St Ignatius,

Bourke Truth, Co-operation and

UnderstandingLTLL Mid-point Meeting

CobarThursday 17th March,

2011

Authentic Learning

andTeaching

of reading at St Ignatius

Closing the Gap Initiative

LTLL-Leaders Transforming Learning and

Learners

National Partnerships

Low socio economic

status

Catholic Education

Office supports

Development of Personalised

Learning Plans

Engaging our Community – both

parents and the wider community

Lead TeacherLearning Support Teacher

Information Communication

Technology Teacher

Discussions with parents about

what their concerns about education are

Re engaging parents

Agreed Reading Practices

Provides support for class

teachers in literacy planning

Provides support for children and

teachers engaging

in new technologies

Home visits with AEW and TeachersPrincipal

Safe FamiliesRestructuring

the Library

Data AnalysisSMART targets

Teachers utilising new technologies

Building the Education Revolution

Open invitations to hear and see

what is happening at school

PaCE in conjunction

with DET

StaffMeetings

What is needed to make a confident reader?

Staff Evaluation from Initial LTLL Meeting

Focus 1: The Transformed Learner

Focus 2: Teacher as Leader

Focus 3: Values – Transformation

Focus 4: Ethics – Authenticity

Focus 5: Educative Leadership

Focus 6: Authentic Learning

What did we set out to do?

Goal: To assist students in becoming more independent learners by developing their comprehension skills through the focused teaching of reading.

Why was reading comprehension our focus?

Data from NAPLAN results and school assessment have indicated that there is a need for focused teaching in this area

Our students read well but display problems comprehending the texts they are reading and connecting these to the wider community/environment

We needed to establish a set structure for support and documentation to challenge and teach reading comprehension in new and exciting ways

Needed all staff working towards the same goals for reading. i.e. Agreed Practice for Reading

We want our students to be able to comprehend what they are reading and use this knowledge to become more independent and interested learners.

Teachers observations: Reliance on support from aides/AEWs Reluctance to attempt anything on their own Children not showing improvement from 1:1

withdrawal Due to cultural/economic practices in the local

community academic achievement is not always valued

Children are unwilling to take risks

What have we actually done?

Developed our Action Plan National Partnerships Low SES - focus is on reading Reviewed Smart data and had tutorials in e-learning Reviewed current teaching practices for reading Created a draft Agreed Practice for Reading Professional Development in First Steps Reading Processes and

Strategies Identified available resources and purchased new resources to assist

with the teaching of comprehension Time management for Stage Meetings PLP process PD in the teaching of comprehension Explore Professional Learning Cycle Therese & Jenny Kinder trial and evaluation of target students

National Partnerships

Under the National Partnerships Initiative we are classified as a Low SES School

Developed a situation analysis Developed and began implementing our

Implementation Plan The focus is on reforms 1, 4 and 6

– 1: Incentives to attract high performing teachers and principals

– 4: Providing innovative and tailored learning opportunities– 6: External partnerships with parents, other schools,

business and communities for the provision and access to extended services

PLP Process (Closing the Gap)

Through the Government’s ‘Closing the Gap’ program, St Ignatius has began implementing Personalised Learning Plans for all Aboriginal Students

Developed an outline for AEW’s to use when on home visits to discuss initial meeting

Held a Parent Meeting to explain the initiative to parents Began PLP’s and parent meetings for Infant students in

Term 4, 2010 Had follow up meetings with some parents Began PLP’s throughout the school in Term 1 2011

LST

Professional development for staff Supporting teachers with planning and programming

in literacy Working individually with students to support literacy

needs Develop procedures for assessment and tracking

information Develop annual literacy and numeracy plans in

cooperation with staff and principal Work with staff to analyse Naplan data and school

assessment information

School Initiatives

Professional Development in First Steps Reading Processes and Strategies

Identified available resources and purchased new resources to assist with our teaching of comprehension

Time management for Stage Meetings Kinder trial and evaluation of target setting for students in

reading Community involvement – Safe Families Reading Initiatives

What successes have we seen?

Children are enjoying reading groups/literacy session Agreed Practice for Reading PLP fridge reminder, home visits outline, meeting with parents,

PLP outline/goals being achieved Kindergarten 2010 students achieved improved results in Marie

Clay Observation Survey Children discussing their learning outside the classroom,

developing a common language across the school Using the reading strategies across KLA’s, transferring

knowledge

Success in pictures:

Success in pictures:

Evidence

Benchmarking Evidence of teaching and learning practices

in programs Agreed Practice for Reading Class environment Work Samples

Three Challenges:

1. Understanding and implementing all the different initiatives whilst continuing to be a good practitioner.

2. Time management and coping with the demands of paperwork

3. BER Project – no access to library resources and IT resources for the majority of 2010

Three Learnings:

1. The importance of self reflection and self evaluation

2. The need to revise current resources such as First Steps strategies/teaching of reading

3. How an Agreed Practice for Reading leads to a common language/goal throughout the school

Three Questions:

1. How can you measure independence in the ‘transformed learner’?

2. What can we do to improve our professional development in the teaching of reading/comprehension?

3. How can we consolidate partnerships with the local community and parents?

St Ignatius Parish SchoolLeaders Transforming Learning and Learners