2021-2024 Strategic Improvement Plan€¦ · Effective Classroom Practice– Excelling . Data Skills and Use – Excelling . Learning and Development – Excelling sus • Leading:

Page 1 of 27 18 August 2020

Large Primary School 2 (2021-2024)

2021-2024 Strategic Improvement Plan

Large Primary School 2



School vision and context

School vision statement At Large Primary School 2 we prepare young people for rewarding lives as engaged members of society. We support the development of students with a focus on student wellbeing, student academic growth and social success. Teachers, parents and students work in partnership to maintain high expectations and a positive environment where every student is known, valued and cared for.

School context Large Primary School 2 is a large metropolitan school located in a high socio-economic part of southern Sydney. The school is a focal point of the community and caters for students in Kindergarten to Year 6. Large Primary School 2 has 39 teaching staff with a student enrolment of 786. The school has strong relationships with an energetic P&C consisting of parents, caregivers and the wider community. Large Primary School 2 has a proud sporting history, provides opportunities in the performing arts and promotes student responsibility, respect, lifelong learning and a desire for students to strive for their best.

The school has completed a situational analysis that has identified three areas of focus for this Strategic Improvement Plan. It is important to note that this builds upon the work undertaken in the previous school planning cycle around teacher deep engagement with the syllabus and the quality implementation of explicit teaching using assessment data to differentiate the curriculum.

1. Student growth and attainment

When analysis was conducted against the student outcome measures it was evident that we have historically high student achievement but expected growth in both reading and numeracy is an area for explicit focus in the new school plan. The NAPLAN gap analysis indicated the areas of focus include: Reading – viewing and comprehension strategies, and Numeracy – whole number, addition and subtraction and volume and capacity. Our whole school focus to improve student growth and maintain student achievement in reading and numeracy is underpinned by the evidence base provided by What works best: 2020 update. As the literature suggests, we will focus on developing and sustaining whole school processes for collecting and analysing student data to inform teaching and learning programs to embed evidence-informed teaching strategies for every student in every classroom.

2. Student wellbeing, attendance and strengthened transitions

When conducting the analysis of the school wellbeing metrics it was evident that student sense of belonging is an area of ongoing focus. The literature (Student Wellbeing) identified core elements of focus that aligned to our needs. And while PBL commenced in the last school plan, our reflection of progress is consistent with the literature that suggests that behaviour is only part of wellbeing and there is more work to be done that warrants inclusion of wellbeing in the new school plan. Therefore, we will have a whole school focus on activities that have been proven to work in other settings and are likely to work in ours. These activities drawn from the evidence base can be grouped broadly into ‘promoting social and emotional learning’, ‘strengthening transitions’ and ‘creating a safe environment’.

https://www.cese.nsw.gov.au/publications-filter/what-works-best-2020-update

https://www.cese.nsw.gov.au/publications-filter/student-wellbeing-literature-review

https://www.cese.nsw.gov.au/publications-filter/student-wellbeing-literature-review



3. Parents and carers; Partners in learning

Community satisfaction is an area of focus we identified in our 2019 SEF S-aS. This is an area we explored in a new way through the extraordinary remote learning conditions forced by COVID-19. To this end we have considered the available evidence (Creating a culture of excellence case studies) for what excellent student/ teacher culture looks like and the reflections from our communities through recent events, and have concluded that we are going to have a four year focus strengthening community satisfaction by engaging parents in student learning and school life.

https://www.cese.nsw.gov.au/publications-filter/creating-a-culture-of-excellence-case-studies



2021-2024 Strategic Improvement Plan

Strategic Direction 1: Student growth and attainment

Purpose In order to improve student learning outcomes in reading and numeracy we will develop and sustain whole school processes for collecting and analysing data to ensure the implementation of appropriate curriculum provision for every student is underpinned by evidence-informed strategies and embedded evaluative practice. Improvement measures Achievement of 2022 system-negotiated targets: • Top 2 bands (or equivalent) NAPLAN

reading increase (uplift) of 6%. • Top 2 bands (or equivalent) NAPLAN

numeracy increase (uplift) of 5.7% Achievement of 2023 system-negotiated targets: • Increased (uplift) percentage of

students achieving expected growth NAPLAN reading by 3.7%.

• Increased (uplift) percentage of students achieving expected growth NAPLAN numeracy by 2.2%.

Improvement as measured by the School Excellence Framework: • Learning: • Curriculum – Excelling • Assessment – Excelling • Teaching:

Effective Classroom Practice – Excelling Data Skills and Use – Excelling Learning and Development – Excelling

• Leading: Educational Leadership – Excelling

Initiatives Reading In Reading, we will embed sustainable whole school processes for collecting and analysing data. The evaluation of this data will regularly be used to inform: • the selection of teaching strategies in

relation to student learning needs • the impact of the implemented

strategies on student learning • teacher professional learning and

school resourcing Numeracy In Numeracy, we will embed sustainable whole school processes for collecting and analysing data. The evaluation of this data will regularly be used to inform: • the selection of teaching strategies in

relation to student learning needs • the impact of the implemented

strategies on student learning • teacher professional learning and

school resourcing

Success criteria A whole school system and integrated approach to quality teaching, curriculum planning, delivery and assessment promotes learning excellence and responsiveness in meeting the needs of all students. (SEF – Curriculum, Assessment)

All teachers are committed to identifying, understanding and implementing the most effective explicit teaching methods, with the highest priority given to evidence-based teaching strategies. (SEF – Effective classroom practice)

Student assessment data is regularly used school-wide to identify student achievements and progress, in order to reflect on teaching effectiveness and inform future school directions. (SEF – Data skills and use)

Professional learning is differentiated and its impact on the quality of teaching and student learning outcomes is evaluated. There are explicit systems for collaboration and feedback to sustain quality teaching practice. (SEF - Learning and Development)

The principal and school leadership team model instructional leadership and support a culture of high expectations, resulting in sustained and measureable whole school improvement. (SEF – Educational Leadership)

Evaluation plan Question:

To what extent have we achieved our purpose and can demonstrate impact and improvement of student outcomes in reading and numeracy?

Data:

We will use a combination of data sources. These will include: • Internal assessment, eg. PLAN2 • External assessment, eg. NAPLAN • Survey • Observation • Focus group • Student voice • Interview • Document analysis

Analysis:

Analysis will be embedded within the initiatives through progress and implementation monitoring. Annually the school will review progress towards the improvement measures.

Implications

The findings of the analysis will inform: • Future actions • Annual reporting on school progress

measures (published in the Annual Report each year and in the newsletter and on the School Website throughout the year).



2021-2024 Annual progress measures


2021 Progress measure

• More than 58% (system-negotiated target baseline) of students perform in the top two (or equivalent) NAPLAN bands in reading.

2022 Improvement measure Achievement of 2022 system-negotiated

targets • Top 2 bands (or equivalent) NAPLAN

reading increase (uplift) of 6%.


• Between 63.5% and 67.5% of students perform in the top two (or equivalent) NAPLAN bands in reading (lower and upper bound system-negotiated target range).

2024 Improvement measure

• Between 63.5% and 67.5% of students perform in the top two (or equivalent) NAPLAN bands in reading (lower and upper bound system-negotiated target range).


• More than 50% of students perform in the top two (or equivalent) NAPLAN bands in numeracy (system-negotiated target baseline).


• Top 2 bands (or equivalent) NAPLAN numeracy increase (uplift) of 5.7%


• Between 55% and 62.5% of students perform in the top two (or equivalent) NAPLAN bands in numeracy (lower and upper bound system-negotiated target range).


• Between 55% and 62.5% of students perform in the top two (or equivalent) NAPLAN bands in numeracy (lower and upper bound system-negotiated target range).


• More than 64% of students achieve expected growth in NAPLAN reading (system-negotiated target baseline).


• Expected growth data not available due to Covid 19. Internal assessment measures used to monitor progress.

2023 Improvement measure Achievement of 2023 system-negotiated targets: • Increased (uplift) percentage of

students achieving expected growth NAPLAN reading by 3.7%.


• More than 68% of students achieve expected growth NAPLAN reading


• More than 71% of students achieve expected growth NAPLAN numeracy (system-negotiated target baseline).


• Expected growth data not available due to Covid 19 in 2020. Internal assessment measures used to monitor progress.


• Increased (uplift) percentage of students achieving expected growth NAPLAN numeracy by 2.2%.


• More than 73% of students achieve expected growth NAPLAN numeracy.

2021 Progress measure Improvement as measured by the School Excellence Framework:

Learning Element: Curriculum (D) • Focus theme: Curriculum provision

(S&G)

2022 Progress measure Improvement as measured by the School Excellence Framework:

Learning Element: Curriculum (D) • Focus theme: Curriculum provision

(S&G)

2023 Progress Measure Improvement as measured by the School Excellence Framework:

Learning Element: Curriculum (S&G) • Focus theme: Curriculum provision

(E)

2024 Improvement Measure Improvement as measured by the School Excellence Framework: Learning:

Curriculum – Excelling

Assessment – Excelling



• Focus theme: Teaching and Learning Programs (E)

Element: Assessment (S&G) • Focus Theme: Whole School

monitoring of student learning (S&G)


Element: Assessment (S&G) • Focus Theme: Whole School

monitoring of student learning (E)


Element: Assessment (E) • Focus Theme: Whole School

monitoring of student learning (E)

2021 Progress measure Teaching Element: Effective Classroom Practice (S & G) • Focus theme: Explicit teaching (S&G) Element: Data Skills and Use (D) • Focus theme: Data literacy (S&G) • Focus theme: Data use in planning

(E) Element: Learning and Development (D) • Focus theme: Professional learning

(S&G)

2022 Progress measure Teaching Element: Effective Classroom Practice (S&G) • Focus theme: Explicit teaching (E) • Focus theme: Feedback (S & G) Element: Data Skills and Use (D) • Focus theme: Data literacy (E) • Focus theme: Data Analysis (S&G) • Focus theme: Data use in teaching

(S&G) Element: Learning and Development (D) • Focus theme: Professional learning

(E) • Focus theme: Expertise & innovation:

(S&G)

2023 Progress Measure Teaching Element: Effective Classroom Practice (E) • Focus theme: Feedback (E) • Focus theme: Classroom

Management (S&G) Element: Data Skills and Use (S&G) • Focus theme: Data Analysis (E) • Focus theme: Data use in teaching

(E) Element: Learning and Development (S&G) • Focus theme: Coaching and

mentoring (S&G) • Focus theme: Expertise & innovation

(E)

2024 Improvement Measure • Teaching: Effective Classroom Practice – Excelling Data Skills and Use – Excelling Learning and Development – Excelling

Leading Element: Educational Leadership (D) • Focus theme: Instructional Leadership

(S&G) • Focus theme: High expectations

Culture (S&G)

Leading Element: Educational Leadership (S&G) • Focus themes: Instructional

Leadership (E) Focus theme: High expectations Culture

(E)

Leading Element: Educational Leadership (E) • Focus theme: Instructional Leadership

(E) Focus theme: High expectations Culture

(E)

• Leading: Educational Leadership – Excelling



2021 – Implementation and progress monitoring


Initiative Reading

Activity Establish the 2021 Reading Project Team Define Success Criteria and Learning Intentions for the team based on 2021 Progress Measure.

Resources • Nil

Evaluation Question: How and when will we be able to determine if we have the right team to drive the program? Data: Exec meeting minutes, PL and Assessment Schedule, Plan2 and Internal Assessment Data Analysis All stages are represented on the team A timeline for reflection and review now built in to annual outline. Implications Continue as planned

SEF elements Nil Team Reading Team When Term 1 Week 2 Tracking

Evidence Attach exec meeting minutes

Initiative Reading

Activity Analyse the current data sources available to staff, including NAPLAN gap analysis, and review how they are used to drive teaching and learning. Evaluate current staff practices in using data to cater for student needs.

Resources • Teacher release for reading team to conduct classroom observation 3 teachers x 1 day release each ($520.89) = $1,562.67 • Teacher release for reading team to collate current school data 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources Initiative • Literacy and Numeracy $3,125.34

Evaluation Question: How do current school data use practices in reading compare with the current evidence base? Data Observation of classroom practice Document Analysis of teaching programs Analysis We were unable to conduct observations in this timeframe Document analysis of teaching programs showed that there was variance across stages and that most programs had students bench marked and set in ability based reading groups there was little evidence of differentiated student strategies. Implications This activity highlighted the lack of consistency and understanding across the school. Different stages approached this in different ways. Before creating a plan on how to strengthen practices we need to run a workshop to generate clarity of

SEF elements Learning Domain Curriculum Teaching & Learning Programs Team Reading team When Term 1 Week 5 Tracking

Evidence Attach the document analysis of

teaching programs




concept when we talk about data and evidence informed strategies. Anecdotal feedback about the timing of this initiative is that Early Stage One will revisit this in Term 3.

Initiative Reading

Activity Defining Data, evidence and evaluation in reading workshop Session includes: • What good data looks like? • How to use PLAN2 to inform practice • Ongoing formative assessment • Lesson planning using data

Resources • Teacher Release for workshop attendance 3 teachers x $520.89 = $1,562.67 • Course fees 3 teachers x $180 = $540 Total = $2,102.67 Funding Sources Initiative • Professional Learning $2,102.67

Evaluation Question What evidence can staff provide that informs their understanding of how to strengthen school processes to support improved literacy teaching practice in reading? Data Attendance sign on sheet Document analysis of the group activity conducted Teacher exit slips Analysis 13/18 teachers attended The group identified 3 areas to focus on strengthening school processes:1 Provide more time, 2. Teach us how to align expectations with existing processes e.g. reporting, 3. Provide appropriate training and skill development Teacher exit slips indicated that 80% of teachers wanted to change existing processes. Implications: Develop a school wide approach and process for embedding data practices in reading.

SEF elements Teaching Domain Data skills and use Data Literacy Team Reading team When Term 1 Week 8 Tracking

Evidence Attach attendance sign on sheet Attach Document analysis of

group activity Attach aggregated teacher exit

slip responses

Initiative Reading

Activity Create a plan to strengthen school processes to use data to inform teaching practice and interventions for student needs in reading. The plan needs to be inclusive of utilising PLAN 2 to collect and monitor student data.

Resources • Teacher release for reading team to develop plan for implementation 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources Initiative • Literacy and Numeracy $1,562.67

Evaluation Question How will we know the plan is realistic, reflective of teacher input and consistent with evidence informed best practice? Data Admin meeting minutes Comparative document analysis between plan and WWB document Analysis

SEF elements Teaching Domain Learning & Development Professional Learning Team Reading team When




Term 1 Week 10 To be completed at this point in time Implications Drawn from the analysis and used to inform next action

Tracking

Evidence Anticipated that the plan and

comparative document analysis be attached

Initiative Reading

Activity Staff collaborate to develop stage approaches to reading programs that include opportunity for ongoing formative assessments to inform practice. Programs delivered in Term 2. Session includes: • Program Design • Inclusion of formative assessment

opportunity in lesson plan to inform PLAN2 and internal data sources

Resources Nil

Evaluation Question Do all teachers have a reading program that is consistent with the whole school expectations, at what point will reflect and reset take place to adjust to developing needs of staff and students? Data Document analysis of reading programs Stage meeting minutes Staff Meeting Schedule Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data literacy Leading domain Instructional leadership High expectations culture Team Stage leaders at team planning

days When Term 1 Week 11 Tracking

Evidence Document analysis of reading

programs Initiative Reading

Activity Collaborative reflection on the effectiveness of newly developed programs, use of formative assessment and targeting of individual needs within each reading lesson.

Resources Nil

Evaluation Question How can we determine how effectively teachers been implementing the reading programs? Data PLAN 2 data Student reports Classroom observations Program annotations Student work samples Analysis

SEF elements Learning domain Curriculum provision Teaching domain Explicit teaching Team All staff (except early stage one) When Term 2 Week 8




Tracking

To be completed at this point in time Implications Drawn from the analysis and used to inform next action Evidence

Attach aggregated teacher observations

PLAN 2 data analysis Initiative Reading

Activity Leadership team with Instructional Leader review implementation and make recommendations for support for teachers in using formative assessment as a tool for identifying strategies to improve reading.

Resources • Teacher Release for review of implementation 3 teachers x $520.89 = $1,562.67 Funding Source • QTSS $1,562.67

Evaluation Question Are there any barriers or enablers in the implementation of the reading program, formative assessment or identification of strategies considered in semester 2? Data Implication statement from implementation (preceding activity) Meeting minutes Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action.

SEF elements Learning domain Whole school monitoring of

student learning Teaching domain Data use in planning Leading domain High expectations culture Team School Leadership Team When Term 2 Week 8 Tracking

Evidence Implication statement from

implementation Initiative Reading

Activity Timetable for Instructional Leader to work in classrooms in Term 3 developed to support the use of targeted strategies in reading using formative assessment as determined by Week 8 data analysis.

Resources Nil

Evaluation Question How can the recommendations from the executive be actioned? Data Implication statement of preceding activity Consideration of appropriate literature and research Analysis To be completed at this point in time Implications

SEF elements Learning domain Teaching and learning programs Curriculum provision Team School Leadership Team When Term 2 Week 9




Tracking

Drawn from the analysis and used to inform next action

Evidence

Initiative Reading

Activity Early stage one teachers participate in the Defining Data, evidence and evaluation in reading workshop that they did not participate in with the rest of the school in Term 1. Session includes: • What good data looks like? • How to use PLAN2 to inform practice • Ongoing formative assessment • Lesson planning using data

Resources • Teacher Release for workshop attendance 3 teachers x $520.89 = $1,562.67 • Course fees 3 teachers x $180 = $540 Total = $2,102.67 Funding Sources Initiative • Professional Learning $2,102.67

Evaluation Question What evidence can staff provide that informs their understanding of how to strengthen school processes to support improved literacy teaching practice in reading? Data Attendance sign on sheet Document analysis of the group activity conducted Teacher exit slips Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data skills and use Data Literacy Team Early stage one leader and team When Term 2 Week 9 Tracking

Evidence Attach attendance sign on sheet Attach Document analysis of

group activity Attach aggregated teacher exit

slip responses Initiative Reading

Activity Program Check-In Ensure the Semester 2 reading programs are consistent with the executive recommendations and the reading team actions.

Resources Nil

Evaluation Question How teachers demonstrate the quality and implementation of their reading program that is consistent with the whole school reading program expectations? Data Document analysis of reading programs Observations/Feedback Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data literacy Leading domain Instructional leadership High expectations culture Team Stage leaders at planning days When Term 2 Week 10 Tracking






Activity Program Analysis Adjustments identified for Semester through analysis and implications supported via PL, Stage Meetings and Instructional Leader Support with actions put in place.

Resources • Exec/ Teacher Release for review of implementation 3 teachers x $520.89 = $1,562.67 Funding Source • QTSS $1,562.67

Evaluation Question Are there any barriers or enablers in the implementation of the reading program that should be considered in semester 2? Data Implication statement from Term 2, Week 10 evaluation. Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Learning domain Whole school monitoring of student learning Teaching domain Data use in planning Leading domain High expectations culture Team School leadership team When Term 2 Week 10 Tracking

Evidence Implication statement from

implementation Initiative Reading

Activity Instructional Leader and Executive ensure Term 3 reading programs are inclusive of explicit use of data to inform teaching and differentiated teaching strategies. Data Discussion in Stage Meetings to check for impact and growth.

Resources • Teacher release for reading team to conduct classroom observation 3 teachers x 1 day release each ($520.89) = $1,562.67 • Teacher release for reading team to collate current school data 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources Initiative • Literacy and Numeracy $3,125.34

Evaluation Question Have staff been able to show improvement in planning and programming using data that informs practice and is impact on student outcomes evident at this point? Data Document analysis of reading programs Observations/Feedback Analysis To be completed at this point in time Implications

SEF elements Teaching Domain Data literacy Leading Domain Instructional leadership High expectations culture Team Stage leaders When Term 3 Week 1-8




Tracking




Activity Program Check-In Ensure the Term 3 reading programs are consistent with the executive recommendations and the reading team actions.

Resources Nil

Evaluation Question How teachers demonstrate the quality and implementation of their reading program that is consistent with the whole school reading program expectations? Data Document analysis of reading programs Observations/Feedback Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data literacy Leading domain Instructional leadership High expectations culture Team Stage leaders at planning days When Term 3 Week 10 Tracking



Activity Whole School reading program in every classroom with regular formative assessment used to inform teaching practice. All staff supported by Executive and Instructional Leader to use PLAN2 focus strands as tracking tool for monitoring student growth and effectiveness of teaching strategy.

Resources Nil

Evaluation Question Are teachers implementing the reading programs as planned? Data PLAN 2 data Student reports Classroom observations Program annotations Student work samples Analysis To be completed at this point in time Implications

SEF elements Learning domain Curriculum provision Teaching Domain Explicit teaching Team All staff When Term 4 Week 1-8




Tracking


Evidence PLAN 2 comparative data

analysis from Term 2 Initiative Reading

Activity Staff Meeting to evaluate 2020 by completing Reflect and reset (inclusive of reference to SEF)

Resources Nil

Evaluation Question Have staff been able to produce valid evidence to check the reliability of our self-assessment using reflect and reset? Data Executive meeting minutes Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data use in planning Team Reading team When Term 4 Week 8-10 Tracking

Evidence Reflect/ reset doc attached

Initiative Reading

Activity School executive review the staff Reflect and reset results and use as an input to inform SEF-SaS and populate Annual Milestones.

Resources • Executive Release for review of implementation 3 teachers x $520.89 = $1,562.67 Funding Source • QTSS $1,562.67

Evaluation See annual reflection and evaluation of improvement measures SEF elements

Team Leadership team When Term 4 Week 10 Tracking

Evidence Annual reflection




Initiative Numeracy

Activity Establish the 2021 Numeracy Project Team based Student and parent surveys / focus groups completed to determine understanding and engagement in numeracy. Audit syllabus content in mathematics programs including assessment. Survey teachers for understanding of the mathematics syllabus and develop professional learning based on findings. Review and further investigate NAPLAN gap analysis to further identify specific focus areas.

Resources Nil

Evaluation Question What teacher capacity/expertise do we have to ensure the right team is driving the program? Is further professional learning required for the team? To what extent are the relevant syllabus documents reflected in teaching programs? What did 2020 student/parent voice tell us? Data Exec meeting minutes Teacher PDPs Teacher, student and parent feedback Teaching programs from previous year Analysis All stages are represented on the team Implications Continue as planned

SEF elements

Team Numeracy team When Term 1 Week 2 Tracking

Evidence Analysis of Exec meeting minutes, PDPs, Feedback and Teaching program audit.

Initiative Numeracy

Activity Attend and actively participate in the LEED project 2 day professional learning: ‘What works best: Practice 1- Use of data to inform practice’. Session includes: *evaluation of current practices *evidence based recommend strategies *savvy use of data

Resources • Executive Release for PL attendance 3 teachers x $520.89 = $1,562.67 Funding Source • QTSS $1,562.67

Question Have we identified challenges and barriers in relation to the implementation plan for using data to inform numeracy practice? Data Draft implementation plan Numeracy leadership team exit slip analysis Analysis All stages are represented on the team Implications Continue as planned

SEF elements Learning Domain Curriculum Teaching & Learning Programs Teaching domain Data use in teaching Leading domain High expectations culture Team Numeracy leadership team When Term 1 Week 5 Tracking

Evidence Numeracy leadership team exit

slip analysis




Initiative Numeracy

Activity Finalise the implementation plan that was drafted at the professional learning. Leadership team develops a whole school process for collecting and monitoring student performance data in mathematics. Learning and support team, with stage and numeracy team leaders, develop a process for responding to student need in mathematics as a result of the planned regular data meetings. Mathematics Professional Learning - 2 Sessions to include: The Mathematics Syllabus, NESA requirements and our audit results.

Resources Numeracy team planning day • Teacher release for numeracy team to develop plan for implementation 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources Initiative • Literacy and Numeracy $1,562.67

Evaluation Question To what extent is the implementation plan for the use of data to inform numeracy practice realistic for our school? What data now needs to be collected and monitored? Who will direct the work of the LaST teachers and SLSOs in response to the data that is collected? Does everyone understand where we need to move to and what this will look like in learning programs? Data Implementation plan LEED implementation checklist Exec team meeting minutes Data collection process LST minutes PL exit slips Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching Domain Data literacy Leading Domain Instructional leadership High expectations culture Team Numeracy team Principal When Term 1 Week 7 Tracking

Evidence LEED implementation checklist Analysis of LST processes, meeting minutes and teacher understanding of syllabus.

Initiative Numeracy

Activity Whole of staff professional learning: WWB Implementation cycle – practice 1: Use of data to inform practice. Shared understanding of implementation plan. Scope and sequence and program proforma adhering to NESA/DoE requirements for mathematics drafted and reviewed, adjusted and trialled by all staff.

Resources Nil- 0.5 SDD twilight session, two weekly staff meetings

Evaluation Question: Is there a shared understanding across the school of how data will be used to inform practice in numeracy? What adjustments need to be made to the S&S and program proforma? Are there any blockers to rolling this out across all staff? Data: PL exit slips Staff survey S&S Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching Domain Data skills and use Data Literacy Team Numeracy team When Term 1 Week 8 Tracking

Evidence Staff survey results




Initiative Numeracy

Activity Stage planning days used for consolidating Term 2 structures in line with implementation plan. Teachers supported by numeracy team, stage leaders and IL to develop quality teaching programs for numeracy for Term 2. Review current assessment practices across the school to identify what is working and what needs to change. Draft new assessment schedule for trialling.

Resources • Teacher release for stage teams to develop teaching strategies 25 teachers x 1 day release each ($520.89) = $13,022.25 Funding Sources • Operational $13,022.25

Evaluation Question: How well are the systems for using data to inform practice in Term 2 numeracy working? Are assessment tasks relevant to the outcomes they are measuring? Are there a variety of assessment tasks to capture what students know and can do? Data: Stage planning day meeting minutes Teaching programs Assessment task review Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Learning domain Curriculum provision Teaching domain Data use in planning Team Stage teams When Term 1 Week 9 Tracking

Evidence Document analysis of teaching programs and assessment tasks Initiative Numeracy

Activity P&C meeting to communicate planned approach to Numeracy with parents and carers. Pre and post assessment and teaching strategies are collaboratively developed to reflect the S&S and specifically address areas of identified need. LaST support is allocated based on data meetings. Targeted support will occur for students not showing growth in mathematics based on assessment data.

Resources • Teacher release for stage teams to develop assessment tasks 25 teachers x 1 day release each ($520.89) = $13,022.25 Funding Sources • Equity – Socio Economic Background $13,022.25

Evaluation Question: How well do parents understand the importance of data use to inform practice and how it is being applied in numeracy? To what extent are teachers implementing the change of practice in lesson planning, delivery and assessment? What further work is needed in this area? What is the pre and post assessment data saying in regards to the targeted intervention at a whole school level? Are the groups working with the LaST flexible and based on the latest data? What has been the impact on student result to date? Data: P&C ppt presentation, exit slips and meeting minutes. Drafter pre and post assessment tasks LaST targeted programs and student lists Analysis To be completed at this point in time Implications

SEF elements Leading domain Community satisfaction Team Principal Lead Numeracy team When Term 1 Week 10 Tracking

Evidence Analysis of P&C exit slip feedback Matching of data analysis and students identified as not showing growth.





Initiative Numeracy

Activity Implement Term 2 Numeracy program Each stage implements a cycle for using data to inform practice. Each cycle includes collecting and analysing data on fortnightly basis. Modelled lessons provided by the IL and numeracy team to demonstrate what quality numeracy lessons looks like in practice. Lesson study model used to practice new learning through collaborative lesson design, buddy observations and structured feedback.

Resources • Teacher release for lesson study. 30 days ($520.89) = $15,626.70 Funding Sources • Equity – Socio Economic Background $15,626.70

Evaluation Question To what extent are teachers implementing the numeracy programs as planned? Are all staff implementing the change in practice in lesson planning and delivery? Who needs additional differentiated support? Data PLAN 2 data Student reports Classroom observations Program annotations Student work samples Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

Learning domain Curriculum provision Teaching domain Explicit teaching Team All teachers When Term 2 Week 1-8 Tracking

Evidence PLAN 2 data analysis Analysis of classroom observations, programs and reports. Initiative Numeracy

Activity Review implementation of numeracy plan and make recommendations for future practices. Teachers supported by numeracy team, stage leaders and IL to develop quality teaching programs for numeracy for Term 3.

Resources • Executive Release for review of implementation 3 teachers x $520.89 = $1,562.67 • Teacher release for stage teams to develop teaching strategies 25 teachers x 1 day release each ($520.89) = $13,022.25 Funding Source • QTSS $1,562.67 • Equity – Socio Economic Background $13,022.25

Evaluation Question Are there any barriers or enablers in the implementation of the numeracy program that should be considered in semester 2? What has been the biggest shift in teacher planning and practice? Data Implication statement from implementation (preceding activity) Teaching programs Analysis School executive Implications Drawn from the analysis and used to inform next action

Learning Domain Whole school monitoring of

student learning Teaching domain Data use in planning Leading domain High expectations culture Team School leadership team When Term 2 Week 8 Tracking

Evidence Implication statement




Analysis of numeracy programs

Initiative Numeracy

Activity Engage LEED project coach to reflect on findings and support next steps.

Resources Nil

Evaluation Question What recommendations from the LEED project coach need to be actioned? Data Implication statement of preceding activity Consideration of appropriate literature and research Input from coaching Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Learning domain Teaching and learning programs Curriculum provision Team Numeracy team When Term 2 Week 9 Tracking

Evidence Analysis of Feedback from CESE LEED and resulting actions at an individual teacher and whole school level Initiative Numeracy

Teachers supported by numeracy team, stage leaders and IL to develop quality teaching programs for numeracy for Term 3. Ensure they are inclusive of explicit use of data to inform teaching. Differentiated professional learning provided on the design and delivery of systematic and explicit lessons and assessment tasks as needed.

Resources • Teacher release for stage leaders and numeracy team to review Term 2 programs 6 teachers x half day release ($260.45) = $1,562.68 • Teacher release for stage teams to develop teaching strategies 25 teachers x 1 day release each ($520.89) = $13,022.25 Funding Source • Equity – Socio Economic Background $13,022.25 • Initiative Literacy and Numeracy $1,562.68

Evaluation Question To what extent do all teachers have a numeracy program that is consistent with the whole school approach to using quality assessment tasks and using data to inform practice in numeracy? How is this evidenced in observations? Data Document analysis of reading programs Class observations Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

Teaching domain Data literacy Leading Domain Instructional leadership High expectations culture Team Stage leaders When Term 2 Week 10 Tracking




Evidence Document analysis of reading programs Review of class observation to see planning in practice

Initiative Numeracy

Activity Implement Term 3 Numeracy program Each stage implements a cycle for using data to inform practice Each cycle includes collecting and analysing data on fortnightly basis. Modelled lessons provided by the IL and numeracy team to demonstrate what quality numeracy lessons looks like in practice. Lesson study model used to practice new learning through collaborative lesson design, buddy observations and structured feedback.


Evaluation Question To what extent are teachers implementing the numeracy programs as planned? What differentiation needs to be put in place based on teacher feedback for additional support? How effective/practical is the timeline/cycle for reviewing student data as a stage every two weeks? What is the student data saying in terms of impact to this point? Data PLAN 2 data Student reports Classroom observations Program annotations Student work samples Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Learning domain Curriculum provision Teaching Domain Explicit teaching Team All teachers When Term 3 Week 1-8 Tracking

Evidence Stage based PLAN2 data analysis

Initiative Numeracy

Activity Attend and actively participate in the LEED project 2 day professional learning: ‘What work best: Practice 2- Student Assessment’ Session includes:

• evaluation of current practices • evidence based recommended

strategies • savvy use of data

Resources • Executive /numeracy team release for workshop attendance 3 teachers x $520.89 = $1,562.67 • Course fees 3 teachers x $180 = $540 Total = $2,102.67 Funding Sources • Initiative QTSS $2,102.67

Evaluation Question: What adjustments are needed to our implementation plan for enhancing the use of student assessment data to inform numeracy practice? Data: Draft edits to implementation plan Practice survey Analysis To be completed at this point in time Implications

SEF elements Learning Domain Curriculum Teaching & Learning Programs Leading domain High expectations culture Team School leadership team leading

Numeracy project When Term 3 Week 3




Tracking


Evidence Practice survey analysis Initiative Numeracy

Activity Embed the adjustments made to the implementation plan that was drafted at the professional learning.

Resources • Teacher release for numeracy team to adjust implementation plan 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources • Initiative Literacy and Numeracy $1,562.67

Evaluation Question: Are the planned adjustments for the remainder of the year realistic and if not, what needs to be further adjusted? Data: Implementation plan LEED implementation checklist Exec team meeting minutes Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data literacy Leading Domain Instructional leadership High expectations culture Team Numeracy team Principal When Term 3 Week 5 Tracking

Evidence Attach implementation plan

Initiative Professional Learning: Numeracy

Activity Whole of staff professional learning: • WWB Implementation cycle – practice

2: Student Assessment • Shared understanding of

implementation plan

Resources • 0.5 SDD twilight session

Evaluation Question: Is there a shared understanding across the school of how student assessment will be further embedded in the current process to inform practice in numeracy? Data: PL exit slips Staff survey Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching Domain Data skills and use Data Literacy Learning and development Professional learning Team Numeracy team When Term 3 Week 6




Tracking

Evidence Analysis of staff surveys

Initiative Numeracy

Activity Review practices in quality, explicit teaching, assessment design and the use of data to inform practice and make further adjustments as required.

Resources • Teacher release for numeracy team to conduct classroom observation 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources • Initiative Literacy and Numeracy $3,125.34

Evaluation Question To what extent have all teachers trialled the planned strategies in teaching, learning and assessment? What further adjustments need to occur to our current practices based on the learning in week 6? Data Stage meeting minutes Teacher survey Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Professional learning Leading domain Instructional leadership Team All teachers When Term 3 Week 7-8 Tracking

Evidence Teacher survey results Analysis of class observations Initiative Numeracy

Activity Stage planning days used for review of practices so far and consolidating Term 4 structures in line with implementation plan. Teachers supported by numeracy team, stage leaders and IL to develop quality teaching programs including assessment tasks for numeracy for Term 4.

Resources • Teacher release for stage teams to develop teaching strategies and assessment tasks 16 teachers x 1 day release each ($520.89) = $8334.24 Funding Sources • Operational $8334.24

Evaluation Question: What have been the successes and challenges to the implemented process for data use to inform planning so far? Are the findings from the above questions reflected in the T4 plans for using data to inform practice in numeracy? Do all teachers have a deep understanding of quality teaching and assessment practices? Data: Teaching programs Stage team meeting minutes Analysis To be completed at this point in time Implications

SEF elements Learning domain Teaching and learning programs Curriculum provision Team Stage leaders When Term 3 Week 9 Tracking

Evidence Stage team meeting minutes Adjusted plan for T4.





Initiative Numeracy

Activity An update to P&C to communicate approach to Numeracy and the impact on student outcomes achieved so far with parents and caregivers

Resources Nil

Evaluation Question To what extent are parents informed about the importance of student assessment practice and how it is being applied in numeracy at the school? What impact can be summarised at this point and shared with the community? Data P&C ppt presentation P&C meeting minutes Parent focus group results Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data literacy Leading Domain Instructional leadership High expectations culture Team Principal Numeracy School leadership

team When Term 3 Week 10 Tracking

Evidence P&C meeting minutes Parent focus group results Initiative Numeracy

Activity Implement Term 4 Numeracy program Each stage implements a cycle for using data to inform practice. Each cycle includes collecting and analysing data on fortnightly basis Modelled lessons provided by the IL and numeracy team to demonstrate what quality numeracy lessons looks like in practice. Lesson study model used to practice new learning through collaborative lesson design, buddy observations and structured feedback.


Evaluation Question To what extent are teachers implementing the numeracy programs as planned? What differentiation needs to be put in place based on teacher feedback for additional support? Data PLAN 2 data Student reports Classroom observations Program annotations Student work samples Analysis To be completed at this point in time Implications

SEF elements Learning domain Curriculum provision Teaching domain Explicit teaching Team All teachers When Term 4 Week 1-8 Tracking




Evidence PLAN 2 data analysis Teacher feedback and the resulting differentiated support for teachers.


Initiative Numeracy

Activity Engage in CESE LEED project coaching session

Resources • Teacher release for numeracy team to engage in coaching PL 3 teachers x 1 day release each ($520.89) = $1,562.67 Funding Sources • Initiative PL $1,562.67

Evaluation What insight can our CESE LEED project coach provide? NB – this will be clearer when the time comes Data Preceding implication statement Teacher feedback from coaching PL Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Coaching and mentoring Team School leadership and numeracy

team When Term 4 Week 4 Tracking

Evidence

Initiative Numeracy

Activity Evaluate 2020 by completing Reflect and reset (inclusive of reference to SEF) The whole school teaching and assessment strategy is evaluated by teachers and students and the impact on teacher practice, targeted intervention and student engagement and achievement evaluated.

Resources • Executive Release for review of implementation 3 teachers x $520.89 = $1,562.67 Funding Source • QTSS $1,562.67

Evaluation Question How reliable is our self-assessment using reflect and reset? Did the collection and monitoring of data lead to targeted support that resulted in measureable student improvement? What further work is needed in this area? Data Executive meeting minutes Reflect/ reset doc Teacher focus groups Student focus groups Analysis To be completed at this point in time Implications Drawn from the analysis and used to inform next action

SEF elements Teaching domain Data use in planning Leading domain School planning, implementation

and reporting Team Numeracy team When Term 4 Week 8-10 Tracking

Evidence Reflect/ reset doc Analysis of teacher and student feedback




Initiative Numeracy

Activity School executive review Reflect and Reset and use as an input to populate Annual progress measures, SEF-SaS and to inform 2021 direction.

Resources Nil

Evaluation See annual evaluation of improvement measures.

SEF elements Team School leadership team When Term 4 Week 10 Tracking

Evidence Review of Reflect and Reset Annual progress measures



Strategic Direction 1: Student growth and attainment Annual reflection

Annual progress measures – prepopulated from the current year’s progress measures.

Resources allocated – auto-calculated as a total of the budgeted funds identified in the Resources column.

Evaluation – schools add text following evaluation of the impact of the initiatives.

Note – the annual reflection will be published in the annual report.

Annual progress measures • More than 58% (system-negotiated target baseline) of students perform in the top two (or equivalent) NAPLAN bands in reading. 2021 Progress measure • More than 50% of students perform in the top two (or equivalent) NAPLAN bands in numeracy (system-negotiated target baseline). • More than 64% of students achieve expected growth in NAPLAN reading (system-negotiated target baseline). • More than 71% of students achieve expected growth NAPLAN numeracy (system-negotiated target baseline). Improvement as measured by the School Excellence Framework: Learning Element: Curriculum (D) • Focus theme: Curriculum provision (S&G) • Focus theme: Teaching and Learning Programs (E) Element: Assessment (S&G) • Focus Theme: Whole School monitoring of student learning (S&G) Teaching Element: Effective Classroom Practice (S & G) • Focus theme: Explicit teaching (S&G) Element: Data Skills and Use (D) • Focus theme: Data literacy (S&G) • Focus theme: Data use in planning (E) Element: Learning and Development (D) • Focus theme: Professional learning (S&G) Leading Element: Educational Leadership (D)

Resources allocated Funding Source • QTSS $11,478 • Literacy & Numeracy $15,626 • Professional learning $5774 • Operational $21,356 • Socio-economic (Equity loading) $85,946.85

Evaluation Questions: To what extent have we achieved our annual progress measures? What lessons have we learned to inform our next steps? What adjustments need to be made to the strategic direction? Data Reflect and Reset (Reading) Reflect and Reset (Numeracy) NAPLAN SEFSaS Analysis The analysis will consider the evidence produced by the data collected Implication The implications will be informed by the analysis. The implications will provide insight into: • 2022 activities • appropriateness of improvement measures

https://education.nsw.gov.au/teaching-and-learning/professional-learning/evaluation-resource-hub/turning-data-into-evidence/reflect-and-reset-resource

https://education.nsw.gov.au/teaching-and-learning/professional-learning/evaluation-resource-hub/turning-data-into-evidence/reflect-and-reset-resource



• Focus theme: Instructional Leadership (S&G) • Focus theme: High expectations Culture (S&G)

Documents

2021-2024 Strategic Improvement Plan€¦ · Effective Classroom Practice– Excelling . Data Skills and Use – Excelling . Learning and Development – Excelling sus • Leading: