2016 Annual Implementation Plan: for Improving Student Outcomes. Montpellier Primary School Based on Strategic Plan

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1 2016 Annual Implementation Plan: for Improving Student Outcomes 4972 Montpellier Primary School 2016 Based on Strategic Plan Guide to developing the Annual Implementation Plan: for Improving Student Outcomes To focus effort where it is most needed, four priorities have been identified for the entire Victorian government school system. The four priorities are: Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning. Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and evidence-based strategies that when implemented with consistency and depth help drive improved student outcomes. The initiatives are associated with the four state-wide priorities, in the following way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools): Endorsements Priority Initiatives Endorsement by School Principal Signed. Name: Mr. Andrew Dalgleish Date Excellence in teaching and learning Building practice excellence: Teachers, principals and schools will work together Curriculum planning and assessment: School will embed a culture of curriculum planning, and assess the impact of learning programs, adjusting them to suit individual student needs Endorsement by School Council Signed. Name: Mr. Adrian McCartney Professional leadership Positive climate for learning Building leadership teams: Schools will strengthen their succession planning, develop the capabilities of their leadership teams in using evidence Empowering students and building school pride: Schools will develop approaches that give students a greater say Date Setting expectations and promoting inclusion: Schools will work across their communities to implement support to health, wellbeing, inclusion and engagement of all students Endorsement by Senior Advisor Signed. Name: Mr. Alan Davis Date Community engagement in learning Building communities: Schools will strengthen their capacity to build relationships with the broader community by partnering To guide the development of the 2016 Annual Implementation Plan: for Improving Student Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL) to conduct an annual evaluation of student outcomes data against the targets set in their School Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or more initiative. Principal and teacher performance and development plans include explicit links with the AIP and the School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives to each individual s plan. The Guidelines provide further context and detailed information to support this work.

2 Summary page: the school s priorities and initiatives Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes. Priorities Initiatives Excellence in teaching and learning Professional leadership Positive climate for learning Community engagement in learning Building practice excellence Curriculum planning and assessment Building leadership teams Empowering students and building school pride Setting expectations and promoting inclusion Building communities X X Initiatives Rationale: Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring particular attention. Montpellier Primary School has selected the initiatives above as they are part of the suite of work the school will be undertaking as we implement our new School Strategic Plan. These initiatives are selected as a result of the data analysis and recommendations form the School Review, are supported by 2015 NAPLAN, staff and student survey analysis. Key Improvement Strategies (KIS) List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas. Initiative: KIS Building practice excellence Empowering students and building school pride Build the capacity of staff in pedagogy, analysis of data and curriculum design implementation and review. (Hattie) Build on and enhance current data sources to ensure triangulation of data is effectively used to inform consistent whole school, year level and individual planning and teaching practices are implemented. Through research and professional learning develop the capacity of all staff to implement a whole school approach to the effective use of Professional Learning Communities and Teams. Develop and implement a whole school instructional model. Develop the leadership capacity of staff to lead instructional practice. Further strengthen authentic student voice in the school. Develop the capacity of staff to create and implement a stimulating learning environment. Encourage and develop in all students a sense of curiosity and creativity. Research and implement an effective whole school approach to Wellbeing.

3 Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Goals To maximise individual learning growth in all students across all learning areas with a focus on Literacy and Numeracy Targets Teacher assessments against AusVels based on triangulated data will indicate a minimum of 1.0 progression points per year in English and Maths for 100% of students deemed capable. To improve the percentage of students being assessed by teachers based on triangulated data at A and B in AusVELS English and Mathematics. Specific targets include: Reading from 58% in 2014 to 70% in 2019 Writing from 40% in 2014 to 45% in 2019 Speaking & Listening from 30% in 2014 to 40% in 2019 Number from 40% in 2014 to 55% in 2019 Measurement, Chance & Data from 30% in 2014 to 45% in NAPLAN Relative Growth (Yr 3-Yr 5) Reading % of students displaying low growth from 24% In 2015 to 15% in % of students displaying high growth from 7% In 2015 to 40% in Numeracy % of students displaying low growth from 27% In 2015 to 15% in % of students displaying high growth from 11% In 2015 to 40% in Writing % of students displaying low growth from 10% In 2015 to 8% in % of students displaying high growth from 21.4% In 2015 to 40% in month targets % of students demonstrating Relative Growth in NAPLAN to show a Hattie Effect Size growth = to, or greater than.80 to be 80% by 2019 in Reading, Writing and Numeracy. ( % Reading, 73% Writing and 72% Numeracy) Teacher assessments against AusVels based on triangulated data will indicate a minimum of 1.0 progression points per year in English and Maths for 100% of students deemed capable. To improve the percentage of students being assessed by teachers based on triangulated data at A and B in AusVELS English and Mathematics. Specific targets include: Reading from 58% in 2015 to 60% in 2016 Writing from 40% in 2015 to 42% in 2016 Speaking & Listening from 30% in 2015 to 34% in 2016 Number from 40% in 2015 to 45% in 2016 Measurement, Chance & Data from 30% in 2014 to 35% in NAPLAN Relative Growth (Yr 3-Yr 5) Reading. % of students displaying low growth from 24% In 2015 to 20% in % of students displaying high growth from 7% In 2015 to 15% in Numeracy % of students displaying low growth from 27% In 2015 to 22% in % of students displaying high growth from 11% In 2015 to 15% in Writing % of students displaying low growth from 10% In 2015 to 8% in % of students displaying high growth from 21% In 2015 to 26% in % of students demonstrating Relative Growth in NAPLAN to show a Hattie Effect Size growth = to, or greater than.80 to be 80% by 2019 in Reading, Writing and Numeracy. ( % Reading, 73% Writing and 72% Numeracy)

4 KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Through research and professional learning develop the capacity of all staff to implement a whole school approach to the effective use of Professional Learning Communities and Teams. Develop and implement a whole school instructional model. Staff professional learning Hattie s Visible Learning Theory. Staff professional learning Writing quality Learning Intentions & Success Criteria. Expectation for these to be evident in planning and visible in classrooms. Whole School Visible Learning Program significant budget commitment and establishment of an Executive team from across the staff to research and undertake the lead work. April 18 Foundation Day April 19 Evidence into action Day 1 August 8 Evidence into action Day 2 Program costing excluding CRT, venue hire and catering - $18,000. Equity funding ($16,000) - to be used for this program to impact on all students and staff within the school. Work with Gloria Carey to undertake professional learning with whole staff on writing specific writing Learning Intention and Success Criteria Andrew & Jo Establish an Executive Team of 6-7 staff to lead the Evidence into Action work & staff PD Leadership Team April ongoing. August Term 2-3 Term 2-3 onwards Increased staff capacity to articulate and implement Visible Learning strategies in all curriculum areas, with a focus on Reading and Writing in (through classroom observations and documentation) Increased staff capacity to write and understand purposeful Learning Intentions and Success Criteria. (evidenced through staff PDP s, planning documents and observations) All classrooms Prep to Grade 6 to have Learning Intentions and Success Criteria developed, explained and displayed for all Reading and Writing lessons. Staff to use LI s & SC s for all Reading lessons, followed by all Writing lessons. Use of structured feedback processes to further support student learning growth. Increased student capacity through Formative Assessment to articulate the Learning Intentions and Success Criteria with a focus on Reading and Writing in Build the capacity of staff in pedagogy, analysis of data and curriculum design implementation and review. School Based leadership development program Curriculum audit of current Reading and Writing Programs. Explore a variety of Reading Programs such as CAFÉ Reading, Daily 5, Sheena Cameron s Teaching Reading Comprehension Strategies and Debbie Miller s Reading with Meaning. Professional Reading and discussions for aspirant and current unit leaders (weekly) Units and English Curriculum Team to audit current Reading and Writing Programs. Teachers to undertake professional learning on CAFÉ Reading, Daily 5 and effective Reading Comprehension Strategies. Andrew, Chris & Jo English Curriculum Team Whole Staff October 2015 onwards. Recommenced late Term 1, 2016 Increased articulation of and use of explicit leadership strategies by unit leaders Term 1 onwards Develop, adapt and implement aspects of these Reading programs to refine and enhance the current Montpellier Reading program and teaching practice. Develop and implement Formative Assessment tools and strategies to complement the Montpellier Reading and Writing programs. An agreed whole school Instructional Model developed and implemented for the teaching of Reading. Develop the leadership capacity of staff to lead instructional practice. Explore a variety of Writing Programs such as Big Write, VCOP and The Writing Book. Develop and implement Formative Assessment tools and strategies to complement the Montpellier Reading and Writing programs. Further refine and improve use of Student Goals and feedback processes. Develop and refine processes for regular and timely reporting to parents of individual student progress in Reading and Writing. Teachers to undertake professional learning on VCOP, Big Write and The Writing Book. Teachers to undertake professional learning on effective use of Formative Assessment tools and strategies and implement these into the daily Reading and Writing programs. Incorporate CAFÉ Strategies and Australian Writing Criteria Scale statements into student goal selection. English Curriculum Team to develop a consistent approach and format for sending regular and timely Reading and Writing assessment and reporting home to parents. (Meeting Schedule) English Curriculum Team Simone, Jesse & Dionne to work with and model for staff. Student Goals Team Whole Staff Term 1 onwards Term 2 onwards Term 2 onwards Term 1 onwards Develop, adapt and implement aspects of these Writing programs to refine and enhance the current Montpellier writing program and teaching practice. Focussed and increased use of data to inform differentiated instructional teaching practice. An agreed whole school Instructional Model developed and implemented for the teaching of Writing. Unit and individual planners demonstrate application of writing programs developed. Demonstrated use of data in unit meetings and at whole staff level in moderation activities. Inclusion of additional Formative Assessment tools in School Assessment Schedule teachers planners. Demonstrated use of student goals and feedback processes in all classrooms. Trial of twice termly literacy reports to parents (Semester 2)

5 Annual Implementation Plan: for Improving Student Outcomes ENGAGEMENT Goals Targets Increase in the outcomes for: All students are motivated, confident, active, independent learners, who strive for and demonstrate excellence and who have a strong connectedness to our school community. Stimulating Learning from 3.90 in 2015 to 4.75 in 2019 Teacher Effectiveness from 4.31 in 2015 to 4.85 in 2019 School Connectedness from 4.29 in 2015 to 4.85 in month targets Increase in the outcomes for: Stimulating Learning from 3.90 in 2015 to 4.00 in 2016 Teacher Effectiveness from 4.31 in 2015 to 4.40 in 2016 School Connectedness from 4.29 in 2015 to 4.40 in 2016 KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Encourage and develop in all students a sense of curiosity and creativity. Further strengthen authentic student voice in the school. Development of document outlining what behaviours and values best represent the school motto Striving for Excellence Review and develop Montpellier Student Leadership structure. Undertake Baseline survey using Marzano High Reliability School survey: Level 1 Safe & Collaborative Culture and Level 2, Effective Teaching in Every Classroom Leading Indicators (for all cohorts) Incorporate student choice and interest into the curriculum. Work with staff, students and parent body to develop a values based statement which articulates what Striving for Excellence means at Montpellier Primary School. Regular communication between staff reinforcing statement Work at each grade level to reinforces and develop expected behaviours based on Striving for Excellence Communicate and consistently model regularly with community. Redefine Student Leadership structure to include a Junior School Council Gr 3 6. Completion of HRS Level 1, Safe & Collaborative Schools and Level 2, Effective Teaching in Every Classroom Leading Indicators survey to create baseline data to be used with Student Attitude to School Survey data. Undertake regular focus groups and meetings with student leaders to discuss school targets and actions being undertaken. Student and class discussions re curriculum content choice linked to AusVELS / Victorian Curriculum. Andrew Leadership Team and All staff Student leaders Andrew & Chris Natasha Troop & Classroom teachers September 2015 onwards. Review February 2016 September 2015 onwards Students, staff and community demonstrating increased capacity to articulate and model what Striving for Excellence means as a member of the Montpellier Primary School Community. Student attitudes to School data demonstrating and increase in trend. Parent Survey data demonstrating an increase in trend. Student Leadership structure demonstrating broader cross section of year levels represented. (Years 3-6) Role descriptions clarified for student leaders. Student Leadership Program developed and implemented. Student Leadership group demonstrating increased capacity to articulate school direction. Baseline data established from HRS Level 1, Safe & Collaborative Schools and Level 2, Effective Teaching in Every Classroom Leading Indicators survey data. Data used in focus group discussions with students and staff. Demonstrated student choice activities in curriculum programs as evidenced in planners and student work. Research, develop and implement a Montpellier Primary School Mindset program based on the work by James Anderson. (Habits of Mind) Develop and implement Growth Mindset program. Ongoing staff professional development and professional reading. (whole staff & PLTS) Review YCDI program and refresh. Connect with Habits of mind. & Chris Brown Jo Ketchen and Aaron Mills Wellbeing team members. January 2016 onwards Montpellier Primary School Growth Mindset program developed and implemented in planning documents and instructional programs at all year levels. Staff observations and feedback Student focus group feedback. Wellbeing Days Encourage and develop in all students a sense of curiosity and creativity. Research, develop and implement Project Based Learning opportunities Implement Project Based Learning (PBL) Program at Year 6. Develop the capacity of staff to create and implement a stimulating learning environment. Prepare for Year 5 inclusion in Professional learning program for staff in PBL. School visits Time for planning Michael Yates, Elise Flynn & Bec Picklum Developing from October 2015 onwards Term 1 & 2 Year 6 Invite Grade 5 to observe and build capacity of staff. Project Based Learning strategies developed and implemented in planning documents and instructional programs at Year 6. Strategies being shared across the school formally and informally Staff observation visits

6 Annual Implementation Plan: for Improving Student Outcomes WELLBEING Goals All students are resilient, optimistic, responsible and happy members of the school community. Targets Increase in the outcomes for: Connectedness to Peers from 4.28 in 2015 to 4.85 in 2019 Student Safety from 4.33 in 2015 to 4.85 in 2019 Classroom Behaviour from 2.69 in 2015 to 4.00 in month targets Student Morale from 5.46 in 2015 to 6.00 in 2019 Increase in the outcomes for: Connectedness to Peers from 4.28 in 2015 to 4.40 in 2016 Student Safety from 4.33 in 2015 to 4.40 in 2016 Classroom Behaviour from 3.00 in 2015 to 4.00 in 2016 Student Morale from 5.46 in 2015 to 5.50 in 2016 KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Review of behaviour management processes and protocols. Refinement of Montpellier Primary School Striving for Excellence. Review behaviour management processes and protocols with a particular focus on classroom expectations. Review and Refine Montpellier Primary School Maintaining High Standards and Consistency document. Working within Leadership Team, Unit Teams and Whole staff review and refine all documents. Publish and regularly share Montpellier Primary School Striving for Excellence document outlining expected behaviours with staff, students and community. Andrew, Jo & Chris All staff October 2015 February 2016 Students, staff and community demonstrating increased capacity to articulate and model what Striving for Excellence means as a member of the Montpellier Primary School Community. Montpellier Primary School behaviour management processes clearly articulated and consistently implemented by staff. Maintaining High Standards and Consistency document applied by all staff. Research and implement an effective whole school approach to Wellbeing. Refine current Montpellier wellbeing document to reflect Growth Mindset and Mindfulness programs. e.g. Mind Up Curriculum, School wide Positive Behaviours (SWPB) and Just Get Active Programs. Working within Leadership Team, Unit Teams and Whole staff review and refine all documents. Staff professional reading and learning activities undertaken at PLT and whole staff level. Review and adjust YCDI program as appropriate. Investigate SWPB and Just Get Active programs Jo & Chris Jason Brown Jo Ketchen and Aaron Mills. Wellbeing Team February July 2016 Montpellier Primary School Wellbeing program documented and shared with wider school community. Mindfulness Program developed and implemented. Wellbeing program implemented and consistently applied by staff. Students demonstrating greater resilience in their learning. Student attitudes to School data demonstrating and increase in trend. Parent Survey data demonstrating an increase in trend. Whole staff Further strengthen authentic student voice in the school. Undertake regular student focus groups and meetings with student leaders with a focus on wellbeing issues. Undertake Baseline survey using Marzano High Reliability School survey: Level 1 Safe & Collaborative Culture and Level 2, Effective Teaching in Every Classroom Leading Indicators (for all cohorts) Coordination of regular meetings with Student leaders and focus groups of students. Completion of HRS Level 1, Safe & Collaborative Schools and Level 2, Effective Teaching in Every Classroom Leading Indicators survey to create baseline data to be used with Student Attitude to School Survey data. Andrew & Chris Natasha Troop Ongoing Term 2 onwards. Students demonstrating greater engagement and resilience in their learning. Baseline data established from HRS Level 1, Safe & Collaborative Schools and Level 2, Effective Teaching in Every Classroom Leading Indicators survey data. Data used in focus group discussions with students and staff.

7 Annual Implementation Plan: for Improving Student Outcomes PRODUCTIVITY Goals To effectively allocate and use resources (human, physical and financial) to attain the goals in Achievement, Engagement and Wellbeing. Targets Surplus budget operating. Staff PDPs and Professional learning records linked directly to Goal areas. Program Budgets reflecting Goal areas. 12 month targets Increase in outcomes in staff opinion survey in the areas of: Staff Trust in Colleagues: from in 2015 to in 2019 Teacher Collaboration: from in 2015 to in 2019 Surplus budget operating. Staff PDPs and Professional learning records linked directly to Goal areas. Program Budgets reflecting Goal areas. Increase in outcomes in staff opinion survey in the areas of: Staff Trust in Colleagues: from in 2015 to in 2019 Teacher Collaboration: from in 2015 to in 2019 KIS ACTIONS: what the school will do HOW the school will do it (including financial and human resources) WHO has responsibility WHEN timeframe for completion SUCCESS CRITERIA: Markers of success reflecting observable changes in practice, behaviour, and measures of progress Investigate and implement the optimal allocation, monitoring and review of resources to efficiently provide structures and programs for students and the school community. Optimise the development and use of indoor and outdoor learning spaces to support student learning Through research and professional learning develop the capacity of all staff to implement a whole school instructional model and approach to the effective use of Professional Learning Communities and Teams. Support the development of staff and student leadership. Further develop staff leadership capacity and distributed model of leadership throughout the school. Close monitoring of building program. Reduction of expenditure on curriculum material requirement in preparation of audit and due to reduced storage capacity as a result of building program. Sound management of SRP to ensure surplus budget operating Allocate resourcing both physical and human to support: o Professional Development needs o Coaching needs o Curriculum material requirements o Furniture and fittings o ICT infrastructure and equipment o Playground equipment and grounds Staff professional learning Hattie s Visible Learning Theory. School Based leadership development program Review and develop Montpellier Student Leadership structure. Staff one to one coaching Investigate and plan for the delivery of a program focussed on building an improved collaborative staff learning culture Undertake Baseline survey using Analysis of priorities and careful allocation of resources to support professional learning, along with resources required to support teaching and learning programs. Regular review of budget expenditure. Regular meetings with architects during building program to monitor budget expenditure. Use of PDP program to review professional learning needs differentiated to meet unit learning needs, along with whole school needs. Researching of playground structures and grounds establishment involving student input. Costing of grounds and playground equipment. Review the Montpellier ICT plan and program, including investigation of a 1-1 BYOD program for implementation in Whole School Visible Learning Program significant budget commitment and establishment of an Executive team from across the staff to research and undertake the lead work. April 18 Foundation Day April 19 Evidence into action Day 1 August 8 Evidence into action Day 2 Program costing excluding CRT, venue hire and catering - $18,000. Equity funding to be used for this program to impact on all students and staff within the school. Redefine Student Leadership structure to include a Junior School Council Gr 3 6. Undertake regular focus groups and meetings with student leaders to discuss school targets and actions being undertaken. Research programs such as Tracey Ezard s The Buzz Completion of HRS Level 1, Safe & Collaborative Schools Leading Indicators & Level 2, Effective Teaching in Every Andrew Dalgleish Jill Bell Chris Browne Andrew Chris Vine / working party Andrew & Jo to facilitate and lead. Establish an Executive Team of 6-7 staff to lead the Evidence into Action work & staff PD Andrew Chris Browne Natasha Troop Andrew Jo & Chris All unit Leaders October 2015 onwards April ongoing. August February ongoing Allocation of resourcing as required to ensure final building product, fittings and equipment provide a modern facility to meet the learning needs of all students. Professional development planning linked to school, unit and individual learning needs. Establishment of a grounds and playground design, including costings. ICT plan redeveloped to include possible implementation of 1-1 BYOD program in 2107 Increased staff capacity to articulate and implement Visible Learning strategies in all curriculum areas, with a focus on Reading and Writing in Increased staff capacity to write and understand purposeful Learning Intentions and Success Criteria. All classrooms Prep to Grade 6 to have Learning Intentions and Success Criteria developed, explained and displayed for all Reading and Writing lessons. Staff to use LI s & SC s for all Reading lessons, followed by all Writing lessons. Use of structured feedback processes to further support student learning growth. Increased student capacity through Formative Assessment to articulate the Learning Intentions and Success Criteria with a focus on Reading and Writing in Professional Development program represents school and staff needs as articulated in the improvement focus areas of Student Achievement, Engagement and Wellbeing. Ongoing coaching program available for staff Staff sharing of the Montpellier Journey so far (graphic description of this) Development of a definition of what a thriving and collaborative learning environment looks like at Montpellier Primary School. Montpellier definition of what helps us better foster sharing, create trust

8 Marzano High Reliability School survey: Level 1 Safe & Collaborative Culture Leading Indicators, & Level 2, Effective Teaching in Every Classroom. (for all cohorts) Classroom. Survey to create baseline data to be used with Student Attitude to School Survey data. Establish opportunity for a curriculum day for all staff to celebrate the history of Montpellier and prepare for our preferred future as our building program commences. Budget allocation for program Time allocation through staff and unit meetings to build staff capacity, knowledge and emotional intelligence. and learning as professional colleagues. Preferred Future Document developed where to now as a collaborative and learning staff team? Baseline data established from HRS Level 1, Safe & Collaborative Schools & Level 2, Effective Teaching in Every Classroom. Leading Indicators survey data. Data used in focus group discussions with students and staff.

9 Monitoring of Annual Implementation Plan: for Improving Student Outcomes ACHIEVEMENT Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence ENGAGEMENT Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence WELLBEING Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence PRODUCTIVITY Actions: 6 month progress against success criteria and /or targets 12 month progress against success criteria and /or targets Budget Spending to date Status Evidence Status Evidence

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