Annual Implementation Plan: for Improving Student Outcomes What are we going to do to improve Student Achievement???? School name: Epsom Primary School School number: 2367

Year: 2017 Based on strategic plan: 2015-2018

Endorsement: Principal Lyn Coulter

Senior Education Improvement Leader Damien Jenkyns

School council Scott Jefferis

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

To improve student learning outcomes in Literacy and Numeracy To improve student engagement and connectedness with their learning and the school community. To increase the capacity of the school to function strategically, with a focus on school improvement.

Improvement Initiatives



Building practice excellence



Curriculum planning and assessment



Excellence in teaching and learning Professional leadership

Building leadership teams Empowering students and building school pride

Positive climate for learning 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. With an increasing teaching staff we are developing consistency of planning between classrooms and across the school through the Epsom School Instructional Model and common planning. This will be achieved by using the same planning templates with a week by week term planner and weekly work programs which are developed in team meetings All planning will be based on point of need teaching based on sound data analysis. Now that we have created and maintained calm classrooms we are focussing on improving pedagogy of all staff to improve student outcomes. This will be achieved with the appointment of a Teaching and Learning Leader coaching; unit leaders on consistency of planning, classroom teachers in all elements of the instructional model and setting clear expectations of the quality of planning, the quality of teaching and holding all teachers to account based on their high quality student data.

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: Building practice excellence

Curriculum planning and assessment

Key improvement strategies (KIS)    

Develop and implement an evidence based instruction model for EPS Embed instructional model through coaching and feedback to teachers Build capacity of all teachers in the use of data to plan and deliver a differentiated curriculum catering for individual Point of Learning, (POL). For Literacy and Numeracy develop and document a scope and sequence chart F-6, a whole school instructional model and term planners

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

To improve student learning outcomes in Literacy and Numeracy

IMPROVEMENT INITIATIVE

Building practice excellence

STRATEGIC PLAN TARGETS

All students (deemed capable) progress at expected growth of AUSVels (Vic Curric) score 1.0 over an academic year. Increase the % of students experiencing high relative growth in Reading and Numeracy from 6% in 2014 to 30% in 2018 Numeracy High growth from 11% to 30%

12 MONTH TARGETS

NAPLAN Relative Growth% students high and low growth Grade 3-5 Low

KEY IMPROVEMENT STRATEGIES

Embed instructional model through coaching and feedback to teachers

2016

2017

2016

2017

Reading

37.00

Numeracy

56.00

Writing

35.00

25 30 20

7.00 11.00 12.00

15 20 25 MONITORING

ACTIONS

[Drafting Note report here what the school will do and how - including financial and human resources]

Develop and implement an evidence based instruction model for EPS

High

Mode

To consolidate 0.8 EFT teaching and learning coach position.

Building Pedagogy (Bastow) program to be undertaken to ensure leadership Team has the capacity to use best evidence and practice available to improve the quality of every teachers Instructional practice

WHO

WHEN

Progress Status

[Drafting Note report here the person responsible]

[Drafting 6 months: [Drafting Note report here the tangible markers Note report or indicators of success reflecting observable changes in practice, here the behaviour, and measures of progress] timeframe for completion]

KF

Commence ment of School year

12 months:

KF, LC, TH

Leadership Team

All teachers

6 months: Observable changes in teacher practice reflect embedding of teaching model across whole school 12 months: Teacher observations show high quality delivery of instructional model being used in all classrooms. Integrated, whole-school approach to pedagogy is observable.

Apply model with staff by induction to all staff All teachers will be coached according to their level of need. All teachers will be observed and feedback given for a minimum of twice termly To develop school wide expectations about component of a Literacy block. Teachers using School wide planning templates

SUCCESS CRITERIA

From commencem ent of term 2 all teachers to use school wide planning templates

  

Evidence of impact [Drafting Note report here the quantifiable school and student outcomes and/or qualitative information about the change in practice]

          

An increase in skill and usage of whole school data tracking processes. (LT meeting minutes and unit planning minutes). Use of data is explicit in planning and at point of learning

Observation of teachers show implementation of instructional model Instructional Model in hanging in a prominent position in the school Teacher planning reflecting the instructional model Staff meeting notes re reflecting and reviewing the instructional model



Triangulated data shows a decrease in variations between classrooms of same year level Staff Opinion Survey shows an improvement in teacher confidence Students can all articulate Learning Intentions and Success criteria

6 months: expectations distributed and trialled for review

     

Planning is always completed and Google Doc on time

12 months: teachers are meeting expectations and using the planning templates consistently

Published: February 2016

Greater level of differentiation as outlined in planning templates programs. Evidence of successful targeted teaching groups in maths and writing. ILP process reviewed and consolidated around goal setting and evaluation.

Budget Estimate

YTD

Develop and implement a timetable for all teachers to be observed and all teachers to be observed. All teachers participate in a peer observation process, including to observe, to be observed feedback and reflection. Identify PLC Instructional Leaders (KF, TH, MS) PLC Team Members to participate in online PD in preparation for the professional learning semester 2 3 x days professional learning for school leadership teams (two days occur with Instructional Leaders to support whole school planning) Develop a whole school plan

TH/JS

Term 2

All Staff

KF, TH, MS

Terms 3/4

6 months: Informal observations in classrooms

  

12 months: PLC professional learning occurred and commencing.

  

Timetabling, Funding and whole school plan for 2018 completed

Published: February 2016

Documentation of all staff having completed observations. Staff Opinion Survey Professional Learning Feedback to be equal to or greater than “All Primary Schools ”

Section 2: Improvement Initiatives – STRATEGIC PLAN GOALS IMPROVEMENT INITIATIVE STRATEGIC PLAN TARGETS 12 MONTH TARGETS

KEY IMPROVEMENT STRATEGIES [Drafting Note report here the KIS from the previous summary page]

To increase the capacity of the school to function strategically, with a focus on school improvement. Curriculum planning and assessment

[Drafting Note the measures of progress may be a breakdown of the 4 year targets, however, where this is not possible due to frequency and availability of data (e.g. NAPLAN), consider other schoolgenerated data that will indicate progress (e.g. OnDemand data)]

MONITORING

ACTIONS

[Drafting Note report here what the school will do and how - including financial and human resources]

WHO

[Drafting Note report here the person responsible]

Build capacity of all teachers in the use of data to plan and deliver a differentiated curriculum catering for individual Point of Learning, (POL).

Engage Julie Brady to work with Leadership Team to develop sequential PD on Vic Curriculum Have Curriculum Day led by Julie Brady to: share and clarify aspects of the Victorian Curriculum examine and reflect on curriculum planning to deliver a guaranteed and viable curriculum Provide PD on differentiation and use of data to inform teaching & learning in numeracy In-service 3-6 Staff using Essential Assessments Develop staff capacity in assessment practice and analysis. Meeting Schedule will have weekly team meetings focussed on analysis of student data, and discussion around where to next for that particular student or group of students as well as agreement around strategies to be trialled.

LC/KF Julie Brady

For Literacy and Numeracy develop and document a scope and sequence chart F-6, a whole school instructional model and term planners

Audit of current curriculum planning (whole school / Year levels / scope and sequence) against Vic Curriculum Build capacity of staff to use standards for moderation of common assessment task use evidence-based school improvement strategies and teacher professional practice activities led by T/L Leader to build collective capacities and understandings All staff work in Teams for all planning Planners reviewed weekly by KF/LC for feedback and review

KF/LC

SUCCESS CRITERIA

WHEN

[Drafting Note report here the timeframe for completion] Term 2

Term 3

Progress Status

6 months: [Drafting Note report here the tangible markers or indicators of success reflecting observable changes in practice, behaviour, and measures of progress]

  

12 months:

  

6 months: Vic curriculum unpacked Working knowledge of Capabilities and Digital Technologies 12 months: Sequencing of Level Descriptions completed Differences between the levels evident Guaranteed and viable curriculum evident Use of Achievement outcomes central to planning All staff will have a performance and development plan goal based around differentiation in Mathematics and Literacy Teaching / planning reflects identified numeracy data needs All year levels will have at least one term planner aligned with the Victorian curriculum.

  

6 months: Audit of current curriculum completed against Vic Curriculum

     

12 months: Planners are consistent and of high quality Teams are planning independently from T/L Leader

Published: February 2016

  

Evidence of impact [Drafting Note report here the quantifiable school and student outcomes and/or qualitative information about the change in practice]

Variation in student outcomes decreased between classrooms

Relative Growth will improve with more than 25% of Yr5 Student achieving High Growth. Teacher judgement will be consistent and Parent confidence will improve

Budget Estimate

YTD

Section 3: Other Improvement Model Dimensions STRATEGIC PLAN GOALS OTHER IMPROVEMENT MODEL DIMENSIONS

To improve student engagement and connectedness with their learning and the school community

STRATEGIC PLAN TARGETS

Improve Student Attitudes to School survey data for the following measures:

Empowering students and building school pride Setting expectations and promoting inclusion

School Connectedness Stimulating Learning Student Motivation Classroom Behaviour Connectedness to Peers

12 MONTH TARGETS

KEY IMPROVEMENT STRATEGIES [Drafting Notes report here the KIS from the previous summary page]

ENGAGEMENT Provide opportunities for critical transitions throughout primary school and beyond into secondary education

WELLBEING School Wide Positive Behaviour (SWPB) plan across the whole school

WELLBEING Meaningful and positive home/school partnerships

2014 4.23

2018 4.50

4.14 4.71 2.47 4.28

4.40 4.90 2.70 4.40

SAS has achieved measures in 2017 this now needs to be maintained

MONITORING

ACTIONS

[Drafting Notes report here what the school will do and how - including financial and human resources]

WHO

[Drafting Notes report here the person responsible]

TH/LC Develop and implement a strategic approach to the induction of new arrivals across all year levels. Establish protocols and processes for transition of students from year to year with whole school transition program implemented in last week of school. Develop scope and sequence All classroom teachers to implement SWPB plan Induct new staff and continue to build staff awareness / consistency in the implementation of SWPB.

Explore processes to improve punctuality Implement new parent teacher interview process Develop communication to allow student goals and achievement to be regularly communicate between home and school.

LO

JS

SUCCESS CRITERIA

WHEN

[Drafting Notes report here the timeframe for completion]

Progress Status

6 months: [Drafting Notes report here the tangible markers or indicators of success reflecting observable changes in practice, behaviour, and measures of progress]

  

Evidence of impact [Drafting Notes report here the quantifiable school and student outcomes and/or qualitative information about the change in practice]

12 months:

  

6 months: Expectations and induction documented, developed and distributed to stakeholders. A copy provided to staff to add to their inductions packs

  

12 months: trialled by end of year.

  

Student Attitudes to School Survey (Student distress and Moral) remain above 90th percentitle

6 months: Consistency across the school with implementation. Documentation is visible in every classroom New staff are inducted. 12 months: Whole school community implicitly and consistently understands and follows SWPB

  

Decrease in number of Level 1 behaviours as recorded on Sentral

6 months: Quantify/benchmark punctuality investigate and trial processes to address punctuality Trial the interview process Explore how the parent portal can be used at home in Sentral. 12 months: interview process refined. Trial the use of Sentral for parent communication. Documented process for punctuality

  

Decrease in number of students arriving late by 50%

  

All students arriving at school on time.

Published: February 2016

  

Budget Estimate

YTD

Section 4: Annual Self-Evaluation Improvement model dimensions – note statewide Improvement Initiatives are bolded

Is this an identified initiative or dimension in the AIP?

Continuum status

Evidence and analysis

Building practice excellence

Select

Select status

[Drafting note For current AIP improvement initiatives and/or dimensions, please provide a succinct and conclusive statement referring to the monitoring section of this plan. This statement can refer to the progress status and/or make reference to the achievement of the appropriate goals, targets and success criteria.]

Curriculum planning and assessment

Select

Select status

Evidence-based high impact teaching strategies

Select

Select status

Evaluating impact on learning

Select

Select status

Building leadership teams

Select

Select status

Instructional and shared leadership

Select

Select status

Strategic resource management

Select

Select status

Vision, values and culture

Select

Select status

Empowering students and building school pride

Select

Select status

Setting expectations and promoting inclusion

Select

Select status

Health and wellbeing

Select

Select status

Intellectual engagement and self-awareness

Select

Select status

Building communities

Select

Select status

Global citizenship

Select

Select status

Networks with schools, services and agencies

Select

Select status

Parents and carers as partners

Select

Select status

Community engagement in learning

Positive climate for learning

Professional leadership

Priority

Excellence in teaching and learning

[Drafting Note Annual self-evaluation section enables schools to continuously collect, monitor and analyse school data about all aspects of school performance. This ensures that all aspects of school performance are considered throughout the year and that any risks, issues and opportunities are identified as they emerge. The Annual self-evaluation against the Continua of Practice should be completed as data becomes available]

Reflective comments: [Drafting Note Please use this section to summarise your learnings from the self-evaluation process, including professional growth and key findings]

Confidential cohorts analysis: [Drafting note This section is not for public distribution. Report here the extent to which cohorts of students within the school (including Koorie, high ability, refugee, EAL, PSD, out of home care students, etc.) are being supported and challenged, leading to an inclusive and stimulating environment for all students]

Next Steps:

Published: February 2016