Canterbury PS 2017 AIP

14 Pages·2017·0.49 MB·English

by  Sandra Mahar

Annual Implementation Plan: for Improving Student Outcomes
School name: Canterbury Primary School Year: 2017
School number: 3572 Based on strategic plan: 2017-2020
Endorsement:
Principal David Wells 7/12/2016 Senior Education Improvement Leader Sharon Saitlik 21/2/2017
School council Michelle Lawson 7/12/2016
Section 1: The school’s Improvement Priorities and Initiatives
Report here the goals identified in the current School Strategic Plan and tick the Improvement Initiative/s that your school will address in this Annual Implementation Plan: for Improving Student Outcomes.
School Strategic Plan goals Improvement Priorities Improvement Initiatives 
 To ensure high levels of learning growth for every student in English, mathematics and Building practice excellence 
science Excellence in teaching and learning
Curriculum planning and assessment 

 To improve student engagement by embedding student agency and voice in all aspects of Professional leadership Building leadership teams
learning
Empowering students and building school pride
Positive climate for learning
 To foster a positive learning culture for all students, staff, parents and community
Setting expectations and promoting inclusion
Community engagement in learning Building communities

Improvement Initiatives rationale:
Explain why the school, in consultation with the Senior Education Improvement Leader (SEIL), has selected the above Improvement Initiative/s as a focus for this year. Please make reference to the evaluation of school
data, the progress against School Strategic Plan (SSP) goals and targets, and the diagnosis of issues requiring particular attention.
Excellence in teaching and learning – Building practice excellence, Curriculum planning and assessment
Variability in pedagogical practices across the school has led to inconsistency in student achievement progress. While some areas of literacy and numeracy are near expected levels at year 3
(NAPLAN), student learning growth from year 3 to 5 is not particularly strong in reading, grammar and punctuation and numeracy. Agreed classroom curriculum delivery models, and teaching and
assessment strategies are not consistently implemented across the school. In addition, the use of data and evidence to track student learning and growth varies across teachers and teaching teams.
The development and implementation of a whole school agreed approach to curriculum planning, instruction and assessment will improve student learning growth and achievement will improve. A
systematic approach to setting of challenging goals and providing rich effective feedback to students and to teachers will enhance student learning across the school.

Key improvement strategies (KIS)
List the Key improvement strategies that enable the implementation of each Improvement Initiative. This could include existing strategies already being implemented as well as new ones identified through analysis of
data, evaluation of impact of prior efforts, measurement of progress against targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.
Improvement initiative: Key improvement strategies (KIS)

 Build collaborative teaching teams with a focus on student learning
- Define and embed a culture of high expectations within the Canterbury Primary School community
Building practice excellence
- Develop a whole school consistent approach to teacher observations and feedback for consistency of practice

Published: February 2016
 Develop a systematic approach to challenging goals and effective feedback for all students and teachers
- Refine and embed a consistent whole school approach to enabling student voice in all learning opportunities
- Build student capacity to reflect on their learning and understand next steps for growth

 Develop an agreed CPS research-based classroom curriculum delivery and instructional model in all areas of English, mathematics and science

 Build, document and implement a guaranteed and viable curriculum based on the Victorian curriculum
Curriculum planning and
assessment
 Build a consistent whole school approach to the use of data and evidence to track student learning and growth, analyse and inform next level of
learning
- Develop strong understanding of zone of proximal development (ZPD) to inform teaching and target student need

Published: February 2016
Section 2: Improvement Initiatives
Each table below is designed to plan for and monitor each Improvement Initiative. Add or delete tables – one for each Improvement Initiative from Section 1 on the previous page. You can also add or delete rows so that there is
alignment and line of sight between the key improvement strategies, actions, success criteria and monitoring. The goals come directly from your School Strategic Plan (SSP) – you will find it helpful to keep them in the same order.
Please not that, in the progress status section,    respectively indicate:  not commenced or severely behind schedule,  slightly behind schedule but remediation strategies are in place to get back on schedule and
 on schedule and/or completed.
STRATEGIC PLAN GOALS
Student Achievement: To ensure high levels of learning growth for every student in English, mathematics and science

Student Engagement: To improve student engagement by embedding student agency and voice in all aspects of learning

IMPROVEMENT INITIATIVE Building practice excellence
STRATEGIC PLAN TARGETS Student Achievement
NAPLAN
 The number of students achieving high growth in all NAPLAN relative growth assessments to be greater than 35%.
(2016 – Reading 12%, Writing 33%, Numeracy 15%, Spelling 14%, Grammar & punctuation 21%)

 The number of students achieving low relative growth from Year 3 to Year 5 on all NAPLAN assessments to be less than 15%.
(2016– Reading 34%, Writing 16%, Numeracy 32%, Spelling 25%, Grammar and punctuation 35%)

 Increase the percentage of students achieving in the top two bands of NAPLAN in literacy and numeracy in Years 3 and 5 to the following:
Domain Year 3 Year 5
2016 2020 2016 2020
Reading 71% 80% 52% 70%
Writing 71% 80% 33% 50%
Numeracy 74% 80% 46% 60%
Spelling 76% 80% 48% 60%
Grammar & 69% 75% 53% 60%
punctuation
Teacher Judgements
 Increase the percentage of students achieving above the expected standards (A &B) of Victorian Curriculum P-6 to 75% with 40% 12 months or more above expected standards (A)
 All students achieve at least 12 months growth in 12 months in all learning areas based on an analysis of student achievement data (NAPLAN & teacher judgement)

School Staff survey
The 2020 School staff survey data will demonstrate improvement in the following area:

School climate module 2016 2020

Guaranteed & viable curriculum 76.76 >85

Academic emphasis 73.75 >85
Staff trust in colleagues 83.09 >85
Teacher collaboration 71.89 >85
Collective focus on student 85.17 >85
learning
Published: February 2016
Student Engagement
The Attitude to Schools survey variable means of the Teaching and Learning factors to be in at least the third quartile throughout the life of the strategic plan.
2016 mean Quartile 2020 mean
Learning confidence 4.10 2nd >4.25
School 4.27 2nd >4.45
connectedness
Stimulating learning 4.05 2nd >4.30
Student motivation 4.52 2nd >4.60
Teacher 4.22 1st >4.45
effectiveness
Teacher empathy 4.21 1st >4.45

The School staff survey will demonstrate improvement in the following areas:
2016 2020
mean mean
Feedback 75.87 >80
Active participation 69.09 >80
Collective focus on student learning 85.17 >90
Setting Objectives and Providing ND >87.50
Feedback

The mean for the stimulating learning variable on the Parent Opinion survey to be 5.8 or greater and/or above the 50th percentile by 2020

Published: February 2016
12 MONTH TARGETS Student Achievement
NAPLAN
 The number of students achieving high growth in all NAPLAN relative growth assessments to be greater than 25%.

 The number of students achieving low relative growth from Year 3 to Year 5 on all NAPLAN assessments to be less than 25%.

 Increase the percentage of students achieving in the top two bands of NAPLAN in literacy and numeracy in Years 3 and 5 to the following:
Domain Year 3 Year 5
2016 2017 2016 2017
Reading 71% 75% 52% 58%
Writing 71% 75% 33% 38%
Numeracy 74% 76% 46% 52%
Spelling 76% 78% 48% 53%
Grammar & 69% 75% 53% 56%
Teacher Judgempuenncttusa tion
 Increase the percentage of students achieving above the expected standards (A &B) of Victorian Curriculum P-6 to 75% with 40% 12 months or more above expected standards (A)
 All students achieve at least 12 months growth in 12 months in all learning areas based on an analysis of student achievement data
Student Engagement
The Attitude to Schools survey variable means of the Teaching and Learning factors to improve to the following:.
2016 mean 2017 mean
Learning confidence 4.10 >4.15
School 4.27 >4.30
connectedness
Stimulating learning 4.05 >4.10
Student motivation 4.52 >4.55
Teacher 4.22 >4.25
effectiveness
Teacher empathy 4.21 >4.25

The School staff survey will demonstrate improvement in the following areas:
2016 2017
mean mean
Feedback 75.87 >76
Active participation 69.09 >70
Collective focus on student learning 85.17 >86
Setting Objectives and Providing ND >75
Feedback

Published: February 2016
MONITORING
KEY
SUCCESS CRITERIA
IMPROVEMENT ACTIONS WHO WHEN Budget
Progress
STRATEGIES Evidence of impact
Status
Estimate YTD

6 months:    [Drafting Note report here the quantifiable school
Build collaborative  Team building focus for professional development - Leadership Jan 31st  Teaching teams collaborative plans used for accountability and student outcomes and/or qualitative information
teaching teams with a day 1 & 2, 2017 – student free days Team about the change in practice]
and feedback on practice. Referred to in all team meetings
focus on student
 Targeted professional learning for all new staff ensuring
learning  Develop teaching team collaborative plans outlining Teaching Feb
- Define and embed a team goals based on data, protocols and teams consistency of school processes and culture
culture of high expectations expectations of team members  Science moderation processes researched and developed
within the Canterbury Term 1  Protocols and expectations for team teaching developed and
Primary School community  Develop a thorough and ongoing induction process Leadership evident in teaching pair practice
for new, returning and existing staff. Team
 Peer coaching model developed and trialled through VIT

 Improve moderation processes in English, maths AIP Teams – By the end of mentoring process
and Science for teaching – considered in whole English, the year
school meeting schedule Maths, STEM 12 months:   
 Positive feedback on induction program through feedback
 Develop, document and implement consistent Instructional Semester 1 survey
school wide approaches to team teaching. coach (RW)  Moderation activities measurement and geometry and
statistics and probability taking place at junior (P-2) and
 Develop peer coaching structure for teachers. Instructional Semester 1 senior (3-6) fortnightly meetings/focus on evidence based
coach (RW) judgements, challenge and next steps.

 Moderation activity schedule developed for English, Science
and maths with a focus on next steps in teaching practice
 Peer coaching model evaluated and process documented.
 Peer observation and feedback evident and documented in
teacher PDP’s

6 months:   
Develop a systematic  Develop a whole school consistent approach to Leadership Semester 1
 Agreed consistent approaches to feedback developed for use
approach to challenging teacher observations and feedback for consistency Team/ SIT
across the school. Accountability measures in place to ensure
goals and effective of practice:
feedback for all students - Teacher to teacher consistency of practice
and teachers - Teacher to student  Student goal setting process developed
- Refine and embed a - Student to teacher  CPS Pedagogical principles model evident in planning
consistent whole school - Student to student documents
approach to enabling

student voice in all learning  Make the curriculum clear and accessible to ensure SIT/ 12 months:   
opportunities students know where they are and their next steps Instructional Semester 1
 Various forms of feedback evident in all student activities –
- Build student capacity to in learning coach/
reflect on their learning and Teaching formal and informal, written and oral – ensuring students have
understand next steps for teams a clear understanding of what is next in their learning.
growth Evidence of teacher to student and student to student
 Embed consistent application of CPS pedagogical Teaching Semester 1 feedback in student work and online platforms.
principles model in planning and teaching teams
 Learning continuums and success criteria evident in

classrooms for students to track their progress and set goals
for next steps in learning

6 months:   
Develop an agreed CPS  Develop and implement a CPS instructional model Instructional Semester 1  Agreed instructional model developed and implemented
research-based coach/ SIT consistently across the school for all curriculum areas
classroom curriculum  Improve instructional consistency through the
delivery and instructional appointment of an instructional coach.  Instructional coach working with graduates and targeted staff
model in all areas of to develop consistency in practice –pedagogy and student
English, mathematics  Apply learning intentions and success criteria to all Teachers Term 1 management
and science lessons.  Documented lesson structure to be implemented for Science
and Making
 Refine and embed the CPS integrated planning
 Baseline data collected on science and Maker teaching
model. SIT/ Semester 1
Teaching through a science and maker teaching audit.
teams  Learning intentions and success criteria evident in all classes
and planning documents
Published: February 2016
 Develop and embed school Maker culture for STEM AIP Semester 1  All classes equally accessing Maker space - timetabled
consistency of practice and engagement team

12 months:   
 Documented SWOT analysis of the science and maker
baseline data.
Published: February 2016
Section 2: Improvement Initiatives
STRATEGIC PLAN GOALS Student Achievement: To ensure high levels of learning growth for every student in English, mathematics and science
IMPROVEMENT INITIATIVE Curriculum planning and assessment
STRATEGIC PLAN TARGETS Student Achievement
NAPLAN
 The number of students achieving high growth in all NAPLAN relative growth assessments to be greater than 35%.
(2016 – Reading 12%, Writing 33%, Numeracy 15%, Spelling 14%, Grammar & punctuation 21%)

 The number of students achieving low relative growth from Year 3 to Year 5 on all NAPLAN assessments to be less than 15%.
(2016– Reading 34%, Writing 16%, Numeracy 32%, Spelling 25%, Grammar and punctuation 35%)

 Increase the percentage of students achieving in the top two bands of NAPLAN in literacy and numeracy in Years 3 and 5 to the following:
Domain Year 3 Year 5
2016 2020 2016 2020
Reading 71% 80% 52% 70%
Writing 71% 80% 33% 50%
Numeracy 74% 80% 46% 60%
Spelling 76% 80% 48% 60%
Grammar & 69% 75% 53% 60%
punctuation
Teacher Judgements
 Increase the percentage of students achieving above the expected standards (A &B) of Victorian Curriculum P-6 to 75% with 40% 12 months or more above expected standards (A)
 All students achieve at least 12 months growth in 12 months in all learning areas based on an analysis of student achievement data (NAPLAN & teacher judgement)

School Staff survey
The 2020 School staff survey data will demonstrate improvement in the following area:

School climate module 2016 2020

Guaranteed & viable curriculum 76.76 >85

Academic emphasis 73.75 >85
Staff trust in colleagues 83.09 >85
Teacher collaboration 71.89 >85
Collective focus on student 85.17 >85
learning
12 MONTH TARGETS Student Achievement
NAPLAN
 The number of students achieving high growth in all NAPLAN relative growth assessments to be greater than 35%.
(2016 – Reading 12%, Writing 33%, Numeracy 15%, Spelling 14%, Grammar & punctuation 21%)

 The number of students achieving low relative growth from Year 3 to Year 5 on all NAPLAN assessments to be less than 15%.
(2016– Reading 34%, Writing 16%, Numeracy 32%, Spelling 25%, Grammar and punctuation 35%)

Published: February 2016
 Increase the percentage of students achieving in the top two bands of NAPLAN in literacy and numeracy in Years 3 and 5 to the following:
Domain Year 3 Year 5
2016 2020 2016 2020
Reading 71% 80% 52% 70%
Writing 71% 80% 33% 50%
Numeracy 74% 80% 46% 60%
Spelling 76% 80% 48% 60%
Grammar & 69% 75% 53% 60%
punctuation
Teacher Judgements
 Increase the percentage of students achieving above the expected standards (A &B) of Victorian Curriculum P-6 to 75% with 40% 12 months or more above expected standards (A)
 All students achieve at least 12 months growth in 12 months in all learning areas based on an analysis of student achievement data (NAPLAN & teacher judgement)

School Staff survey
The 2020 School staff survey data will demonstrate improvement in the following area:

School climate module 2016 2020

Guaranteed & viable curriculum 76.76 >85

Academic emphasis 73.75 >85

Staff trust in colleagues 83.09 >85

Teacher collaboration 71.89 >85

Collective focus on student 85.17 >85
learning

Published: February 2016
MONITORING
KEY
SUCCESS CRITERIA
IMPROVEMENT ACTIONS WHO WHEN Budget
Progress
STRATEGIES Evidence of impact
Status
Estimate YTD

Build, document and  Instructional coach and English coordinator to RW & KA Whole year 6 months:    [Drafting Note report here the quantifiable school
implement a guaranteed undertake Bastow course Leading Literacy and student outcomes and/or qualitative information
and viable curriculum Semester  Documented audit of 2016 NAPLAN reading and writing data, about the change in practice]
based on the Victorian
 Implement Victorian Curriculum and develop SIT/ AIP 1 including individual school and state responses to specific
curriculum
yearly overview documents for English, Maths teams – questions to identify areas for improvement. Data to be used
and Science at each year level for planning and English, to inform teaching.
tracking. Maths STEM  Documented evidence of whole school audit of practice in the
teaching of reading comprehension.
 Develop a consistent school wide approach to English AIP Semester  Documented evidence of audit of time allocation of reading,
the teaching of reading comprehension through team 1 writing and speaking and listening.
explicit teaching of skills within contextualised  Selected staff to have undertaken professional learning in use
experiences. of BAS Fountas and Pinnell.
 Selected staff to have commenced Bastow course Leading
 Work with literacy consultant to further improve English AIP Whole year Literacy
literacy and focus on strategies for improvement team  End of Term 2 all staff to complete one benchmark per
in reading comprehension. student using F&P
 Development of reading and writing overview
 Strengthen writing curriculum knowledge for the English AIP Whole year  Yearly overview developed for each year level for
improved capacity to improve student outcomes. team mathematics based on the Victorian Curriculum.
 Consistent planning document for Applied Mathematics
 Develop a school wide consistent planning AIP teams – Semester developed and used by all teams.
document for English, maths and Science. English, 1  CPS Number and Algebra, continuum revised and updated to
Maths STEM reflect Victorian Curriculum.
 Commence development of the Applied Mathematics
 Implement consistent approach to time allocation SIT/ teaching Term 1 (measurement and geometry, statistics and probability)
for learning areas within teams. teams Continuum.
 A scope and sequence document developed to guide teacher
 Integrate Victorian Curriculum capabilities STEM AIP Whole year planning in science. The document includes student voice,
through the teaching of STEM. team/ Canterbury PS context, Victoria Curriculum.
teaching  A planning document for Science developed and implemented
teams across the school
 Documented evidence of audit of time allocation of S.T.E.M.
 Refine CPS maths continuum and assessment to Maths AIP Semester
12 months:   
reflect the Victorian curriculum. team 1

 End of year benchmarking across the school to be completed
using Fountas and Pinnell.
 Documented evidence of staff learning focused on best
practice in teaching reading comprehension and writing
strategies
 Fortnightly focus on writing curriculum knowledge evident in
junior and senior school meetings / professional learning
including teachers sharing best practice
 Documented evidence of Victorian Curriculum being taught in
all classrooms, with explicit links in planning documents
 All staff to be using reading and writing overview document to
plan the teaching of literacy
 Selected staff to have attended Vic Curriculum training and
report back to whole school at staff learning
 Evidence of change of teaching reflecting audit of NAPLAN
results
 Mathematical Assessments developed and linked to the
continua.
Published: February 2016