NAPLAN results from grade 3 to 5. 65% of grade 3 students to be in bands 5, 6 and above for NAPLAN in reading & writing. 60% in 2014, 55% of grade 3 students to be in bands 5, 6 and above for NAPLAN in numeracy. 46% in 2014. 40% of grade 5 students to be in bands 7, 8 and above for NAPLAN in reading & writing. 34% in 2014. 35% of grade 5 students to be in bands 7, 8 and above for NAPLAN in numeracy. 23% in 2014. AusVELS In reading, writing and number 100% of prep students will be at level. Based on last 3 years data. 2014 data showed 100%. In reading, writing and number 90% of grade 1 students will be at level. Based on last 3 years data. 2014 data showed 93%. In reading, writing and number 90% of grade 2 students will be at level. Based on last 3 years data. 2014 data showed 95%. In reading, writing and number 90% of grade 3 students will be at level. Based on last 3 years data. 2014 data showed 90%. In reading, writing and number 90% of grade 4 students will be at level. Based on last 3 years data. 2014 data showed 92%. In reading, writing and number 85% of grade 5 students will be at level. Based on last 3 years data. 2014 data showed 93%. In reading, writing and number 85% of grade 6 students will be at level. Based on last 3 years data. 2014 data showed 78%. inform action Build teacher skills to understand, analyse and use data Build the quality of reciprocal feedback, assessment and reporting to parents. Consolidate and extend the assessment schedule across the school. Emphasis on the prep-2 area. To include student assessment in Fountis and Pinnell in the P-2 area and targeted students who are above the expected level in 3 - 6.
Attitudes to School survey shows a decline in student engagement over the past few years. Teams will review the student opinion data related to engagement. Teams will develop their own survey related to student engagement with involvement from the students. The use of ICT (Tiqbiz), phone calls, letters, discussions and the newsletter will be used to reduce students’ absence to 12%. Targeted communication with families at risk. have been part of the process that has developed a survey. Students and teachers will have analysed the results. The classroom setup is designed with student input. Setup will change due to student feedback. Improved communication between the school and home which will result in reduced student absences. Year 2 Following the trial period the goal setting process is reviewed and feedback is sought from staff and students. A team is established (P-6) to develop goal setting proforma documents that show increasing complexity and incorporate the Habits of Mind. Review the extent of student voice across the school; looking at preps, 1/2s, 3/4s & 5/6s. Visit schools that have used ‘student voice’ as a way to engage students and hence improve learning outcomes. The partnership with Strathmore Secondary College is extended to other areas of the school. ICT is used across the school to assign A goal setting process is established across the school to produce, investigate, design, evaluate and reflect on learning. By the end of semester, 1 documents are distributed to teams to trial. This will include a list of what ‘student voice’ looks like at each year level. Feedback is sought from students. Staff Professional Development on Habits of Mind. Survey students to determine some benchmarking data to decide the level of understanding students have of ‘student voice’. Incorporate the learning that has been acquired from Strathmore Secondary College and extend it across the school. Science and maths activities and planners will reflect the new ideas and learning. By the end of the year some classes and
Classes will be given the responsibility of running the assembly on a rotation basis to have greater student input. the broader leadership roles. Survey the school community (use the newsletter as part of this) and have discussions with staff. By semester 2 there will be more ‘student voice’ in assembly. Year 2 Student leadership program is established that better reflects ‘student voice’ and hence student needs. Review the Code of Conduct booklet with a view to update and ensure a common understanding and relevance. Review the Values program in the school. Investigate other school programs. Look at differentiating the program across the school. Student Leadership program is implemented at the start of the year. Draft Code of Conduct is developed by the end of the year. A link is established between Habits of Mind and the Code of Conduct booklet. Values program, in collaboration with students, teachers and parents is revamped by the end of the year. Year 3 Establish a student wellbeing group (students, teachers and parents) to review the student engagement policy with a view to updating the student management policy and investigate an approach to positive behaviour. Students are to take ownership. Review the student leadership program across the school. Policy is ratified at school council. Wellbeing coordinators to develop the student management policy. Feedback from the students is sought on the student leadership program. Necessary amendments are made. Year 4 Review all actions. The strategic plan is reviewed. Productivity Clarify mission, vision, values as a whole school. Develop and implement a monitoring and evaluation Year 1 The mission, vision and values of the school are reviewed by the school community and a common voice is evident. The strategic plan becomes part of the planning process for the leadership team at the school. Visuals of the mission, vision and values are displayed in classrooms and around the school. The actions for the first year of the plan have been completed and evaluated.