School Improvement Plan Literacy
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- Hilda Adams
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1 North Dublin Muslim National School Ratoath Road, Cabra, Dublin L School Improvement Plan Literacy Implementation period: January 2014 June 2014 Report issue date: 28 th January 2014 Revised: April
2 School Improvement Plan Baseline Data In 2013 the school engaged in robust self-evaluation of our Literacy strategies, paying particular attention to reading. Data was generated of both qualitative and quantitative enquiry. Evidence of pupils performance in, engagement with and perception of Literacy is based on pupil, teacher and parent responses to questionnaires as well standardised test results. Our evaluation findings indicate that our school has strengths in the following areas: Almost 90% of parents indicate that their child likes reading. 76% of parents often listen to their children read. 68% of pupils spend between 10 and 30 minutes at home reading books in English each day. The majority of pupils believe that they read at an appropriate pace. A paired reading programme is in place to provide pupils with the opportunity to read with a partner. A new reading scheme was introduced from Junior Infants to Second Class this year. The revised scheme includes high frequency words taught in discrete literacy lessons. The accompanying resources are engaging and interactive. The feedback from teachers and pupils has been very positive. Summary of main areas requiring improvement with regard to Literacy: A consistent approach to the teaching of reading needs to be agreed upon and implemented by all teachers Pupils confidence needs to be developed when reading aloud in class Class libraries need to have a greater range of books for different ability levels Literacy lessons and resources need to be differentiated to ensure all ability levels are being catered for Literacy needs to be promoted on a whole school level Standard of teaching literacy will be addressed with the introduction of the Professional Collaborative Review process 2
3 Targets Actions Persons responsible 1. Agree and implement at whole staff level a consistent approach to the teaching of reading All staff to meet and discuss possible approaches to and strategies for the teaching of reading. Teachers will be invited to share current strategies in use and the literacy link teacher will provide additional strategies for the teaching of reading. Comprehension strategies to be taught in a structured format and timetabled accordingly. Literacy Link Teacher to update each class teacher with materials from PDST to develop the teaching of literacy in the school. Time frame and review dates Staff discussion and agreement on approach in January and February Reviewed in April 2015; no changes to be made. Success criteria and measurable outcomes An increase in the number of comprehension strategies taught at each class level. An improvement in pupil fluency as observed by teachers and noted in anecdotal records. A maintaining/ improvement of standardised test results on a year on year basis. 3
4 2. Develop pupil confidence when reading aloud in class A. Peer Reading Four week blocks of the programme to take place and alternating with four week blocks of Paired Reading. On Monday the senior classes prepare the book and questions. Reading takes place from Tuesday to Friday. Classes are paired for peer reading for 15 minutes a day. Junior Infants and 2 nd Class Junior/Senior Infants and 3 rd Class Senior Infants and 4 th Class First Class A and 5 th Class First Class B and 6 th Class All class teachers Dates for this year can be found in information folders An increase in pupils willingness to read aloud in class. Pupil survey to be distributed in June 2016 to ascertain whether they are more confident when reading aloud. Specific books from the peer reading boxes to be used. B. Reader s Theatre Classes from 2 nd to 6 th to participate in a minimum of one reader s theatre per month. 4
5 3. Increase the range of books catering for varying ability levels in class libraries A. Classroom Libraries Money from the book grant used to update classroom libraries. Teachers to improve the layout of their library to ensure it looks inviting and interesting to the children. Damaged and worn books will be removed from the libraries. Each teacher to appoint a library monitor to ensure the library is being kept neat and tidy. All teachers To be reviewed in June Increased independent reading by larger number of children during DEAR time as observed by teachers. Parent survey to be distributed in June 2016 to ascertain how much time pupils spend reading at home. Results of this survey will be compared with the results of the survey from September Greater differentiation in literacy lessons and resources in order to cater for all ability A. Differentiation All teachers to clearly differentiate in their English planning. Literacy Link Teacher to distribute suitable resources encountered at cluster meetings and training days. Support and class teachers to ensure All teachers Literacy Link Teacher Ongoing from January 2014 Teachers plans to illustrate how they are differentiating lessons. Principal to ensure teachers are 5
6 levels differentiation in their co-planning meetings. differentiating during lesson observations. 5. Promote literacy at whole school level A. Literacy Wall Literacy wall to be displayed in a prominent position in the school. Each class to be assigned a month to produce and display a piece of work based on a book that they read. Examples of work may include book reviews, character profiles, predictions, summaries, drawing scenes from the book, writing alternative endings etc. B. Reader of the Month Continue to award a most enthusiastic reader of the month certificate for each class at assembly. Certificate winners to be displayed on the literacy wall. All Staff Principal to form schedule for the literacy wall. Literacy wall to commence from February 2013 Most enthusiastic reader of the month awards to commence in March World Book Day to be celebrated each year. Pupil survey and focus group to take place in June 2016 to ascertain their levels of interest in reading. Results will be compared with the survey from September 2013 to determine whether pupils indicate that they have an increased enjoyment of reading. C. World Book Day Organise activities to celebrate world book day. 6
7 Sample activities may include: writing a whole school story, peer reading, design a book cover, dressing up as a book character and school s favourite book election D. Book Fair School to hold a book fair annually. Book fair to be held in term two. 6. Standard of teaching literacy will be addressed with the introduction of the Professional Collaborative Review process Professional Collaborative Review (PCR) The main aim of the project will be to bring about school improvement through improved teaching and learning in the school. The process at every stage will be collaborative, shared and consultative. The process needs to be based on evidence gathered through the SSE process. Apart from learning that by agreement will be shared with the wider staff, all other information gathered in the course of PCR will be treated confidentially. See attached document for more information. Steps 1. Whole Staff meeting to discuss the protocols for the Professional Collaborative Review process. Teacher volunteers Professional Collaborative Review coordinator Review took place in June 2014 and November Process is ongoing and will continue in Feedback from Inspector s visits to indicate an improvement in the standard of teaching and learning. Teachers will be surveyed in June 2016 to indicate the success of the PCR process and to determine whether they have increased confidence when teaching literacy in the classroom. 7
8 2. Formation of professional support teams. 3.Professional support team meetings prior to lesson. 4. The lesson 5.Professional support team meetings after the lesson. 6. Whole school staff meeting to discuss the findings, learning outcomes and to discuss the impact on SSE process. 8
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