Data Report published.

SMART professional learning conducted.

Deputy Principal Term 3 2009

Term 4 2009

School funded


* SMART data and how to use the

program and tools that it provides

- Initially executive staff and then all

staff.

SMART data being accessed as part of the teaching and learning cycle which will influence classroom practice and programming.

Regional Staff

Deputy Principal

Executive Staff

Stage Supervisors

Term 4 2009 and ongoing 2010

School funded

3.3 ITEM ANALYSIS

* Whole school review of items/

performance of school. The

strategies identified and then

incorporated into teaching

programs to improve student

learning outcomes.

SMART data being accessed as part of the Teaching and Learning cycle which will influence classroom practice and programming.

Regional Staff

Deputy Principal

Executive Staff

Stage Supervisors


School funded

Recommendation Strategies Indicators Who Time-frame Budget & source 3. Continued

Professional learning in the use and analysis of NAPLAN data.

3.4 STAGE BASED ANALYSIS

* ES1/Stage 1 to review

Year 3 data

* Stages 2/3 to review

Year 3 / 5 data and item

performance

Findings / Recommendations to be reflected in teaching programs.

SMART data being accessed as part of the teaching and learning cycle which will influence classroom practice and programming.

Stage Supervisors


School funded

3.5 ACTIVITY BOOKLETS

* Preparation of booklets

containing relevant data and

teaching strategies from NAPLAN Teaching

Strategies booklet to be incorporated in

teaching programs and

classroom practice. ( Years 2 – 6 )

Booklets published and used in classrooms.

Evidence of teaching strategies and use of resources evident in programs.

Literacy Co-ordinators

Terms 1-4 2010 School funded

3.6 PROGRAMMING

* Weekly sessions in all 2-6

classrooms aligned to the format

of NAPLAN in relation to:

- language used in testing

- structure of test and questions

- focus areas from item analysis

Evidence in documentation and classroom programs.

Evidence in CRT timetables to facilitate weekly sessions.

CRT’s Terms 1-4 2010 School funded

Recommendation Strategies Indicators Who Time-frame Budget & source 4. Collaboratively plan, develop, implement and monitor teaching programs to ensure essential elements of a quality Literacy session are evident.

Overview;-Structured teaching programs implemented to support quality literacy sessions within the Quality Teaching Framework.


* Use of DET resources;

- Introduction to Quality Literacy Teaching

- DET websites including Curriculum Support. / 4 resources reading model

- Quality Teaching Framework

* Use of consultants;

- Jolly Phonics

- Robyn Wild ; Guided Reading

(see attachment 1)

Professional learning sessions held.

Evidence in written documentation.

Evidence in classroom practice.

Mentors

School Literacy Team

Consultants


Terms 1-4 2010

School funded

K-2 PSP3-6 – National Partnership Funding(see attachment 1)

4.2 CO-OPERATIVE PLANNING / PROGRAMMING

* Term based.

* Stage planning sessions.

* Program formats consistent.

* Reading Recovery Program

* Home Reading Program

Sessions held.

Consistency in programs evident.

Teaching in classrooms reflects content in programs.

Stage Supervisors

CRT’s

R / R

Terms 1-4 2010 School funded

4.3 PROGRAM SUPPORT

* Monitoring of content included in

programs.

* Classroom visits and

observations by executive

support and literacy mentors.

Programs monitored every term. Assistant PrincipalsDeputy Principal

Assistant PrincipalsDeputy Principal

Once per school term. School source

4.4 QUALITY TEACHING DOCUMENT

* Alignment of teaching programs

to the philosophy of Quality

Teaching.

Evidence of elements of Quality Teaching document in teaching programs and reflected in classroom practices.

CRT’S Ongoing 2010 School funded

4.5 SUPPORT STAFF

* School timetable supports teachers with additional personnel in classrooms based on need.

Support staff allocation in timetable based on need evident.

Deputy Principal Term 1 2010 School source

Recommendation Strategies Indicators Who Time-frame Budget & source 5. Develop whole school understanding and expectations of quality feedback to students.

Overview Developing teacher expertise in providing feedback to students.


* The components of quality and

effective student feedback to be

addressed including ‘how, when,

where and why.’

* Staff to lead professional workshops in

‘Assessment for Learning’ (7 modules –

Curriculum Corporation Website).

Professional learning sessions completed.

Positive feedback from staff on professional learning sessions.

Evidence of new and revised forms of feedback evident in classroom teaching as observed by peers and mentors.

Self Evaluation Team.

Literacy mentors.

Commence Term 1 2010 and then ongoing

No Cost

School resources

Training modules from Curriculum Corporation

5.2 RUBRICS

* Stage 2 and 3 groups to develop,

trial and share feedback rubrics.

Rubrics developed and being incorporated into classroom practice.

Stage 2/3 teams using, discussing and reviewing rubrics.

Consultant – Robyn Wild

Stage SupervisorsCRT’s

Term 1 2010

Ongoing 2010

National Partnership funding(see attachment 1)

5.3 FEEDBACK STRATEGIES

* Implementation of various

feedback tools within the classroom setting.

- verbal

- written

- peer

CRT’s using a variety of feedback strategies in everyday practice and evident through programming.

Stage SupervisorsCRT’s

Term 1 2010

Ongoing 2010

National Partnership funding(see attachment 1)

National Partnership Literacy

Appendix 1

Reading Program Overview Mentor RoleFunding Details

‘Guided Reading within the context of a Quality Literacy Program’ – R Wild Funding – National Partnership ; Literacy Preface ; The program is not a formal reading program as such with specific reading books to purchase and a specific sequence to follow. It is more about developing expertise in the teaching of reading as a component of a quality literacy session. It will ;

Align to the Commonwealth Government LLL ESL Project. Ms Wild has TESOL training and will incorporate ESL pedagogy throughout program PSP will fund K – 2 component of program. All staff K – 6 will participate in the professional learning. Jolly Phonics / Jolly Grammar will be a focus in K – 2 classes and Stage 2 / 3 safety net and reception classes. Focus will be on developing teacher expertise in implementing a quality literacy sessions across all facets not just reading. 2011 program will be planned after analysis of data in 2010.

Professional Learning Focus – 2010 What ! A series of professional learning sessions on what ‘good readers’ do! Looking at the reading process – conventions / strategies / context. How ! A series of professional learning sessions on the how – model / guided /shared / independent……. A model for learning anything with a specific focus on

reading! In the classroom ! Classroom support – organisation of sessions / students / demonstrations. Resources ! A variety of reading material across all text types, teaching manuals / teaching resources / DVD’s to support implementation. Mentoring! School mentors upskilled to support class teachers in the implementation of a quality reading session. Guided Reading Plan! Support with programming. Assessment ! What good assessment in reading looks like and how that impacts and guides classroom practice. Analysis of internal and external data to provide

direction.

‘Jolly Phonics / Grammar ; A K - 2 Program’ - ( Jolly Phonics Consultants ) Funding – PSP Professional Learning Focus – 2010

What ! Jolly Phonics is a synthetic phonics scheme that teaches children in kindergarten alphabet code. There are 5 main focus areas ; Letter sounds, Letter formation, Blending, Sounds in Words, Tricky Words. Jolly Grammar follows on from Jolly Phonics and is focussed on developing skills for Stage 1 students. It is a systematic approach to teaching grammar, spelling and punctuation. Jolly Grammar will also be a focus in Reception classes in Stage 2 and 3 and Safety Net classes in Stage 2. 2009 ( Term 4 ) will see the commencement of these programs. Kindergarten and Year 1 will commence with Jolly phonics. Year 2 will commence with Jolly Grammar 1.

In the classroom ! Classroom support – organisation of sessions / students / demonstrations. Resources ! A variety of reading material across all text types, teaching manuals / teaching resources / DVD’s to support implementation. Mentoring! School mentors upskilled to support class teachers . Reading! Support with programming. Assessment ! What good assessment looks like and how that impacts and guides classroom practice. Analysis of internal and external data to provide direction.

‘Guided Reading within the context of a Quality Literacy Program’ – R Wild

Funding – National Partnership ; Literacy

Activity / Strategy Responsibility Activity Responsibility1. Professional Learning T 4 – 2009 ; 1 session T 1 – 3 ( 2010 ) 2 x 2

hour sessions per term. T 4 ( 2010 ) 1 x 2 hr

session T 3 / 4 – S / D days External professional

learning courses ( DET / and non DET )

2. Teaching resources Purchase of manuals /

resources to support the implementation of reading program

3. Resources ( student centred )

Purchase of reading material for Stages 2 /3

Purchase of additional resources to support reading across stages – Big Books / magazines/ fiction / non fiction

R Wild

R Wild

DET / other

AP mentors

AP mentors / Literacy team

4 .Mentors AP mentor release ( 3

days per week ) to support class teachers Stage 2 / 3

Consultant ( R Wild ) – mentor / classroom support / demonstration lessons – 2 days per term (Stages 2 and 3)

Release time for class based mentors to support colleagues

( 20 days for 2010 )

5. Consumables Stationery Catering costs Other incidentals

6. ILP’s Development of ILP’s

( based on NAPLAN data .

AP – Stage 2 / 3

R Wild

AP mentors / literacy co ordinators.

Principal

Class teachers / SLSC

Refer Costing Spreadsheet

‘Jolly Phonics / Grammar ; K - 2 Program’ - ( Jolly Phonics Consultants )Funding – PSP

Activity / Strategy Responsibility Activity Responsibility2. Professional Learning Initial briefing session

1– Term 3, 2009 Repeat of session 1 –

Term 1, 2010 ( new staff and for those who wish to revise program.)

Term 2 ( 2010 ) 1 x 2 hr session

Term 3 ( 2010 ) 1 x 2 hr session

2. Teaching resources Additional manuals /

resources to support the implementation of reading program. ( Initial outlay from 2009 PSP funds )

3. Resources ( student centred )

Purchase of reading material / puppets / charts etc

Big Books fiction / non fiction material etc

J / P consultants

AP / mentors

AP mentors

4 . Mentors AP mentor release

(1days per week ) to support class teachers K – 2

Release time for class based mentors to support colleagues

( 20 days for 2010 ) Consultant ( Jolly

Phonics) – mentor / classroom support / demonstration lessons – 2 days per term (K – 2 )

6. Classroom aides Additional aide

support time purchased to support literacy learning in classrooms.

J /P consultants

AP mentors / literacy co ordinators.

Principal / Dep Principal

Refer Costing Spreadsheet

What will mentoring look like at our school ?Focus

Collegial and non threatening! Negotiated . The focus is to ensure professional learning occurring is being implemented into classrooms. Support for teachers / guidance / direction. Quality teaching principles aligned. Improved teaching practice in all classrooms.

Process Mentors develop an Action Plan prioritising classes to be supported initially. Consideration to issues such as NAPLAN , beginning teachers, new staff

members - a priority. This Action Plan is to have the approval of the Principal. The mentor - Initial discussion with teacher ; what he / she feels needs support / guidance. Observation of a literacy session by mentors. Mentors to develop a recording sheet for consistency across K – 6 to use to discuss focus areas for

support with teachers involved. Mini Action Plan ( proforma developed and kept in teacher program as a record ) established between mentor and teacher – will involve team

teaching/ demonstration lessons by mentor / lesson observations in other classes etc. Time spent with teachers depends on support needed. Mentor moves to another class when it is felt teacher is confident about his / her literacy session Follow up observation - 2 week cycle Grade mentors to be used to support where ever AP mentors feel appropriate. AP mentors can take the classes of Grade mentors so they can support a teacher if appropriate. Process is very much based on individual needs.

Outcome All class teachers competent in delivering quality literacy sessions. Evidence of professional learning in classroom practice. Teaching manuals / reading material – evidence of use in classrooms. Improved literacy outcomes evident in data !

Allocation – Mentors / STL allocation

Name Responsibility N / P mentor Monday – Friday

Morning Session ; Mentor role . Focus to start will be supporting Year 3 and 5 in readiness for NAPLAN. Mid Session; STL role (Safety net Yr 3 class. ) This teacher will need to have her literacy session in the middle session each day. Afternoon Session ; RFF / Executive release.

Note ; Morning session will vary according to demands of National Partnership. Additional time for administration will be needed ! Changes to routine are to be negotiated with Principal. An option in busy accountability times may be the hire of an additional casual to fill STL role. ( Funds to be allocated for this purpose from N / P )

PSP mentor Shared DP role with AP - SLSC 2 ½ days per week Morning Session

Mon / Tues / Wed – Mentor role Thurs / Friday – DP role

Mid session Mon / Tues / Wed – DP role Thurs / Friday – STL role

Afternoon Session Shared DP / RFF

SLSC mentor Shared DP role with AP / PSP 2 ½ days per week. Morning Session

Mon / Tues / Wed – DP role Thurs / Frid – SLSC role

Mid Session Mon / Tues / Wed – STL role Thurs / Friday – DP role

Afternoon Session Shared DP / RFF

AP – ESL Morning Session Term 1 ; Working in ESL Reception classes – Stage 1 and kinder classes

Mid Session Term 1 ; Reception classes – Stage 2 / 3 ; Support for NAPLAN

Afternoon Session Administration / RFF

Parent courses ; One session to be allocated ( from AP / ESL’ T / T ) per week only ( day TBA) . C LO’ s can run activities once established. Additional time for administration will be needed ! Changes to routine are to be negotiated with Principal.

Additional Support Reading Recovery Teachers / ESSP Teacher ; R / R and then one session working with 5 / 6 Safety net class. Afternoon session - 3 for RFF /1 for R/R admin time / 1 TBA !

Teacher ; ESSP – Safety Net Year 2 class ( 1 session per day ) Kinder classes ( 1 session per day ) Afternoon session - 3 for RFF and 1 TBA ! Teacher ; R / R and then one session per day working in the Year 1 Safety Net class. Afternoon session - 3 for RFF /1 for R/R admin time / 1 TBA !

Teacher – Safety net Year 4 class - middle session each day Safety Net Classes

Year 1 – R/ R teacher Year 2 – ESSP teacher Year 3 – N / P mentor Year 4 – Mentors Year 5 / 6 – R/R teacher

Kinder Support ESSP teacher

Mentor Support N/ P mentor – Stages 2 and 3 PSP / SLSC mentor – ES1 / Stage 1 / Safety net classes . Consultation

with AP – ESL for support in Reception classes re Jolly phonics. AP - ESL – Term 1 ; Reception classes SLSC – As per need re SLSC. Priority in Term 1 will be the

establishment of ILP’s for students in Bands 1 / 2 – Safety net classes Grade mentors – demonstration lessons / support in classrooms as

planned by AP mentors.

Analytical framework to support school improvement in literacy and numeracy

A set of practical measures for Auburn Public School

Appendix 2

( R1, R2, R3 ; align to Reforms 1,2,3 in School Literacy Plan )

1. Human resources are allocated and managed across the whole school so they support the continuous improvement of student achievements in literacy and numeracy.

1 2 3 4There is little change to teacher/class allocations from year to year.

Some staff changes are made from year to year to address students’ literacy and numeracy needs.

Staffing is largely based on student need according to the collection of student literacy and numeracy data at least once a year.

The allocation of staffing is primarily based upon student literacy and numeracy data.

Support staff work in a wide variety of ways to support the teacher and teaching as well as the student and learning.

Possible Strategies 09S2

10S1

10S2


10S1

10S2

3.1 Identify other information on student achievement and analyse opportunities for its use.

3.2 Review the needs of specific groups of students within the school; for example boys, girls, students with learning difficulties, Aboriginal and Torres Strait Islander students and ESL learners.

3.3 Provide additional support and professional learning for staff to meet the needs of students.

3.4 Review the roles and responsibilities of all specialist staff and modify as appropriate

X

X

X

X

X

X

X

X

4.1 Undertake further analysis of information to ensure that the needs of all students are met.

4.2 Make ongoing adjustments to the school plan to meet the emerging needs of students.

4.3 Update the visiting helper’s policy and procedures.4.4 Conduct a review of the use of support staff such as the Aboriginal and Torres

Strait Islander tutors, STLA, ESL staff and school learning support officers (SLSOs).

4.5 Identify and analyse a range of information sources to make and test generalisations about the effectiveness of school programs.

X

X

X

School Progress

Outcomes 2009 / 2010 Rating T2 – 2010 Focus Strategies 2010 / 2011

Staff developing an understanding of Smart data / standardised testing / bench marking – beginning to be reflected in classroom programs. R2

ILP’s developed, implemented and reviewed for all identified students. R3 Intensive professional learning – whole school / stage / individual R1 Specialist staff planning, teaching and reporting aligned to School Plan R3 Support staff allocation based on needs analysis R3

3 Professional learning to assist in analysis of information R1 R2 School Plan reviewed for 2010 / 11 R2 R3 Data gathered ( various sources ) and analysed to review current practice and set

future direction R1 R3

Outcomes 2010 / 2011 Rating

2.

2.Decisions about school/class timetables and calendars are made to maximise instructional time for literacy and numeracy and to facilitate staff collaboration.

1 2 3 4Decisions about timetables are based on traditions, historical data and available resources.

The allocation of teaching time is reviewed at staff and executive meetings.

The school coordinates and monitors teaching time in literacy and numeracy.

Staff members use student achievement data to make stage/whole school decisions about teaching priorities and time allocation.

School calendars are managed to ensure that instructional time in literacy and numeracy is preserved.

A very high priority is placed on the preservation of instructional time in literacy and numeracy for all students.

Activities that are barriers to literacy and numeracy learning are monitored and intentionally reduced.


10S1

10S2


10S1

10S2

3.1 Provide additional support to staff to collaborate and plan stage/whole school activities.

3.2 Review the impact of time allocations for one term and discuss the findings with staff to inform future decisions.

3.3 Collect information on the number and types of variations to routine over a set period such as two weeks.

3.4 Establish effective routines for stage and whole school events such as assemblies.

3.5 Ensure that students come to class prepared.3.6 Assess the system used to manage the school calendar.3.7 Conduct a review of class timetables.3.8 Establish agreed school procedures for the employment of temporary and casual

staff to ensure continuity of literacy and numeracy programs

X

X

X

XXX

X

X

X

XXXX

4.1 Gather information on a regular basis on the effectiveness of literacy and numeracy activities.

4.2 More closely align the school calendar and the school plan.4.3 Highlight the relationship between the school’s goals, the school plan and literacy

and numeracy instructional time for students.4.4 Review student attendance information to reduce partial attendance and late

arrival at school.4.5 Trial the material and resources on the Mathematics K-6 Programming Support

website.4.6 Develop strategies with teachers to enhance literacy and numeracy instructional

time.4.7 Use flexible timetabling to facilitate collaboration among staff

X

X

XX

X

X

X

School Progress

Outcomes 2009 / 2010 Rating ( T2 – 2010 )

Focus Strategies 2010 / 2011

Reception and Safety Net classes established as part of whole school structure. These classes receive 4 hours additional support per day and align with SMART data, ESL levels and assessment analysis. R1

Mandated 2 hour Literacy sessions across the school with timetabled support. This support is based on needs analysis. (ES1 receive 1hr ESL and 4 hours bi-lingual and Stage 3 receive 1 hour ESl and additional time with STL per week) R1

Mandated expectations of the components of Quality Literacy sessions at Auburn Public School. R1

Stage based co-operative planning and moderating timetabled and conducted in alignment with syllabus outcomes to ensure all mandatory components of syllabus are taught and for consistency of teacher judgement (CTJ) R3

Co-operative planning sessions between classroom teacher and support staff timetabled to plan and implement classroom programs in Literacy. R3

4

Increased opportunities and processes in collecting data and information for the effectiveness of Literacy programs within the school. R1 R3

Continuation and review of flexible timetabling in relation to support staff, planning and allocation of classes.

Outcomes 2010 / 2011

3. Teaching resources including ICT materials are allocated and managed across the whole school so they support the continuous improvement of student achievements in literacy and numeracy.

1 2 3 4Literacy and numeracy teaching resources are distributed across the school according to historical and/or personal reasons.

Literacy and numeracy teaching resources are shared across the school equally.

The allocation of teaching resources is managed and monitored by executive staff.

Student need is considered when allocating literacy and numeracy teaching resources.

The purchase of new literacy and numeracy teaching resources and equipment has some links to the school plan.

Student achievement data is used as a basis for the purchase and allocation of literacy and numeracy teaching resources.

The purchase of new literacy and numeracy teaching resources and equipment is monitored and reviewed annually with direct links to the school plan.

Teacher literacy and numeracy reference materials are centrally located and shared according to established guidelines.


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3.1 Conduct a review of ICT resources with a view to more closely aligning student need with resource allocation.

3.2 Ensure that current literacy and numeracy catalogues of resources are available to staff.

3.3 Review and update the procedures for staff members to recommend and purchase literacy and numeracy resources.

3.4 Conduct staff professional learning sessions on program budgeting to ensure the purchase of all literacy and numeracy teaching resources is linked with the school plan.

3.5 Provide and use guidelines for the development of program budgets in literacy and numeracy.

3.6 Develop local resources in consultation with community members.

X

X

X

X

X

X

X

X

X

4.1 Complete a stock take of literacy and numeracy teaching reference materials to ensure that resources are appropriate and current.

4.2 Read and share research and information on new teaching resources including ICT resources to support the use of Interactive whiteboards in classrooms.

4.3 Ensure professional learning in ICT for all school staff.4.4 Develop and trial a proforma for recommending, purchasing and evaluating

new literacy and numeracy resources.

X X

X

X

School Progress

Outcomes 2009 / 2010 Rating ( T2 – 2010 ) Focus Strategies 2010 / 2011 Purchased reading resources, after an internal audit, to support effective

and explicit teaching of reading strategies including;- Making Connections- Springboard into Comprehension- First Steps resource books- Comprehension Posters- Guided reading books including levelled books up to 30- Blueprint books to align with COG units- Springboard benchmarking kits R1

Guidelines used to create a budget for allocation of funds from National Partnerships and constantly reviewed. Cash flow budget implemented and reviewed monthly. R2

ICT resource review conducted and additional resources purchased including Nintendo consoles to assist Literacy. R1

4

Purchasing of relevant ICT resources including software, programs, site licences and interactive whiteboards. R1 R2

Literacy Mentors to be trained in process of budgeting and purchasing all Literacy resources. R1 R2

Continued professional learning sessions to be conducted on various ways of implementing and using a range of ICT in the classroom R1


4. Census about the school’s goals and expectations in literacy and numeracy.

1 2 3 4A few staff members are aware of the school’s goals and expectations in literacy and numeracy.

All staff members are aware of the school’s goals and expectations in literacy and numeracy.

There is staff clarity and consensus about the school’s goals and expectations in literacy and numeracy.

All staff members can articulate the school’s literacy and numeracy goals.

All staff members collaborate to ensure that the school’s goals and expectations for literacy and numeracy are embedded in school routines and classroom routines and procedures.

The articulation of the school’s literacy and numeracy goals is central to promoting and sustaining a strong learning culture.


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2.1 In discussion with staff, establish what is relatively more or less important in the school relating to goals and expectations and focus the school’s attention accordingly.

2.2 Regularly discuss the school’s goals and expectations at staff meetings and parent meetings.

2.3 Initiate systems to review the school’s goals.2.4 Collaboratively develop a professional learning session with school executive

to discuss and reach agreement about the school’s goals and expectations.2.5 Appoint a team leader to manage group processes and facilitate the

achievement of literacy and numeracy goals.

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X

XX

X

X

X

XX

X

3.1 Implement induction programs to ensure new and casual staff members have opportunities to become familiar with the school’s goals and expectations.

3.2 Investigate the systems and structures that are already in place to embed the school’s goals and expectations.

3.3 Use a collaborative strategy such as the ‘jigsaw strategy’ to promote discussion of the school’s goals and expectations with the whole staff.

3.4 Listen to other school leaders talk about their school goals and expectations.3.5 Observe how another school’s leadership team responds to and discusses

their shared school goals and expectations.3.6 Provide information and share ideas about school goals.3.7 Present information about the school’s literacy and numeracy goals in a variety

of formats such as pictures, charts and lists.

X

X

X

XX

School Progress



Mandated 2 hour Literacy sessions across the school with timetabled support. R1

Mandated expectations of the components of Quality Literacy sessions at Auburn Public School. This has become an integral part of the school’s Literacy policy. R1

School progress, achievements and targets communicated to Literacy Mentors, Robyn Wild, Brad Russell and executive staff at review meetings and in correspondence - both verbal and written. R1 R2 R3

Established Literacy mentors to model, support and guide teachers with implementation of effective Literacy practices within classrooms. They are also responsible for enuring successful implementation of professional learning into classrooms across the school. R1 R2

Information related to National Partnerships and School Plan published on a webpage on the school’s internet site. R2

3

SDD Term 3 will be conducted to address the focus and importance of National Partnerships in relation to the three reforms, school plan, achievements and future professional learning. R1 R2 R3

An induction process created to ensure all new staff are aware of the school action plans, Literacy expectations and resources available to facilitate the delivery of this. R1 R2

School goals and achievements to be presented in graphs to track progress and distributed to all stakeholders. R3

Continued analysis of analytical framework in relation to school plan. R1 R2 R3


5. A school plan is developed collaboratively with staff and community members with an emphasis on literacy and numeracy.

The time is always right to do the right thing. Martin Luther King, Jr.

1 2 3 4The school plan is largely written by the principal and/or executive staff members.

Some processes are in place for involving staff and community members in the development of the school plan.

Staff and community members are empowered and supported to contribute to the school plan in meaningful ways.

The school plan is collaboratively developed by staff and community members.

The school plan is regularly reviewed and updated and is a well-used and dynamic document.


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3.1 Ensure that the central focus of the school plan is on improving student learning outcomes.

3.2 Highlight and display relevant sections of the school plan in the staffroom, as appropriate.

3.3 Revisit the school plan regularly to review and align.3.4 Ensure that executive staff members regularly report at executive meetings

about the progress of their areas of responsibility in the school plan.3.5 Provide time in meetings for staff members to share their endeavours, promote

successes and explore any difficulties.

X

X

XX

X

X

X

XX

X

4.1 Foster a sense of collective ownership of the school plan by all key stakeholders.

4.2 Celebrate achievements outlined in the school plan.4.3 Mentor other staff to take a lead with the school planning process.4.4 Ensure that there is authentic engagement by staff and parents with the

implementation of the school plan. 4.5 Check that the school plan aligns with the Office of Schools Plan 2009-2011. 4.6 Use the school’s newsletter or notice board to regularly inform the school

community about achievements related to the school plan

X

X

XX

XX

School Progress



N/P Literacy action plan written to ensure student learning outcomes are the focus of all sessions. There is a constant cycle of reflection, modifying and implementing. R1 R2 R3

N/P reforms addressed through action plan. R1 Analytical Framework used to support Literacy action plan. R1 Executive meetings conducted with allocated time for discussion and

development of school plans. R2 R3 Co-operative planning days for Stage meetings occur for sharing

information about planning, programming and ideas for literacy sessions. R3


3

School plan to be discussed in more detail with all staff members at the Staff Development Day in Term 3 2010. R2

Community members to be presented with the school plan for discussion and detailed explanation. R2

Literacy mentors to take a more significant role in the process of writing and modifying the school plan. R1 R2 R3

6. Whole school goals, targets and priorities in literacy and numeracy are translated into explicit policies and classroom practices.

1 2 3 4A few staff members are aware of the need to align class/classes teaching programs with the school’s literacy and numeracy goals.

Most staff members understand and appreciate the need to align class/classes teaching programs with the school’s literacy and numeracy goals and targets.

School literacy and numeracy goals and targets in literacy and numeracy are translated by the majority of staff members into measurable strategies in their class/classes teaching programs.

All class/classes teaching programs align with the school’s literacy and numeracy goals and targets.

Regular monitoring of the school plan is undertaken to ensure literacy and numeracy targets and priorities are reflected in all class/classes teaching programs.


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2.1 Ensure that all staff members are clear about their role and responsibility in meeting the school’s goals and targets in literacy and numeracy. Discuss at a staff meeting.

2.2 Monitor and evaluate stage/year literacy and numeracy achievements to ensure continuous improvement.

2.3 Support staff members to develop literacy and numeracy teaching programs with reference to item analysis of NAPLAN information.

2.4 Support executive staff members to monitor literacy and numeracy teaching programs.

2.5 Develop and implement procedures and templates for literacy and numeracy teaching programs.

X

X

X

X

X

X

X

X

X

X

3.1 Review and implement procedures to regularly supervise teaching programs to ensure alignment with syllabus requirements and school developed targets in literacy and numeracy.

3.2 Set specific targets for Aboriginal and Torres Strait Islander students that are designed to bridge the current achievement gap between Aboriginal and Torres Strait Islander and non-Aboriginal students.

3.3 Review and monitor the timeline for the achievement of school literacy and numeracy targets.

3.4 Monitor literacy and numeracy teaching programs and provide feedback to teachers.

3.5 Provide ongoing professional learning for all staff in the process of translating school literacy and numeracy targets into teaching programs.

3.6 Discuss and agree on areas for improvement in aligning whole school goals and classroom literacy and numeracy practices.

3.7 Develop procedures for transferring student information about literacy and numeracy from year to year.

X

n/a

X

X

X

X

X

n/a

X

X

X

X

School Progress



Individual ‘Quality Literacy in the Classroom’ action plans established in conjunction with every classroom teacher to address the targets of the school plan, improve classroom pedagogy and practice, and cater for the needs of all students. These plans are discussed, written, implemented and reviewed with Assistant Principals. R1 R3

Reading benchmarking occurs for all students twice a term for those at an instructional level below 30. R1 R3 Programming proformas established for Reading and Writing to be used by all classroom teachers. These cover the 4

components of a literacy session.R2 SMART data analysis used to drive the programming of reading skills to be taught in each classroom. R2 R3 Mandated 2 hour literacy sessions across the school timetabled with support. R1 R3 ILP writing sessions conducted to establish student in the school performing at or below minimum standard according to

NAPLAN and internal school assessments. They were then created using the purchased resources to address the school plan and targets of the National Partnerships. R3


3

Establish assessments that align with each specific reading skill that is explicitly taught through the use of ‘Springboard Into Comprehension’ resources. This would cater for students reading at an independent level above 30 and allow data to be collected and student tracking to occur. R3

Continued tracking of student progress to assist in class formations for 2011. R3

7. Literacy and numeracy targets in school plans are effective and SMART ––Specific, Measurable, Achievable, Relevant and Time framed.

1 2 3 4Staff members are aware that the school sets literacy and numeracy targets.

Staff members have some knowledge and understanding of the literacy and numeracy target setting process.

Literacy and numeracy targets contain measurable strategies and indicators of success.

Members of the school executive participate in some professional learning sessions to understand and construct SMART targets in literacy and numeracy.

Literacy and numeracy targets contain clear and measurable strategies and indicators of success.

All staff members participate in regular professional learning sessions to understand and construct SMART targets in literacy and numeracy.

All literacy and numeracy targets contain effective and concise strategies and specific indicators of success.


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3.1 Build into the target setting process the opportunity for sharing and critiquing to ensure that targets are SMART - Specific, Measurable, Achievable, Relevant and Time framed.

3.2 Ensure targets are regularly discussed in stage/year/faculty meetings.3.3 Refine the school targets to ensure that they are evidence-based.3.4 Review the timeframes for each school target.3.5 Seek feedback about the school’s targets with other schools

XX

X

XXX

4.1 Identify any areas of weakness in literacy and numeracy using the EMSAD package.

4.2 Analyse selected targets with peers and regional staff to ensure that they continue to be SMART - Specific, Measurable, Achievable, Relevant and Time framed.

4.3 Ensure that each literacy and numeracy target uses multiple sources of information as evidence of improvement.

X

XSLL

X

XSLL

School Progress



Stage, whole school, individual and executive meetings conducted to discuss the progress of the school action plan and N/P reforms. R1 R2 R3

Data on student progress is collected individually and across the school within set timeframes, during each term and at the beginning and end of every year. This data is then used as the evidence to write and implement programs. R1 R3

Outcomes 2010 / 2011 3

Analyse the 2010 SMART data and use the findings to keep, amend or set targets for Literacy and Numeracy across the school. R1 R2 R3

Analyse and compare the results of the N/P reading tests to check progress on current targets and to help with future directions. R1 R2 R3

8. The school plan sets improvement priorities in literacy based on a thorough evaluation of student performance data.

1 2 3 4There is some evaluation of student performance data to inform literacy improvement priorities.

School leaders evaluate and use student performance data to set literacy improvement priorities.

School leaders and some staff members evaluate and use student performance data to set literacy improvement priorities.

Mapping of student performance data in literacy occurs at least each semester.

All staff members contribute to planning priorities in literacy using a variety of student performance data.

Explicit procedures are established and reviewed for the systematic collection and analysis of literacy performance data across the whole school.

Literacy priorities in the school plan are reviewed and adjusted as necessary.


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3.1 Review current systems for the collection and analysis of student achievement information in literacy and refine the systems to ensure they are manageable.

3.2 Ensure that all staff members contribute to the setting of literacy targets.3.3 Provide feedback to staff members on the alignment of school goals and

literacy teaching programs.3.4 Analyse the school’s Best Start and Australian Early Childhood Development

Index (AEDI) information to identify literacy needs in the early years.3.5 Provide feedback to students about their literacy achievements.3.6 Analyse information provided by student performance data in literacy and

discuss at stage/year/faculty meetings and staff meetings.

X

X

X

X

X

XX

4.1 Consider sharing the school’s literacy strategies and priorities with the wider school community and other schools, as appropriate.

4.2 Give staff members time and opportunities to share their students’ literacy performance information with other staff members.

4.3 Create peer review opportunities for staff members to test their assumptions and analysis of students’ literacy achievements.

4.4 Support new teachers to the school and new scheme teachers to understand the school’s processes and procedures in the use of students’ literacy information.

X

X

School Progress



Mandated set times for the collection of data through benchmarking for students reading at a level below 30.This also applies to internal school standardised testing. R1 R3

Conducted whole staff, stage and grade meetings to share achievements of students according to NAPLAN and internal school data related to reading. R1 R2 R3

Presented through Staff Development Days and Professional Learning sessions the linkages between the school goals in the literacy action plan and the NAPLAN results for programming and classroom practice. R1 R2

Reading strategy booklets created and priorities set for each stage according to student data. R1 Student feedback sessions conducted through Learning Modules to ensure feedback is appropriate to

all students in classes. R2 Team Leadership for School Improvement learning modules presented to whole staff on data. R2


3

Results from 2010 NAPLAN to be analysed and discussed. R1 R3 Internal school database to be established to record all data for

student achievement. R3 Mentors and staff to take a more leading role in establishing and

contributing to the goals for literacy across all stages. R2 Ongoing professional learning for Literacy mentors to provide them

with necessary skills to support colleagues in both stage and individual settings. R1 R2

9. The school plan sets improvement priorities in numeracy based on a thorough evaluation of student performance data.

1 2 3 4There is some evaluation of student performance data to inform numeracy improvement priorities.

School leaders evaluate and use student performance data to set numeracy improvement priorities.

School leaders and some staff members evaluate and use student performance data to set numeracy improvement priorities.

Mapping of student performance data in numeracy occurs at least each semester.

All staff members contribute to planning priorities in numeracy using a variety of student performance data.

Explicit procedures are established and reviewed for the systematic collection and analysis of numeracy performance data across the whole school.

Numeracy priorities in the school plan are reviewed and adjusted as necessary.


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3.1 Review current systems for the collection and analysis of student achievement information in numeracy and refine the systems to ensure they are manageable.

3.2 Document expected student achievement levels at transition points – end of Kindergarten, Year 2, Year 4 and Year 6.

3.3 Ensure that all staff members contribute to the setting of numeracy targets.3.4 Provide feedback to staff members on the alignment of school goals and

numeracy teaching programs.3.5 Provide feedback to students about their numeracy achievements.3.6 Analyse information provided by student performance data in numeracy and

discuss at stage/year/faculty meetings and staff meetings.

X

X

X

X

XX

4.1 Consider sharing the school’s numeracy strategies and priorities with the wider school community and other schools, as appropriate.

4.2 Create peer review opportunities for staff members to test their assumptions and analysis of students’ numeracy achievements.

4.3 Support new teachers to the school and new scheme teachers to understand the school’s processes and procedures in the use of students’ numeracy information.

X X

School Progress



Conducted staff meetings and professional development sessions to provide best practice numeracy lessons and high engagement using hands on materials. R1 R2

Newmans Error Analysis used and analysed K-6 to develop programs which utilise this information. R1 R2 R3

Staff regularly updated through Maths Mentors of specific goals which have been achieved from all planning for 2010. R2

SMART data analysed to find particular areas of weakness and these targeted in programs 2-6. R1 R2 R3


3

Curriculum review of Numeracy occurring Week 6, T3 with independent members to analyse whole school numeracy program, positives and weaknesses. R1 R2 R3

Ongoing professional learning for Maths mentors to provide them with necessary skills to support colleagues in both stage and individual settings. R1 R2

10. The school addresses the literacy and numeracy needs of students in an orderly and supportive environment.

1 2 3 4Student welfare and discipline policies, structures and procedures are informal.

Staff members commonly use individual welfare and discipline procedures rather than system and whole school approaches.

Student welfare and discipline policies, structures and procedures are partially developed across the school.

System and whole school welfare and discipline approaches are being implemented in some classes.

The majority of staff members use a range of strategies for supporting student behaviour.

Student welfare and discipline policies, structures and procedures are developed across the school.

System and whole school welfare and discipline approaches are implemented in the majority of classes.

All staff members have expert knowledge of a wide range of strategies for supporting student behaviour. Literacy and numeracy teaching takes place with minimal disruption.

Student welfare policies, structures and procedures are developed, implemented, evaluated and monitored across the school and clearly support quality literacy and numeracy teaching.


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3.1 Improve staff knowledge of relevant information to inform strategies to support student learning and positive behaviour.

3.2 Build in explicit teaching of school rules into peer support so that expectations are reinforced across the school by student leaders.

3.3 Display the school rules in hallways and classrooms.3.4 Use a variety of classroom management strategies to maximise the use of

classroom time for productive learning in literacy and numeracy.3.5 Acknowledge students for engaging in behavioural expectations.3.6 Examine school information such as school discipline/welfare policies and

behavioral incident summaries.

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X

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XX

4.1 Promote and model classroom strategies that maximise student learning in literacy and numeracy.

4.2 Ensure that any literacy and numeracy teaching interventions reflect current, effective research.

4.3 Continue to actively teach school-wide behavioural expectations to all students.

4.4 Compare school-wide efforts in behaviour support from year to year.4.5 Involve students in decision making.4.6 Explore new ways to support staff and students as they implement

successful literacy and numeracy programs and initiatives.4.7 Implement newer systems and practices to enable students’ learning to be

purposeful and interesting with clear goals so that they continue to demonstrate autonomy in literacy and numeracy where minimal attention needs to be paid to classroom management.

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X

X

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X

XXX

School Progress



PBIS Committee established to create and promote new student welfare and discipline initiatives with all staff members at staff and stage meetings. R2

PBIS implemented across the whole school for engagement in and consistent approach to student welfare by all staff members. R2

School rules established and displayed in every classroom and playground setting. R2 Structures established for rewarding individuals and groups for appropriate behaviour. R2 School rules implemented into school welfare policies and shared with all stakeholders to ensure clear

expectations for everyone. R2 PBIS lesson booklets created and implemented in every classroom with explicit and systematic

lessons that are registered. R2 Information and expectations about rules published in newsletter fortnightly. R2


4

Continue to explicitly teach the core concepts of problem solving, communication, game rules, personal safety, leadership and environmental awareness across the school K-6. R2

PBIS committee to continue receiving coaching from regional coach. R2

11. The school recognises, values and supports the literacy and numeracy needs of a diversity of student learners including Aboriginal and Torres Strait Islander students, students with special needs and non-English speaking students.

1 2 3 4Staff members demonstrate some knowledge and understanding of specific strategies for teaching literacy and numeracy to a diversity of student learners.

Staff members are aware that literacy and numeracy teaching practices need to be adjusted to meet the needs of all students.

Some staff members determine priority actions in literacy and numeracy for students with special needs.

Staff members demonstrate increasing capacity to apply specific strategies for teaching literacy and numeracy to a diversity of student learners.

Most staff members determine priority actions in literacy and numeracy for students with special needs.

Staff members are confident and share their knowledge and understanding of specific strategies for teaching literacy and numeracy to a diversity of student learners.

The majority of staff members constantly make decisions about adaptations to literacy and numeracy teaching for students with special needs.

All staff members implement, evaluate and monitor effective literacy and numeracy teaching programs and practices to meet the needs of a diversity of student learners.

All staff members constantly make decisions about adaptations to literacy and numeracy teaching and use a range of planning, teaching and assessment strategies for students with special needs.


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2.1 Ensure that effective intervention programs in literacy and numeracy are in place for identified students.

2.2 Seek advice from regional staff such as learning support coordinators and state-based staff from Disability Programs Directorate, Aboriginal Education and Training Directorate, the Aboriginal Education Consultative Groups and Equity and Distance Education Directorate.

2.3 Establish procedures for individual class teachers to discuss literacy and numeracy requirements with support personnel for identified students.

2.4 Explore the practice in other schools where teachers use new technologies in the classroom to enhance student achievements in literacy and numeracy.

2.5 Draw up a plan for the Learning Support Team to develop and implement a tracking system of services for students with special needs.

2.6 Provide professional learning activities on meeting the literacy and numeracy needs of students with disabilities.

X

X

X

XSLSC

X

X

X

X

X

XSLSC

3.1 Ensure that induction programs for executives, teachers and non-teaching staff include localised content about Aboriginal and Torres Strait Islander culture, students and communities.

3.2 Explore the practice of other schools on meeting the needs of a diversity of student learners.

3.3 Document and share successful models of team teaching and student grouping in literacy and numeracy with other staff and other schools.

3.4 Monitor and review staff professional learning activities in disability awareness, for example autism spectrum disorder and attention deficit disorder.

3.5 Establish procedures for students with disabilities to access adaptive technologies such as Classmate.

3.6 Develop and set literacy and numeracy targets for students with special needs and implement strategies that will have the most impact on student achievement.

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X

School Progress

Outcomes 2009 / 2010 Rating) Focus Strategies 2010 / 2011 School is currently a participant in National Partnerships – SLL which focuses on supporting the educational needs of students from non-English speaking

backgrounds. R1 R2 R3 All staff are trained in using the ESL Scales and Steps in programming and planning of content for all students. Content from these references are mandatory

in every teachers program. R1 R2 R3 Regional ESL staff consulted such as Emily Googan to assist with implementation of ESL programs and professional learning within the school. R2 Classes structured to best support the learning needs of students including ‘Reception’ and ‘Safety Net’ classes. R2 R3 LST meetings occur weekly to track students most at need and information about students presented at this and whole staff meetings. R3 Co-operative planning timetabled between support staff and classroom teachers to plan content appropriate to each class. R3 School is part of the SLSC which involves early intervention for students most at risk with literacy and numeracy. R1 R3


3

All staff to participate in the ‘Cultural Immersion’ professional learning in 2011.

Professional learning sessions for the use of technology to be conducted for all staff.

12. The school develops effective partnerships with parents and carers to develop and promote literacy and numeracy.

1 2 3 4Communication about literacy and numeracy achievements is sometimes published in a written form.

Parents and carers are invited to be involved as classroom helpers to support literacy and numeracy practices.

Communication about literacy and numeracy achievements is regularly published in a written form.

Some parents and carers are actively involved in a range of school literacy and numeracy programs and practices.

There is a number of mechanisms for regular communication with parents which provide details of student achievements in literacy and numeracy.

The school community is encouraged to participate in the evaluation of school programs including literacy and numeracy.

The school community places great value on the electronic and written communication they receive such as weekly and term newsletters, term calendars and a comprehensive school website that provide details of student and school-wide achievements in literacy and numeracy.

The school community actively participates in the evaluation of literacy and numeracy programs and community contributions are valued.


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2.1 Ensure that all school promotional materials reinforce your overall school goals and expectations about literacy and numeracy.

2.2 Develop a school welcome pack of parent information about how to participate in literacy and numeracy initiatives in the school.

2.3 Inform the school community about procedures to discuss issues or concerns about their child’s literacy and numeracy needs with staff members.

2.4 Use a parent meeting for teachers to discuss current literacy and numeracy programs.

2.5 Create a photo library of parents and teachers working together in literacy and numeracy and display in the school foyer.

2.6 Present thank you certificates for parents and carers who contribute to the numeracy and literacy achievements of students.

2.7 Conduct workshops to enhance parent knowledge, skills and understandings of school literacy and numeracy programs and to assist their child at home.

2.8 Consider the appointment of a school contact person to assist and support parents in their interactions with the school regarding literacy and numeracy student achievements.

2.9 Publicise family-school partnership activities in literacy and numeracy in the local media.

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X

X

X

X

X

X

X

X

X

X

3.1 Implement and advertise a range of school events that promote literacy and numeracy such as Literacy and Numeracy Week and the Premier’s Reading Challenge.

3.2 Keep your content up to date on the school website and include photos and student literacy and numeracy work samples to motivate and engage the school community.

3.3 Seek advice and support from the DET Community Information Officers about communicating with a diverse multicultural community, as appropriate.

3.4 Seek advice from the regional promotions officer about ways that your school can improve communication with parents and carers about literacy and numeracy programs.

3.5 Display literacy and numeracy student work in the school foyer and update regularly.

3.6 Develop and publish guidelines for parents and carers regarding how to provide feedback to the school about literacy and numeracy programs.

3.7 Ensure that communication:• is multi-dimensional• is formal and informal• happens in different places (both in the school and in other sites

such as community centres)uses different methods (oral, written, face-to-face, phone

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X

School Progress



School reports sent home twice a year to inform parents of student progress in literacy and numeracy. R1 R2

Parent / Teacher interviews are also conducted at the end of Semester One as an opportunity to discuss reports and progress. Informal meetings are also held at the discretion of the teacher or parent throughout the year. R1 R2 R3

Many different web pages on the schools website promote the school’s programs and progress in literacy and numeracy and with the communication and connection between the school and home. R1 R2 R3

Parent classes conducted to assist parents with supporting literacy and numeracy for their children at home. This has been promoted through the N/P SLL project. R1 R2

School to increase participation in external events related to literacy and numeracy. This also includes celebrating both Literacy and Numeracy week publicly. R1 R3

Continue to promote school results and programs through various forms of media. R1 R2

Conduct a parent workshop that gives them the opportunity to participate in classroom during literacy and numeracy sessions and to participate in providing feedback about the school’s programs. R1 R2

Constant information about school literacy and numeracy programs also presented to the community through the school newsletter. R2

Outcomes 2010 / 2011 2

13. Student achievements in literacy and numeracy are reported to their parents and carers.

1 2 3 4Student reports are produced twice a year.

Some parents and carers find the literacy and numeracy information in student reports helpful and easy to understand.

Most staff members are aware of the need for consistency in teacher judgement in literacy and numeracy.

Student reports are useful, informative and constructive and include a student self-assessment component.

Most parents and carers find the literacy and numeracy information in student reports helpful and easy to understand.

All staff members are aware of the need for consistency in teacher judgement in literacy and numeracy.

Student reports are informative, balanced and constructive and are discussed at parent/teacher interviews.

Most parents and carers find the literacy and numeracy information in student reports useful and easy to understand and are keen to use the information to support their child’s learning.

Most staff members understand and use consistency in teacher judgement and are engaging in activities such as discussion and moderation of literacy and numeracy work samples.

Student reports are based on a range of rigorous and balanced assessments directly linked to BOS syllabus documents. Student self assessment and three-way interviews support the exchange of information about student literacy and numeracy achievements.

All parents and carers are actively involved in the student reporting process and meet with staff members to discuss their child’s literacy and numeracy achievements.

All staff members ensure there is consistency in teacher judgement within and between stages through discussion and moderation of literacy and numeracy work samples.


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1.1 Involve students in the literacy and numeracy reporting process.1.2 Survey parents and carers on the current school reporting systems in

literacy and numeracy.1.3 Ensure that the student report includes a range of literacy and numeracy

assessments that link to BOS syllabus documents.1.4 Review the understanding of consistency in teacher judgement to assess

students’ work in literacy and numeracy.1.5 Provide professional learning activities on useful assessment practices in

literacy and numeracy.1.6 Introduce a consistent system of reading benchmarking for all students.1.7 Display and discuss the K-10 Mathematics continuum poster that describes

the content to be developed at each stage of learning.

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2.1 Provide many opportunities for staff to share student work in literacy and numeracy and develop skills in moderation.

2.2 Develop teacher understanding of consistent teacher judgement in literacy and numeracy to strengthen skills and understandings in assessment.

2.3 Invite staff members to complete the Consistency of Teacher Judgement modules on the DET website.

2.4 Discuss the requirements of the policy in curriculum planning and programming, assessing and reporting with parents and carers.

2.5 Establish systems for staff members to share report comments in literacy and numeracy that identify individual strengths and areas that need further development.

2.6 Trial the use of report comment starters from the Curriculum K-12 website.

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School Progress



All staff across the school participate in moderating student worksamples against syllabus and board of studies worksamples to create CTJ across the school at stage meetings. R1 R3

Benchmarking reading is consistent across the school and mandated to happen twice a term for those students reading below level 30. R1 R3

Students participate in 3-way interviews as part of the reporting process for literacy and numeracy. R2 R3 Ongoing internal assessments in literacy and numeracy are used by teachers in all stages to help formulate report comments and

grades for each student. R1 R3 Parent survey conducted to the effectiveness of the current school report. R2 K-10 Mathematics continuum poster displayed and discussed in all stages. Various websites such as ‘Report Robot’ used to help create appropriate comments for student progress. R1 R2


3

Across stage moderating opportunities to be created to ensure CTJ across and between stages within the school. R1 R2 R3

All staff to complete the CTJ modules on the DET website. R2 R3

14. School planning and whole school improvements in literacy and numeracy are shared with the school community.

1 2 3 4The school executive is responsible for the management of the school self-evaluation and planning processes in literacy and numeracy.

A staff team undertakes the school self-evaluation and planning processes in literacy and numeracy.

There are strategies in place for increasing participation in and commitment to effective school self-evaluation and planning in literacy and numeracy.

There is emerging understanding placed on the link between the school self evaluation process and literacy and numeracy improvement as shown in the school plan.

A staff team with some community representation undertakes the school self-evaluation and planning processes in literacy and numeracy.

The school community understands and values the school self-evaluation process and strongly supports continuous school improvement in literacy and numeracy.

The value of the school self-evaluation process and the annual school report is actively promoted in the school community.

The school self-evaluation team represents key stakeholder groups and provides active leadership in literacy and numeracy improvement.

A culture of self-evaluation is embedded in all areas of the school's operation and fosters a sense of belonging and collective ownership.

The school self-evaluation process is thorough and rigorous and the annual school report is highly valued by the school community.


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2.1 Develop strategies for sharing the planning process in literacy and numeracy with staff members and the school community.

2.2 Publish information about school planning timelines and opportunities for input in the school newsletter and on the school website.

2.3 Highlight the literacy and numeracy sections in the school plan and display them in a highly visible area in staff rooms.

2.4 Conduct school community information sessions on school planning in literacy and numeracy.

2.5 Make sure that parental involvement in students’ learning is a recognised topic of staff meetings, professional learning and in the induction of new staff.

2.6 Ensure that staff members, in particular school leadership team members make reference to the school planning process and whole school improvements in literacy and numeracy when addressing parent groups and parent meetings such as kindergarten orientation days.

2.7 Publicise the key literacy and numeracy areas in the school plan and share them with parents and carers.

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3.1 Distribute information to parents and carers about how to assist their child’s literacy and numeracy at home and at school.

3.2 Publicly acknowledge the contributions of staff and community members who actively participate in the school planning processes in literacy and numeracy.

3.3 Gain community support for whole school literacy and numeracy achievements.

3.4 Address any perceived barriers to involvement in schools by families and actively help previously uninvolved families to become involved.

3.5 Contact parents and carers by phone to share successes identified through monitoring of personalised learning plans.

3.6 Continue to give families appropriate opportunities to contribute to school decision-making in literacy and numeracy initiatives and programs.

3.7 Seek out and include parent representatives on literacy and numeracy teams from all racial, ethnic, socioeconomic and other groups at the school.

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School Progress

Outcomes 2009 / 2010 Rating ( T2 – 2010

)


N/P committee created to perform a whole school evaluation of literacy and create TESSIT report and school action plan for future directions based on findings. R1 R2 R3

School targets, programs and directions with literacy and numeracy shared with stakeholders through parent meetings, school assemblies, school website, newsletter and reports. Kindergarten orientation was also an opportunity to promote the school’s direction. R2

School plan distributed to all community members with particular reference to literacy and numeracy targets. R1 R2 Information distributed to all parents through booklets, website, notes, parent interviews and parent workshops about

ways to assist their children with literacy and numeracy at home. R2


Whole school review of Numeracy to be conducted using external support to assess school’s current position with planning, programming and effectiveness of current programs and practices. R1 R2 R3

Selected parents to be involved in school planning and have opportunities to contribute to the school’s literacy and numeracy initiatives and targets. R2

15. Quality literacy practices are identified and implemented across the school.

1 2 3 4Quality literacy practices are implemented in a few classes.

Literacy programs are determined by staff members based largely on historical and/or personal reasons.

Literacy teaching and learning strategies are explicit, balanced and integrated in a few classrooms.

Some class/classes teaching programs adequately cater for the literacy needs of the range of students in the class/classes.

Quality literacy practices are implemented in less than half the classes.

There is awareness of the need for continuity in literacy development. Mapping of literacy programs has occurred in less than half the classes.

Literacy teaching and learning strategies are becoming explicit, balanced and integrated in some classrooms.

Less than half the class/classes teaching programs adequately cater for the needs of the range of literacy learners.

Most staff members implement quality literacy practices such as The Four Literacy Resources and modelled, guided and independent teaching.

In most classes/stages, plans for meeting the literacy needs of all students have been developed and documented.

Literacy teaching and learning strategies are explicit, balanced and integrated in the majority of classrooms.

The majority of class teaching programs adequately cater for the needs of the range of literacy learners.

All class teachers implement high quality literacy practices across all stages from Early Stage 1 to Stage 3

A school literacy team, in liaison with class teachers and parents, coordinates the ongoing planning, development, implementation and evaluation of whole school and individual literacy programs.

Literacy teaching and learning strategies are explicit, balanced and integrated in the all classrooms.

All class teaching programs adequately cater for the range of literacy learners.


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2.1 Conduct a professional learning session using a collaborative learning strategy such as the ‘Jigsaw’ to discuss the K-12 Literacy Policy.

2.2 Establish a school literacy support team.2.3 Match literacy support to student learning needs at all stages of schooling.2.4 Identify the specific literacy strategies that need development for stage

levels or groups of students.2.5 Develop teacher understanding in the analysis and use of NAPLAN and

Best Start assessment information.2.6 Promote staff awareness of possible literacy demands when planning

activities.2.7 Talk positively about the literacy work that students complete and establish

a system for analysing work.

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X

3.1 Recognise and address the needs of all students, particularly Aboriginal and Torres Strait Islander students, students with special needs and non-English speaking students.

3.2 Coordinate and implement school literacy programs through the school’s literacy support team.

3.3 Analyse the Best Start entry to school assessment information to improve literacy achievements of students in the early years of schooling.

3.4 Discuss the Four Literacy Resources model at an executive or staff meeting.

3.5 Promote discussion and reflection on the development of literacy strategies that make a difference for students.

3.6 Review the teaching/learning sequence for literacy across the school.3.7 Provide teaching and learning support that aligns with NSW State Literacy

plan.3.8 Arrange opportunities for staff members to visit other schools.3.9 Identify and use quality teaching materials and DET resources.

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School Progress



School literacy committee established which includes literacy mentors in every stage. R2 Class structure and timetable designed to best match support staff with student learning needs K-6. R2 R3 Specific reading and writing strategies identified at each stage within the school and program proformas designed to meet these needs with

appropriate resources purchased. R1 R2 Best Start Assessment being used by Kindergarten teachers. R1 R3 NAPLAN analysis and the use of SMART data workshops have been conducted for all staff. R1 R2 R3 Stage moderating of all literacy work, planning and programming conducted at co-operative planning days. R3 ILP’s for individual and groups of students have been developed and are continually reviewed. R3 Mandated literacy session times and expectations have been installed across the school. R1 R2 R3 Professional learning with Robyn Wild for quality literacy sessions have been conducted throughout the year and then promoted by all teachers 3

Continued use of Best Start by Kindergarten and support teachers. R1 R3

Analysis of SMART data for 2010 NAPLAN to be conducted in Term 4. R1 R2 R3

Continuation of components of quality literacy sessions to be presented by Robyn Wild and incorporated into classroom practice with support from literacy mentors and committee. R1

and literacy mentors. R1 R2


16. Quality numeracy practices are identified and implemented across the school.

1 2 3 4Quality numeracy practices are implemented in a few classes.

Numeracy programs are determined by staff members based largely on historical and/or personal reasons.

Numeracy teaching and learning strategies are explicit, balanced and integrated in a few classrooms.

Some class/classes teaching programs adequately cater for the numeracy needs of the range of students in the class/classes.

Quality numeracy practices are implemented in less than half the classes.

There is awareness of the need for continuity in numeracy development. Mapping of numeracy programs has occurred in less than half the classes.

Numeracy teaching and learning strategies are becoming explicit, balanced and integrated in some classrooms.

Less than half the class/classes teaching programs adequately cater for the needs of the range of numeracy learners.

Most staff members implement quality numeracy practices such as the Count Me In Too program.

In most classes/stages, plans for meeting the numeracy needs of all students have been developed and documented.

Numeracy teaching and learning strategies are explicit, balanced and integrated in the majority of classrooms.

The majority of class teaching programs adequately cater for the needs of the range of numeracy learners.

All class teachers implement high quality numeracy practices across all stages from Early Stage 1 to Stage 3.

A school numeracy team, in liaison with class teachers and parents, coordinates the ongoing planning, development, implementation and evaluation of whole school and individual numeracy programs.

Numeracy teaching and learning strategies are explicit, balanced and integrated in the all classrooms.

All class teaching programs adequately cater for the range of numeracy learners.


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2.1 Conduct a professional learning session using a collaborative learning strategy such as the ‘Jigsaw’ to discuss the K-12 Numeracy Policy.

2.2 Match numeracy support to student learning needs at all stages of schooling.

2.3 View the video about reconnecting conceptual development on the Counting On website and discuss the concepts at a staff meeting.

2.4 Identify the specific numeracy strategies that need development for stage levels or groups of students.

2.5 Develop teacher understanding in the analysis and use of NAPLAN and Best Start assessment information.

2.6 Facilitate teachers’ ongoing learning using the Early Numeracy Continuum and syllabus document.

2.7 Promote staff awareness of possible numeracy demands when planning activities.

2.8 View and discuss the lesson student strategy on the What Counts DVD which features teachers, principals and consultants sharing their knowledge about aspects of classroom teaching practice and professional learning.

2.9 Talk positively about the numeracy work that students complete and establish a specific numeracy award system.

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3.1 Recognise and address the needs of all students, particularly Aboriginal and Torres Strait Islander students, students with special needs and non-English speaking students.

3.2 Coordinate and implement school numeracy programs.3.3 Review the teaching/learning sequence for numeracy across the school.3.4 Analyse the Best Start entry to school assessment information to improve

numeracy achievements of students in the early years of schooling.3.5 Provide teaching and learning support that aligns with NSW State

Numeracy plan.3.6 Arrange opportunities for staff members to visit other schools.3.7 Identify and use quality teaching materials that align with syllabus and

support documents.3.8 Use the Developing numeracy strategies Stage 2 document or CD-ROM

available from the Curriculum K-12 Directorate to program teaching activities related to the development of multiplication and division.

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School Progress



School Numeracy Committee active across the whole school. Numeracy Mentors established and delivering professional learning at staff meetings. New staff provided professional learning and mentoring in CMIT and Counting On. Best Start Assessments being used by Kindergarten teachers. NAPLAN analysis and use of SMART data workshops conducted for all staff. School Scope and Continuum of Mathematics adhered to. Stage moderating of all numeracy work, planning and programming

conducted at co-operative planning. Numeracy continuum used to underpin all programming through co-op planning days (including DENS Stage 1 and 2)

3

Continued use of Best Start by all relevant staff Analysis of SMART data for 2010 NAPLAN to occur in Term 4. Numeracy Mentors to provide one to one support for teachers. Numeracy resource audit to be conducted to identify and use quality teaching

materials.

17. Literacy skills are taught across all key learning areas.

1 2 3 4Literacy teaching only takes place in the English KLA.

Literacy teaching only takes place in the English KLA. Some staff members plan and implement literacy programs in other KLAs.

The majority of staff members plan and implement literacy programs in all KLAs.

All staff members teach literacy in the English KLA and apply literacy knowledge and skills in all KLAs in all years/stages.


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3.1 Support teachers in their use of Board of Studies syllabuses. 3.2 Brief staff on the concept of the Literacy Continuum as outlined in the

Department’s document – An Introduction to Quality Teaching.3.3 Discuss the Four Literacy Resources model and its use in all KLAs.3.4 Deepen staff understanding of how the school ensures literacy across all

KLAs through forums, sharing and discussions.3.5 Review staff understanding of the need to break down literacy tasks into

small achievable steps with highly explicit instruction.3.6 Review and update scope and sequence plans to ensure that literacy is

targeted across the whole school.

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4.1 Present examples of exemplary practice in literacy across all KLAs. 4.2 Ensure that students use multimodal or multimedia forms of literacy such as

animation, audio and movies.4.3 Continue to incorporate literacy across all KLAs.4.4 Share innovative ways of monitoring what students are learning in literacy

across all KLAs.4.5 Discuss and review successful units of work that incorporate literacy in

explicit and systematic ways.

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School Progress



All staff participate in planning and programming using all syllabus at stage co operative planning days. R3 DET Literacy Continuum presented to staff at whole staff and stage meetings and distributed by the literacy committee to all staff

members. R2 R3 Four Literacy Resource model presented, promoted and included in planning and programming by Robyn Wild and all staff

members. R1 R3 Literacy session expectations mandated in policy document and referred to repeatedly. R1 R2 Explicit teaching of all literacy concepts promoted through Robyn Wild professional learning and stage co operative planning

sessions. This is then supported by literacy mentors. R1 R3 COGS activities inclusive in literacy centre activities. R1 Literacy taught through all KLA’s by classroom teachers, community language teachers and ESL teachers. R1 R3


4

Opportunities for staff to share successful programs that involve literacy incorporated into classroom practice across all KLA’s to occur. R1 R2

18. Numeracy skills are taught across all key learning areas.

1 2 3 4Numeracy teaching only takes place in the mathematics KLA.

Numeracy teaching only takes place in the mathematics KLA. Some staff members plan and implement numeracy programs in other KLAs.

The majority of staff members plan and implement numeracy programs in all KLAs.

All staff members teach numeracy in the mathematics KLA and apply numeracy knowledge and skills in all KLAs in all years/stages.


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3.1 Support teachers in their use of Board of Studies syllabuses and DET support documents.

3.2 Review and update scope and sequence plans to ensure that numeracy is targeted across the whole school.

3.3 Deepen staff understanding of how the school ensures numeracy across all KLAs through forums, sharing and discussions.

3.4 Review staff understanding of the need to break down numeracy tasks into small achievable steps with highly explicit instruction.

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X

4.1 Present examples of exemplary practice in numeracy across all KLAs. 4.2 Continue to incorporate numeracy across all KLAs.4.3 Share innovative ways of monitoring what students are learning in

numeracy across all KLAs.4.4 Discuss and review successful units of work that incorporate numeracy in

explicit and systematic ways.4.5 Use ICT to promote numeracy across all KLAs.

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School Progress

Outcomes 2009 / 2010 Rating ( T2 – 2010 ) Focus Strategies 2010 / 2011 All staff using all DET Numeracy resources to plan and program with during stage co-op planning days. Scope and Continuum reviewed and is used to decide content to be taught. Maths metalanguage approach utilised with Best practice numeracy sessions advocated involving drill, main lesson with hands on

materials, plenary and rich metalanguage used. Working mathematically process underpinned by Newmans error analysis K-6. Best practice numeracy lessons delivered by Maths Mentors for stage teams to observe. ICT numeracy program embedded through school technology lessons.

4

Opportunities for staff to share successful numeracy programs. Look at numeracy demands across the KLA’s when planning and

programming. Improve monitoring of numeracy programs especially CMIT and

Counting On.

19. School leaders monitor the collection and analysis of students’ literacy and numeracy performance data.

1 2 3 4Individual class, year or stage methods are in place to collect students’ literacy and numeracy performance data.

Some staff members have opportunities to discuss students’ literacy and numeracy performance data.

Students’ literacy and numeracy performance data is predominantly state-based data such as NAPLAN.

A system is established to collect and analyse students’ literacy and numeracy performance data for some stage/year groups, for example Years 3 and 5.

Most staff members are provided opportunities to share and discuss students’ literacy and numeracy performance data.

Students’ literacy and numeracy performance data consists of state-based data and some school-based data.

A school-wide system is developed and evaluated to collect students’ literacy and numeracy performance data and is implemented by most staff members.

All staff members have regular opportunities to share and discuss students’ literacy and numeracy performance data.

Students’ literacy and numeracy performance data consists of state-based data and some school-based data including qualitative data.

A school-wide system is developed and evaluated to collect and analyse students’ literacy and numeracy performance data and is implemented by all staff members.

All staff members participate in a variety of formal and informal opportunities to share, discuss and understand students’ literacy and numeracy performance data.

School-wide literacy and numeracy performance data consists of a wide range of qualitative and quantitative data using both state-wide and school-based sources.


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2.1 Set up systems to analyse and monitor student performance information across all stage/year groups; for example use a spreadsheet to collect information.

2.2 Support all staff in the analysis of student performance information.2.3 Analyse NAPLAN to inform the provision and development of professional

learning activities. Initially focus on item analysis, relative performance in specific areas such as the reading strand and teaching strategies that can be implemented in classrooms.

2.4 Use whole school planning processes to identify aspects of literacy and/or numeracy underperformance for particular student groups or for individuals.

2.5 Document a process for collecting student performance information, establishing time lines and allocating responsibilities.

2.6 Discuss and model how the analysis of student information can inform and modify class teaching programs and individual student programs.

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3.1 Attend professional learning sessions on data collection and analysis.3.2 Use more sophisticated methods to analyse student performance

information such as item analysis and value-added measures.3.3 Analyse NAPLAN data to inform the progress of particular groups of

students such as girls/boys, Aboriginal and Torres Strait Islander students and other groups.

3.4 Mentor and coach staff to ensure that they are proficient in collecting and analysing student achievement information.

3.5 Invite specialist staff such as ESL teachers and Reading Recovery teachers to provide feedback to staff on student performance information.

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School Progress



NAPLAN professional learning for all staff and Stage 2 and 3 has occurred to allow them to analyse information and use this in classroom practice. R1 R2 R3

‘Data’ workshop conducted from N/P Learning Modules for teacher improvement to all staff to highlight the significance of how data can be collected, how it needs to be consolidated and how it can be used effectively. R2 R3

ILP’s established and support staff allocated based on those students performing at or below national averages in NAPLAN. R3

ESR online reporting system and other mechanisms used by staff in stage groups to collect and analyse data from various assessments. R1 R3

Professional development sessions and school action plan in literacy identify targets and areas of need for 3

School database to be established to collect information for all students across the school K-6. R3

Further development in the establishment of general and ‘rich’ assessment tasks that are specific at each stage to occur. R2 R3

Staff with reading recovery expertise to conduct internal workshops for staff on the acquisition of reading skills at an early level to all staff. R1 R2

Continued writing and monitoring of ILP’s. R3

all students. R2


20. Staff members collect and analyse students’ literacy and numeracy performance data

1 2 3 4Some staff members keep accurate and reliable records of students’ achievements in literacy and numeracy.

Staff members demonstrate some knowledge of strategies to collect and analyse students’ literacy and numeracy performance data.

Staff members are aware of the Department’s School Measurement, Assessment and Reporting Toolkit (SMART) to analyse students’ literacy and numeracy performance data.

Most staff members keep accurate and reliable records of students’ achievements in literacy and numeracy.

Some staff members demonstrate a knowledge and understanding of a range of strategies to collect students’ literacy and numeracy performance data.

Some staff members, particularly executive staff members have knowledge and understanding of the Department’s SMART package to analyse students’ literacy and numeracy performance data.

Most staff members use the agreed school system for collecting and analysing students’ literacy and numeracy performance data.

The majority of staff members use a variety of tracking and monitoring mechanisms to collect students’ literacy and numeracy performance data.

Most staff members have knowledge and understanding of the Department’s SMART package to analyse students’ literacy and numeracy performance data.

All staff members make regular and consistent use of agreed school systems to collect, record and analyse students’ literacy and numeracy performance data.

All staff members use a wide variety of tracking and monitoring mechanisms to collect all students’ literacy and numeracy performance data at different times throughout the school year. Individual student learning plans are adjusted accordingly.

All staff members are fully competent in using the Department’s SMART package to analyse students’ literacy and numeracy performance data.


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2.1 Support staff to develop criteria for assessment using the language and content of the syllabus documents.

2.2 Establish a timeline to collect student achievement information throughout the year and across stages.

2.3 Make copies of the students’ responses in the NAPLAN writing assessment tasks and use these to discuss student achievements in reference to the NAPLAN marking guide.

2.4 Develop assessment schedules that are implemented each semester across all years/stages.

2.5 Ensure that procedures are in place to convey information about student achievement information from year to year and teacher to teacher.

2.6 Advise and assist staff members to develop guidelines and systems that comply with the Board of Studies, systemic and/or school based policies.

2.7 Develop case studies for individuals or groups of students using NAPLAN and BEST START information with all staff.

2.8 Facilitate training sessions with staff groups to analyse student achievement information using SMART data on the Department’s website.

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3.1 Share student achievement information with students. 3.2 Change or modify school priorities in the school plan on the basis of student

performance information in literacy and numeracy.3.3 Strengthen practices for staff members to share and discuss student

achievement information.3.4 Lead small group discussions on the types of student achievement

information to be collected throughout a term/semester/year.3.5 Support staff members to interpret different types of student achievement

information in literacy and numeracy.3.6 Provide sufficient time for staff members to develop quality, rich

assessment tasks that directly relate to student outcomes and content covered in class.

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School Progress



Stage groups design assessment tasks and marking criteria including rubrics based on syllabus documents. R1 R2 R3 Stage groups design timelines for the collection of assessments in co operative planning sessions. R3 Strategy booklets created from skills used in NAPLAN and NAPLAN marking guide used in literacy sessions. R1 Clear procedures established for communicating student progress including reports, interviews, communication booklets and

informal conversations between teachers and parents. R2 R3 Professional development workshops conducted in analysing and using SMART data for the whole school and teachers in

Stages 2 and 3. R2 R3 School targets modified in the school action plan for literacy based on N/P targets and results from previous NAPLAN tests. R2

R3

Outcomes 2010 / 2011 3

Analysis of 2010 SMART data from NAPLAN to be conducted in Term 4. R1 R2 R3

Further professional learning in developing stage based assessments in literacy and numeracy to be conducted with a particular focus on ‘rich’ assessment tasks. R3

Triangulation of data to be established in all stage groups. R2 R3

21. School leaders actively participate in learning about literacy and numeracy.

1 2 3 4School leaders attend school-based professional learning activities in literacy and numeracy.

School leaders ensure that whole school professional learning activities occur and are well planned e.g. there is an agenda for events such as school development days.

School leaders ensure the implementation of DET initiatives in literacy and numeracy as required.

School leaders attend literacy and numeracy professional learning activities and provide a verbal or written report to staff.

School leaders ensure that professional learning activities are linked to the changes needed in classroom practice and the literacy and numeracy targets in the school plan.

School leaders lead professional learning sessions and attend a wide variety of professional learning activities in literacy and numeracy.

School leaders ensure that professional learning activities in literacy and numeracy reflect information gained from the analysis of student performance data.

School leaders lead professional learning sessions with staff and guide and support discussions about the transferability of the knowledge to classroom practice. School leaders take into account staff needs and adult learning styles.

All school leaders actively engage in professional learning activities in literacy and numeracy as both a leader and a learner.

All school leaders share their expertise with other schools through network or regional activities.


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3.1 Ensure that professional learning is directly linked to the changes needed in classroom practice.

3.2 Make use of professional learning resources, such as Introduction to Quality Literacy Teaching, and modify them to meet the school context.

3.3 Draw on research to inform literacy and numeracy programs and practices. 3.4 Ensure that school leaders deliver workshops for parents, carers and

community members.3.5 Brief staff on new resources to support literacy and numeracy in a digital

world. Refer to Scan featured articles by Professor Len Unsworth.3.6 Clarify how best to meet the needs of individual staff members such as new

scheme teachers.

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4.1 Ensure that school leaders have time to participate in professional learning sessions that focus on innovative ways to teach literacy and numeracy.

4.2 Set up systems to differentiate professional learning experiences to meet the needs of individual staff members such as novice, experienced and expert.

4.3 Encourage school leaders to attend and present sessions at regional, state and national literacy and numeracy conferences and forums.

4.4 Encourage staff members to attend and lead literacy and numeracy activities outside the school such as regional literacy teams or committees.

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School Progress



Professional learning in N/P with Robyn Wild is directly linked to best practices needed in the classroom for literacy. R1 R2 R3

Professional learning in Numeracy is directly linked to improving classroom practice and has been based on qualitative and quantative data. R1 R2 R3

Research has been presented to the staff in relation to N/P on Staff Development Day in Term 3 and at the beginning of our involvement with N/P. R1 R2

All staff needs are being met by their ownership in driving the professional learning occurring in literacy and numeracy. This is then supported by literacy and numeracy mentors within the school. R1 R2

Workshops looking at a various range of resources available in literacy and numeracy have been conducted. R1 R3

Deputy Principal has presented various workshops on best practice in Numeracy at a regional level. R1 R2


4

Continue to focus on digital resources as the school increases its possession of interactive whiteboards. R1

Continue to focus on research and collection of data to drive programs and practices within the school. R2 R3

22. School leaders promote staff discussion and dialogue about literacy and numeracy to have an impact on programs and practices.

1 2 3 4Staff members informally engage in discussions about literacy and numeracy with colleagues.

Staff meetings sometimes include discussions on students’ literacy and numeracy performance data.

Staff members informally engage in discussions about literacy and numeracy with colleagues and share their knowledge and skills.

Staff meetings include specific professional learning sessions on students’ literacy and numeracy performance data.

The majority of staff members engage in formal and informal discussions about literacy and numeracy, including discussions about successes in literacy and numeracy and areas for development.

Some staff members participate actively in professional learning discussions and there is an impact on many literacy and numeracy practices.

All staff members engage in formal and informal discussions about literacy and numeracy, including discussions about successes in literacy and numeracy and areas for development.

All staff members participate actively in professional learning discussions and as a result there are changes to literacy and numeracy practices across the school.


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3.1 Consider newer tools, strategies and models of learning to engage staff members in discussion about literacy and numeracy. Access the Country Area Program website to view a variety of tools and strategies to promote staff discussion.

3.2 Use the PMI (Plus, Minus, Interesting) collaborative strategy to talk about a new literacy or numeracy concept or issue.

3.3 Share the chair and the lead at school professional learning sessions in literacy and numeracy to build leadership capacity and confidence.

3.4 Provide staff with information on the availability of literacy and numeracy professional learning opportunities in the region and state through reference to the weekly InPrincipal website.

3.5 Select and share information about state and national literacy and numeracy initiatives with staff members both informally and in structured professional learning sessions.

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4.1 Regularly discuss school and regional professional learning opportunities at staff meetings.

4.2 Use the syllabus documents or DET publications such as An Introduction to Quality Literacy Teaching to lead discussion about elements of successful literacy and numeracy teaching.

4.3 Conduct staff professional learning sessions to build communication skills and model exemplary discussion techniques.

4.4 Use the ‘Walk and Talk’ strategy to promote staff discussion about a literacy or numeracy teaching method or concept. The ‘Walk and Talk’ strategy is a structured cooperative learning process to share learning and provide opportunities to learn from others. See CAP website reference.

4.5 Distribute regional professional learning opportunities from InPrincipal to staff via email.

4.6 Use a ‘flow chart’ strategy to examine an aspect of a literacy or numeracy programs that needs further examination.

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School Progress



Numerous opportunities have been created to discuss aspects of literacy and numeracy including professional learning opportunities, both internal and external, whole staff meetings, stage meetings, one-to-one meetings and informal conversations. This is continuous. R1 R2 R3

Professional learning has been provided for all staff in literacy and numeracy and further opportunities are displayed in the school from ‘InPrincipal.’ R1 R2 R3

The establishment of literacy and numeracy mentors to support practices within the school have promoted and supported their leadership and assisted all staff to review and refine their teaching. R1 R2 3

Outcomes 2010 / 2011 4

Closer scrutiny of an aspect of literacy and numeracy to be conducted using either the ‘walk and talk’ model or the ‘flow chart’ model. R1 R3

Continue to promote professional development for all staff members. R1 R2 R3

23. School leaders are seen by staff as a source of advice and are knowledgeable about literacy and numeracy.

1 2 3 4Some school leaders know about and can access DET policies and literacy and numeracy resources to support teachers.

Some school leaders ensure that there are systems in place to monitor the implementation of the curriculum, including resources.

Most school leaders are knowledgeable about and can access a range of literacy and numeracy resources, appropriate to the experience level of the teacher.

School leaders understand that part of their role is providing advice to teachers and other leaders.

All school leaders are respected as teachers with staff members seeking their advice on literacy and numeracy matters.

School leaders introduce a range of literacy and numeracy strategies to the whole staff.

School leaders are highly respected as teachers who can draw on and demonstrate a range of literacy and numeracy strategies to engage staff in professional learning such as action research and lesson study.

School leaders consistently demonstrate quality teaching practices in literacy and numeracy.


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2.1 Share school successes and stories related to literacy and numeracy in a variety of forums such as P & C meetings, on the school website, in staff meetings and at school assemblies.

2.2 Make time for school leaders to visit classrooms to observe and participate in the literacy and numeracy work of students.

2.3 Establish systems and procedures for students to share their literacy and numeracy work with school leaders.

2.4 Display student literacy and numeracy work in prominent locations around the school e.g. school office foyer.

2.5 Collect photographs, video clips, student electronic work samples and student podcasts to demonstrate students’ achievements in literacy and numeracy and to use in discussions with staff members.

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3.1 Ensure that school leaders play a role in student learning in literacy and numeracy within and beyond the classroom.

3.2 Share successful literacy and numeracy practices with staff from stage/year groups.

3.3 Provide feedback about literacy and numeracy practices to new scheme teachers.

3.4 Organise and deliver professional learning sessions at network meetings and/or professional association meetings.

3.5 Participate in moderation sessions designed to ensure greater consistency in teacher judgement.

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School Progress



School achievements in literacy and numeracy celebrated and communicated through staff meetings, P & C meetings, newsletters, school website, notes, interviews and informal conversations. R1 R2

Literacy and numeracy mentors have timetables sessions to visit classrooms to observe, participate and lead numeracy and literacy practices. R1 R2 R3

Jolly Phonics and N/P co-ordinators create individual plans with every classroom teacher for implementation and are assisted in the delivery of recommendations with visits, support and resources. R1 R2 R3

Student work samples in literacy and numeracy displayed around the school, in the newsletter and on the school website. R2

Photographs of literacy practices, resources, student work, environmental print, students in action, class set ups and guided reading across all stages collected and a laminated book of success created and shared with all staff at SDD in Term 3. R2

Moderating of work samples across all stages occurring with literacy and numeracy. R1 R3


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Continue to promote importance and role of mentors. R1 R2 R3 Best practices to be recorded and shared amongst all staff. R1 R3

24. Professional learning in literacy and numeracy is strategically planned.

Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful. Albert Schweitzer

1 2 3 4Some staff members have access to professional learning activities in literacy and numeracy.

There is some connection between professional learning activities and teaching practice in literacy and numeracy.

Most staff members have access to professional learning activities in literacy and numeracy.

There is a clear connection between professional learning activities and teaching practice in literacy and numeracy.

Most staff members have access to professional learning activities linked to the school plan and the literacy and numeracy targets.

The analysis of student performance data in literacy and numeracy underpins the design of aspects of professional learning activities.

All staff members have access to planned professional learning activities in literacy and numeracy and the school plan clearly links literacy and numeracy targets with implementation strategies.

Professional learning activities in literacy and numeracy are regularly adjusted to meet the needs of novice, experienced and expert teachers.


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3.1 Support a variety of professional learning activities – coaching, observation, discussion and collaboration.

3.2 Review staff understandings about what counts as professional learning.3.3 Work within and across schools to coordinate literacy and numeracy

professional learning activities.3.4 Seek staff input into the processes to be used to evaluate professional

learning activities.3.5 Evaluate professional learning activities to gauge the effectiveness for

teachers at different stages of learning including new scheme teachers and experienced teachers.

3.6 Evaluate staff members’ use of new literacy and numeracy knowledge and skills at multiple intervals after professional learning activities.

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4.1 Ensure that the school professional learning plan is supported by the use of tied grants and school funds.

4.2 Evaluate the use of in-house resources and external providers to meet staff professional learning needs in literacy and numeracy.

4.3 Develop research partnerships with other schools and universities to focus on literacy and numeracy practices.

4.4 Develop and implement flexible models to support teacher professional learning in literacy and numeracy.

4.5 Use new technologies such as video conferencing with other schools to promote new methods of professional learning.

4.6 Engage in professional reading about professional learning and evaluate the school professional learning program using current educational research.

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School Progress



Professional learning is based upon collected data, staff surveys and analysis of student needs and is strategically planned and presented in a systematic and explicit approach with high support and time for reflection. R1 R2 R3

Staff through whole school, stage and meetings with mentors help drive the focus of professional development which is catered for through Robyn Wild and Lisa Borg sessions. R1 R2 R3

Surveys, observations and discussions in literacy and numeracy practices and evaluation of completed professional learning opportunities assist in determining their effectiveness. R1 R2 R3

All professional learning opportunities directly linked to school targets in literacy and numeracy in the school action plan. R1 R2 R3

Internal review of resources to assist with the delivery of programs undertaken and new and current resources purchased and distributed. R3


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Communicate with other schools and exchange and share ideas for professional development opportunities in literacy and numeracy. This could lead to a network of schools that work together in partnership and possibly create links with local high schools so that information is transferred and practices can continue to be effective between primary and secondary. R1 R2 R3

25. The school actively seeks and promotes opportunities to develop leadership capacity in literacy and numeracy.

1 2 3 4Leadership in literacy and numeracy resides with the executive in the school.

Leadership opportunities are usually allocated through tasks and responsibilities within the executive team.

Leadership in literacy and numeracy is viewed as residing with the executive and some experienced members of staff.

Leadership opportunities are sometimes made available in response to staff interest, expertise and professional needs.

Leadership in literacy and numeracy is based on staff expertise.

Leadership opportunities are often made available in response to staff interest, expertise and professional needs.

Leadership in literacy and numeracy is distributed across the school and networks of schools.

Staff members accept new roles and responsibilities to enhance their knowledge, skills and understandings in literacy and numeracy.


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3.1 Provide formal and informal opportunities to share teaching practices that promote student achievements in literacy and numeracy.

3.2 Provide opportunities for staff members ‘to make a difference in other classrooms’ – (see the NSW DET Professional Learning Continuum).

3.3 Provide strategies such as mentoring and coaching to develop leadership capacity in literacy and numeracy.

3.4 Work in groups such as KLA groups, stage or faculty groups to reinforce and practise new literacy and numeracy skills.

3.5 Seek training in providing constructive feedback techniques to staff about literacy and numeracy teaching.

3.6 Use some of the resources such as the feedback proforma in the Professional Learning and Leadership Development Directorate Career Development Toolkit.

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4.1 Encourage staff members to share their knowledge and skills with other schools and in different settings such as conferences and professional associations.

4.2 Work with other school literacy and numeracy teams on innovative literacy and numeracy projects.

4.3 Plan opportunities for school leaders to provide feedback to each other about literacy and numeracy practices and programs.

4.4 Encourage staff to present literacy and numeracy professional learning sessions to their stage, to staff teams, at network and regional professional learning activities.

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School Progress



Professional learning opportunities at all levels has been provided for all staff to observe and discuss best teaching practices for numeracy and literacy. R1 R2

Literacy and Numeracy mentors have been established and continue to receive professional development to support staff in addressing school targets and content attained through professional learning opportunities. R1 R2 R3

All staff in various forums – KLA committees, whole staff, stage and individuals have been able to impart, reflect and refine on numeracy and literacy strategies used. R1 R2 R3

‘Student Feedback’ and ‘Staff Feedback’ Learning Modules FOR Teacher Improvement from N/P have been delivered to all staff members with follow up at an individual level. R1 R2

Various staff members including mentors, deputy principal, Jolly Phonics co-ordinator and N/P co-ordinator have presented professional learning opportunities based around literacy and numeracy. R1 R2


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Follow up leadership skills involving effective mentoring to be conducted in early 2011. R2

Networks to be created with other skills to enhance sharing of information based around effective leadership opportunities with literacy and numeracy. R1 R2

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