Literacy Action Plan - Revised 2 by fjzhangxiaoquan

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									     Auburn Public School
     Action Plan – Literacy
             2010
Revised – July 2010 ( Aligned to National Partnership – Analytical Framework )
         National Partnership
                   Alignment to Reform Areas

   1. Evidenced Based Teaching ( R 1)
   2. Leadership ( R2 )
   3. Whole School Engagement – School / student performance (R3 )

        Monitoring Protocols aligned to National Partnership Expectations.
Refer document attached; ‘Analytical Framework to support school improvement in Literacy
– A set of practical measures for Auburn Public School’

This document reflects progress 2009 / 10 and future directions for 2010 / 11. It underpins
the 3 reforms identified in School Plan 2009 – 11.
                    Reform 1 – Effective and evidenced based teaching of Literacy
             Strategy                      Resource / Funding                  Leadership Responsibility                Indicators
Learning Environment
    Safe learning environment –
       PBIS program                       Global funds                         Principal / PBIS team            Classrooms calm, students
    Time tabled 2 hour Literacy                                                                                   engaged and on task.
       session in each class per day      Global funds                         Executive / mentors              Sessions evident in all
                                                                                                                   classrooms demonstrating
Class Structure / organisation                                                                                     Best Practice as per TPL.
    Specialist classes to                Global funds                         Principal / Executive
        accommodate learning                                                                                      Specialist classes formed
        needs ; Safety Net /
        Reception classes


Co operative Planning                                                                                             Teaching programs planned
    Term based stage planning.                                                 Stage Supervisors / mentors       reflecting focus areas
                                          Global funds                                                            identified from data analysis
                                                                                                                  Assessment tasks designed
Effective use of support staff                                                  Executive / teachers              and criterion established
     Allocation based on need !          Global funds                                                            with stage appropriate
        Additional aide support                                                                                    content.
                                          PSP – Aide support ( 20,000 )
        through Support funding and
        PSP allocation                    Support Funding ( 55,000 )
                                                                                                                  Support staff supporting
                                                                                                                   classes / students of highest
                                                                                Consultants / mentors             need.
Professional learning –                                                                                           Professional learning
    Use of consultants to                National Partnership
                                                                                                                   sessions completed. Practice
        develop an understanding of    -   Consultant ; Sem 1 ( 6500 )
                                           Sem 2 (6000 )                                                           reflecting in literacy sessions
        quality literacy pedagogy
                                                                                                                   in classrooms.
        and classroom practice
                                          PSP
                                       -   Consultant ; 17,000
                  Strategy                     Resource / funding                 Leadership Responsibility              Indicators

Mentoring
                                              National Partnership
Use of consultants and school based                                                Consultant / School based      Mentoring program as
mentors to model / support / guide         -   Consultants
                                                                                    facilitator / mentor            outlined operational
teachers to ensure quality literacy        -   School based mentor /
                                               Program Facilitator – (Sem 1                                        Evidence of improved
sessions in all classrooms.
(Appendix for further details of               25,000 / Sem 2 – 25,000 )                                            classroom practice and
process )                                  -   Class based mentor ( Sem 1-                                          student learning outcomes
                                               14,000 / Sem 2 - 7,000)
                                              PSP – class based mentors
                                               (7,000)
Resources
Purchase of                                                                        AP mentors and Literacy
              -    relevant reading           National Partnership                                                Resources purchased,
                                                                                    Committee
                   material for students   -   Reading material for                                                 utilised in classrooms.
              -    resource material           classrooms ( 50,000 )
                   for teachers ( First        /Library ( 10,000 )
                   Steps series )          -   Teacher manuals ( 16,000 )
              -    Activity Booklets –        PSP – Reading material and
                   support with
                                               teacher resources ( 10,000)
                   NAPLAN


SLL – ESL Project / PSP
Alignment to SLL project as per
Literacy Action Plan
            Reform 2 – Strong school leadership and whole school engagement with
                                           Literacy

             Strategy                         Resource / Funding            Leadership Responsibility               Indicators

Professional Learning

      Participation in school based         School TPL Funds               Principal / DP / AP mentors      Professional learning
       professional learning                                                                                    completed.
       modules to develop                                                                                      Evidence of improved
       expertise in ;                                                                                           leadership in school
   -   Smart data – accessing /
                                                                                                               Improved outcomes
       interpreting.
   -   Analysis of Smart data to                                                                               Focussed teaching and
       support supervision of staff                                                                             learning activities
       to develop teaching                                                                                      implemented from SMART
       programs based on school                                                                                 data analysis
       needs.
   -   Literacy pedagogy – a deep
       understanding to ensure
       support to staff.
   -   Item analysis – specific for
       stages.
                                             Regional expertise –
      Participation in Team                  National Partnership
       Leadership modules
                                       Focus sessions
                                          - Teacher Feedback
                                          - Student Feedback
                                          - Structured Reflection
                                          - Collaborative Problem
                                              Solving
                                          - Monitoring for Success
                                          - Learning more about using
                                              Data.
       Reform 3 – Monitoring student and school literacy performance to identify where
                                     support is needed.

              Strategy                      Resource / Funding                 Leadership Responsibility            Indicators

Professional Learning

       Participation in school based      School TPL Funds                    Principal / AP mentors       Professional learning
        professional learning                                                                                  completed.
        modules to develop                                                                                    Evidence of improved
        expertise in ;                                                                                         leadership in school
   -    Smart data – accessing /                                                                              Improved outcomes
        interpreting.
   -    Analysis of Smart data to
        support supervision of staff
        to develop teaching
        programs based on school
        needs.
   -    Literacy pedagogy – a deep
        understanding to ensure
        support to staff.
   -    Item analysis – specific for
        stages.                            Regional expertise –
                                            National Partnership ( Refer
       Participation in Team               Reform 2 for topics to be
        Leadership modules                  covered )
          Strategy                     Resource / Funding       Leadership Responsibility            Indicators

   School Based Assessment

-   Bench marking – Reading           Global funding            SLSC                         Monitoring procedures
-   Moderating of assessment                                     Mentors                       evident K – 6
    tasks ( Stage based)                                         Executive                    Data collected analysed and
-   Co operative planning (Stage                                                                used to influence teaching
    based )                                                                                     programs.
-   Standardised testing
-   Student tracking of data –
    school intranet.
-   Feedback strategies

   NAPLAN
-   Analysis of data to inform                                   Executive / mentors
    teaching program
-   Stage based data analysis of
    data

   ILP’s                                                        SLSC
-   Establishment of ILP’s for
                                                                 Class teachers
    students performing below
    minimum standards.
    Students will most likely be
    placed in Safety Net Stage 2
    and 3 classes .

   Rubric development for
    Stage 2 / 3
National Partnership
    Action Plan
      Literacy
Auburn Public School – National Partnership; Literacy Action Plan

Recommendation                            Strategies                                           Indicators                        Who                  Time-frame       Budget & source
1. The school develops implements         1.1 SUPPORT STRUCTURES
and evaluates a whole school
approach to reading within the               a)   Timetable                                    Timetable operational.            Deputy Principal     Terms 1-4 2010   School funded
context of literacy learning.                      2 hour Literacy sessions per day
                                                   in all classrooms.                                                            Principal / Deputy
Overview;-                                   b)   Specialist Classes                           Specialist classes operational.   Principal            Term 1 2010      School funded
Quality Literacy Sessions K-6 with a              * Safety Net (high need)
focus on guided/shared/independent                Literacy/Numeracy classes formed in
and modelled components ensuring                  years 2/3/4 and a Stage 3 class.
Reading, Writing, Talking and Listening           * Reception classes formed for new arrival
are reflected.                                    students, one each Stage – 1/2/3. These
                                                  classes to be staffed by ESL teachers.
Specific Focus for 2010 –                         Lower class size and receive additional
                                                  support staff.
       ‘READING’                            c)     Support Personnel                                                             Principal / Deputy
                                                   (STL/ESL/ESSP)                              Support personnel in classes      Principal
K-2 Jolly Phonics ( and Safety Net /               * Allocation based on need and the          based on need.                                         Term 1 2010      School funded
Reception classes Stage 2 / 3 )                    remaining balance distributed
3-6 Robyn Wild – Guided Reading                    according to class structure.                                                 Stage
Program (Stages 2/3)                         c)   Co-operative Planning                                                          supervisors and
                                                  * Stage based each term, aligned to meet     Shared programs evident.          classroom
                                                  the needs of the students based on                                             teachers.            Ongoing 2010     School funded
                                                  internal and external data.
                                                  * Shared programming and assessment
                                                  tasks.


                                          1.2 RESOURCES

                                                  * Purchase of appropriate                    Audit resources.                  Literacy Co-         Term 1 2010      K-2 PSP
                                                  resources aligned to specific                                                  ordinators                            3-6 – National
                                                  reading programs being                       New materials purchased           K-2 & 3-6                             Partnership Funding
                                                  implemented.                                 based on need.                                                          (see attachment 1)
                                                  K-2 – Jolly Phonics.
                                                  3-6 Guided Reading.
Recommendation                   Strategies                                            Indicators                       Who             Time-frame             Budget & source
1. Continued                     1.3 PROFESSIONAL LEARNING

The school develops implements       * Structured K-6 approach (refer to                Professional learning plan      Consultants     Term 4 2009 –          K-2 PSP
and evaluates a whole school         Attachment 1)                                     implemented.                     (refer to       Jolly Phonics          3-6 – National
approach to reading within the       * Implementation of specialist                                                     attachments 1                          Partnership Funding
context of literacy learning.        reading programs (K-6)                            Evidence of practice in          and 2)          Term 4 2009 –          (see attachment 1)
                                                                                       programs and classrooms.                         Robyn Wild
                                                                                                                                        Guided Reading
                                                                                       Reading programs operational                     initial introductory
                                                                                       in classrooms.                                   session. Ongoing
                                                                                                                                        in 2010. (refer to
                                                                                                                                        attachment 1)

                                 1.4 MENTORING


                                    a)     External Consultants                        Consultants in classrooms        Consultants     Term 1-4 2010          K-2 PSP
                                                                                       modeling and delivering                                                 3-6 – National
                                           K-2 Jolly Phonics.                          demonstration lessons.                                                  Partnership Funding
                                                                                                                                                               (see attachment 1)
                                           3-6 Robyn Wild – Guided Reading
                                                                                       Assistant Principal mentors
                                           (refer to attachment 1)
                                                                                       working in classrooms.           AP Mentors
                                    b)     School Mentors
                                                                                       Stage/Grade mentors
                                           1. – 2 Assistant Principals (K-2 and 3-6)   supporting colleagues through
                                                                                       demonstration and team
                                           2. – 1 classroom teacher as a mentor per    teaching scenarios.
                                           stage/grades.




                                 1.5 ALIGNMENT OF PROJECTS

                                         Literacy Action Plan will align to            ESL Pedagogy reflected in        CRT Mentors     Terms 1-4 2010         SLL Project
                                         Federal Government ESL project.               programs and classroom           Assistant
                                         Each strategy will reflect the                practice.                        Principal ESL
                                         pedagogy and focus for the SLL                (Refer to the SLL Action Plan)
                                         Project.                                                                       CRT’s
Recommendation                            Strategies                                            Indicators                        Who              Time-frame     Budget &source
2. Develop a whole school approach
to the assessment of reading to           2.1 PROFESSIONAL LEARNING
support consistency of teacher
judgment and align learning                                                                     Appropriate text matched to       Consultants      2010 ongoing   K-2 PSP
activities to cater for student needs.           * Text Levels and the criteria that            students in all classrooms.                                       3-6 – National
                                                                                                                                  Literacy Team                   Partnership Funding
Overview;-                                       aligns each one.                               Benchmarking of all students                                      (see attachment 1)
Develop K-6 data collection/analysis to                                                         in Reading is completed.          CRT’s
use as a basis to plan and implement             * Benchmarking.                                                                                                  School funded.
relevant teaching and learning                   * SMART data analysis.                         Data analysis outcomes and
programs.                                                                                       content reflected in classroom
                                                 * Writing ILP’s (Individual                    programs and practice.

                                                 (Learning Plans) / Group learning plans        ILP’s / Group LP’s evident in
                                                                                                programs and on school
                                                                                                intranet.

                                          2.2 CO-OPERATIVE PLANNING

                                                * Shared assessment tasks written across
                                                                                                Co-operative planning             Stage            2010 ongoing   School funded
                                                the grades/ stages.                             sessions held.                    Supervisors
                                                * Shared moderating activities across the
                                                                                                Moderating sessions held and      CRT’s
                                                grades/stages.                                  data collected.

                                                * Co-operative programming based                Planning sessions are term
                                                                                                based and programs written.
                                                on data analysis through stage planning.


                                          2.3 INDIVIDUAL LEARNING PLANS (ILP’s) and
                                          GROUP LP’s.

                                               * Plans written to accommodate the               Students have been identified     CRT’s            2010 ongoing   School funded
                                                 learning needs of low achieving                and targeted.
                                                 students, both individually and in                                               Support Staff
                                                 groups.                                        ILP’s/ Group LP’s have been
                                                                                                written based on data analysis.


                                          2.4 STUDENT TRACKING

                                             * Tracking of student progress (school intranet)
                                                                                                Data is collected and stored on   Technology co-   2010 ongoing   School funded
                                                * Standardised test results.                    the school intranet.              ordinator

                                                * NAPLAN data                                                                     School
                                                                                                                                  Administration
                                                *School internal data                                                             staff.
                                           * DET K-6 Learning continuum / English syllabus
Recommendation                        Strategies                                       Indicators                    Who                Time-frame        Budget & source
3. Professional learning in the use
and analysis of NAPLAN data.          3.1 ANALYSIS OF DATA

Overview;-
Data gathered from analysis of              * Deputy Principal to analyse data         Data Report published.        Deputy Principal   Term 3 2009       School funded
NAPLAN will be used to inform
teaching programs being                      and prepare report on 2009 data           SMART professional
implemented in all classrooms.                                                         learning conducted.                              Term 4 2009
                                            * Data shared with executive

                                             staff through SMART training.



                                      3.2 PROFESSIONAL LEARNING

                                                                                       SMART data being              Regional Staff     Term 4 2009 and   School funded
                                            * SMART data and how to use the            accessed as part of the                          ongoing 2010
                                                                                       teaching and learning cycle   Deputy Principal
                                             program and tools that it provides        which will influence
                                                                                       classroom practice and        Executive Staff
                                            - Initially executive staff and then all   programming.
                                                                                                                     Stage
                                            staff.
                                                                                                                     Supervisors




                                      3.3 ITEM ANALYSIS



                                            * Whole school review of items/            SMART data being              Regional Staff     Term 4 2009 and   School funded
                                                                                       accessed as part of the                          ongoing 2010
                                             performance of school. The                Teaching and Learning cycle   Deputy Principal
                                                                                       which will influence
                                             strategies identified and then            classroom practice and        Executive Staff
                                                                                       programming.
                                             incorporated into teaching
                                                                                                                     Stage
                                             programs to improve student                                             Supervisors

                                             learning outcomes.
Recommendation                      Strategies                                        Indicators                       Who             Time-frame        Budget & source
3. Continued
                                    3.4 STAGE BASED ANALYSIS
 Professional learning in the use
and analysis of NAPLAN data.                                                          SMART data being                 Stage           Term 4 2009 and   School funded
                                           * ES1/Stage 1 to review                    accessed as part of the          Supervisors     ongoing 2010
                                                                                      teaching and learning cycle
                                           Year 3 data                                which will influence
                                                                                      classroom practice and
                                          * Stages 2/3 to review                      programming.
                                          Year 3 / 5 data and item

                                           performance

                                    Findings / Recommendations to be reflected in
                                    teaching programs.

                                    3.5 ACTIVITY BOOKLETS

                                                                                      Booklets published and used      Literacy        Terms 1-4 2010    School funded
                                          * Preparation of booklets                   in classrooms.                   Co-ordinators

                                           containing relevant data and               Evidence of teaching
                                                                                      strategies and use of
                                           teaching strategies from NAPLAN Teaching   resources evident in
                                           Strategies booklet to be incorporated in   programs.

                                           teaching programs and

                                           classroom practice. ( Years 2 – 6 )



                                    3.6 PROGRAMMING



                                          * Weekly sessions in all 2-6                Evidence in documentation        CRT’s           Terms 1-4 2010    School funded
                                                                                      and classroom programs.
                                           classrooms aligned to the format
                                                                                      Evidence in CRT timetables
                                           of NAPLAN in relation to:                  to facilitate weekly sessions.
                                             -   language used in testing

                                             -   structure of test and questions

                                             -   focus areas from item analysis
Recommendation                            Strategies                                                  Indicators                        Who                    Time-frame              Budget & source
4. Collaboratively plan, develop,
implement and monitor teaching            4.1 PROFESSIONAL LEARNING
programs to ensure essential
elements of a quality Literacy session           * Use of DET resources;                              Professional learning sessions    Mentors                Term 4 2009 and         School funded
are evident.                                                                                          held.                                                    ongoing 2010
                                                 - Introduction to Quality Literacy Teaching                                            School Literacy
Overview;-                                                                                            Evidence in written               Team
Structured teaching programs                           -   DET websites including Curriculum          documentation.
implemented to support quality literacy                    Support. / 4 resources reading model
sessions within the Quality Teaching                                                                  Evidence in classroom practice.
Framework.                                             -   Quality Teaching Framework

                                                 * Use of consultants;
                                                                                                                                        Consultants            Terms 1-4 2010          K-2 PSP
                                                 - Jolly Phonics                                                                                                                       3-6 – National Partnership
                                                                                                                                                                                       Funding
                                                 - Robyn Wild ; Guided Reading                                                                                                         (see attachment 1)

                                                 (see attachment 1)

                                          4.2 CO-OPERATIVE PLANNING / PROGRAMMING
                                                                                                      Sessions held.                    Stage Supervisors      Terms 1-4 2010          School funded
                                                 * Term based.
                                                                                                      Consistency in programs           CRT’s
                                                 * Stage planning sessions.                           evident.
                                                                                                                                        R/R
                                                 * Program formats consistent.                        Teaching in classrooms reflects
                                                                                                      content in programs.
                                                 * Reading Recovery Program

                                                 * Home Reading Program

                                          4.3 PROGRAM SUPPORT
                                                                                                      Programs monitored every term.    Assistant Principals   Once per school term.   School source
                                                 * Monitoring of content included in                                                    Deputy Principal

                                                 programs.                                                                              Assistant Principals
                                                                                                                                        Deputy Principal
                                                  * Classroom visits and

                                                  observations by executive

                                                  support and literacy mentors.

                                          4.4 QUALITY TEACHING DOCUMENT
                                                                                                      Evidence of elements of Quality   CRT’S                  Ongoing 2010            School funded
                                              * Alignment of teaching programs                        Teaching document in teaching
                                                                                                      programs and reflected in
                                                to the philosophy of Quality                          classroom practices.

                                                Teaching.

                                          4.5 SUPPORT STAFF
                                                                                                      Support staff allocation in       Deputy Principal       Term 1 2010             School source
                                                 * School timetable supports teachers          with   timetable based on need
                                          additional personnel in classrooms based on need.           evident.
Recommendation                     Strategies                                           Indicators                     Who                 Time-frame        Budget & source
5. Develop whole school
understanding and expectations     5.1 PROFESSIONAL LEARNING
of quality feedback to students.

                                         * The components of quality and                Professional learning          Self Evaluation     Commence Term 1   No Cost
                                                                                        sessions completed.            Team.               2010 and then
Overview                                 effective student feedback to be                                                                  ongoing
Developing teacher expertise in                                                         Positive feedback from staff                                         School resources
providing feedback to students.          addressed including ‘how, when,                on professional learning
                                         where and why.’                                sessions.

                                          * Staff to lead professional workshops in     Evidence of new and revised    Literacy mentors.                     Training modules from
                                                                                        forms of feedback evident in                                         Curriculum Corporation
                                          ‘Assessment for Learning’ (7 modules –        classroom teaching as
                                                                                        observed by peers and
                                          Curriculum Corporation Website).              mentors.


                                   5.2 RUBRICS



                                         * Stage 2 and 3 groups to develop,             Rubrics developed and          Consultant –        Term 1 2010       National Partnership
                                                                                        being incorporated into        Robyn Wild                            funding
                                         trial and share feedback rubrics.              classroom practice.                                                  (see attachment 1)

                                                                                        Stage 2/3 teams using,         Stage               Ongoing 2010
                                                                                        discussing and reviewing       Supervisors
                                                                                        rubrics.                       CRT’s


                                   5.3 FEEDBACK STRATEGIES



                                         * Implementation of various                    CRT’s using a variety of       Stage               Term 1 2010       National Partnership
                                                                                        feedback strategies in         Supervisors                           funding
                                         feedback tools within the classroom setting.   everyday practice and          CRT’s                                 (see attachment 1)
                                                                                        evident through
                                           -     verbal                                 programming.                                       Ongoing 2010
                                           -     written

                                           -     peer
       National Partnership
             Literacy
                           Appendix 1


Reading Program Overview
Mentor Role
Funding Details
                                   ‘Guided Reading within the context of a Quality Literacy Program’ – R Wild
Funding – National Partnership ; Literacy
Preface ; The program is not a formal reading program as such with specific reading books to purchase and a specific sequence to follow. It is more about
developing expertise in the teaching of reading as a component of a quality literacy session. It will ;
      Align to the Commonwealth Government LLL ESL Project. Ms Wild has TESOL training and will incorporate ESL pedagogy throughout program
      PSP will fund K – 2 component of program.
      All staff K – 6 will participate in the professional learning.
      Jolly Phonics / Jolly Grammar will be a focus in K – 2 classes and Stage 2 / 3 safety net and reception classes.
      Focus will be on developing teacher expertise in implementing a quality literacy sessions across all facets not just reading.
      2011 program will be planned after analysis of data in 2010.

Professional Learning Focus – 2010
    What ! A series of professional learning sessions on what ‘good readers’ do! Looking at the reading process – conventions / strategies / context.
    How ! A series of professional learning sessions on the how – model / guided /shared / independent……. A model for learning anything with a specific focus on
        reading!
    In the classroom ! Classroom support – organisation of sessions / students / demonstrations.
    Resources ! A variety of reading material across all text types, teaching manuals / teaching resources / DVD’s to support implementation.
    Mentoring! School mentors upskilled to support class teachers in the implementation of a quality reading session.
    Guided Reading Plan! Support with programming.
    Assessment ! What good assessment in reading looks like and how that impacts and guides classroom practice. Analysis of internal and external data to provide
        direction.

                                   ‘Jolly Phonics / Grammar ; A K - 2 Program’ - ( Jolly Phonics Consultants )
Funding – PSP
Professional Learning Focus – 2010

      What ! Jolly Phonics is a synthetic phonics scheme that teaches children in kindergarten alphabet code. There are 5 main focus areas ; Letter sounds, Letter
       formation, Blending, Sounds in Words, Tricky Words.
       Jolly Grammar follows on from Jolly Phonics and is focussed on developing skills for Stage 1 students. It is a systematic approach to teaching grammar, spelling
       and punctuation. Jolly Grammar will also be a focus in Reception classes in Stage 2 and 3 and Safety Net classes in Stage 2. 2009 ( Term 4 ) will see the
       commencement of these programs. Kindergarten and Year 1 will commence with Jolly phonics. Year 2 will commence with Jolly Grammar 1.
      In the classroom ! Classroom support – organisation of sessions / students / demonstrations.
      Resources ! A variety of reading material across all text types, teaching manuals / teaching resources / DVD’s to support implementation.
      Mentoring! School mentors upskilled to support class teachers .
      Reading! Support with programming.
      Assessment ! What good assessment looks like and how that impacts and guides classroom practice. Analysis of internal and external data to provide direction.
                              ‘Guided Reading within the context of a Quality Literacy Program’ – R Wild

Funding – National Partnership ; Literacy

         Activity / Strategy        Responsibility             Activity              Responsibility
   1.   Professional Learning      R Wild             4 .Mentors
       T 4 – 2009 ; 1 session                          AP mentor release ( 3
       T 1 – 3 ( 2010 ) 2 x 2                            days per week ) to
        hour sessions per term.                           support class teachers    AP – Stage 2 / 3
       T 4 ( 2010 ) 1 x 2 hr      R Wild                 Stage 2 / 3
        session                                         Consultant ( R Wild ) –
       T 3 / 4 – S / D days                              mentor / classroom
       External professional                             support / demonstration
        learning courses ( DET /   DET / other            lessons – 2 days per      R Wild
        and non DET )                                     term (Stages 2 and 3)
                                                        Release time for class
   2. Teaching resources                                  based mentors to          AP mentors /
    Purchase of manuals /                                support colleagues        literacy co
      resources to support the     AP mentors          ( 20 days for 2010 )         ordinators.
      implementation of
      reading program
                                                      5. Consumables
   3. Resources ( student                              Stationery                  Principal
centred )                                              Catering costs
    Purchase of reading                               Other incidentals
                                   AP mentors /
      material for Stages 2 /3
                                   Literacy team
    Purchase of additional                           6. ILP’s
                                                       Development of ILP’s        Class teachers /
      resources to support
                                                                                    SLSC
      reading across stages –                            ( based on NAPLAN
      Big Books / magazines/                             data .
      fiction / non fiction


Refer Costing Spreadsheet
                              ‘Jolly Phonics / Grammar ; K - 2 Program’ - ( Jolly Phonics Consultants )
Funding – PSP

        Activity / Strategy       Responsibility             Activity             Responsibility
  2.   Professional Learning                         4 . Mentors
      Initial briefing session                        AP mentor release
       1– Term 3, 2009                                   (1days per week ) to
      Repeat of session 1 –      J/ P                   support class
       Term 1, 2010 ( new staff   consultants            teachers K – 2          J /P consultants
       and for those who wish                          Release time for
       to revise program.)                               class based mentors     AP mentors /
      Term 2 ( 2010 ) 1 x 2 hr                          to support colleagues   literacy co
       session                                        ( 20 days for 2010 )       ordinators.
      Term 3 ( 2010 ) 1 x 2 hr                        Consultant ( Jolly
       session                                           Phonics) – mentor /
                                                         classroom support /
  2. Teaching resources                                  demonstration
   Additional manuals /                                 lessons – 2 days per
     resources to support the                            term (K – 2 )
     implementation of          AP / mentors
     reading program. ( Initial
     outlay from 2009 PSP                            6. Classroom aides
     funds )                                          Additional aide           Principal / Dep
                                                        support time             Principal
   3. Resources ( student                               purchased to support
centred )                                               literacy learning in
    Purchase of reading          AP mentors            classrooms.
      material / puppets /
      charts etc
    Big Books fiction / non
      fiction material etc


Refer Costing Spreadsheet
                                                 What will mentoring look like at our school ?
Focus
       Collegial and non threatening!
       Negotiated .
       The focus is to ensure professional learning occurring is being implemented into classrooms.
       Support for teachers / guidance / direction.
       Quality teaching principles aligned.
       Improved teaching practice in all classrooms.

Process
    Mentors develop an Action Plan prioritising classes to be supported initially. Consideration to issues such as NAPLAN , beginning teachers, new staff
       members - a priority. This Action Plan is to have the approval of the Principal.
    The mentor -
    Initial discussion with teacher ; what he / she feels needs support / guidance.
    Observation of a literacy session by mentors. Mentors to develop a recording sheet for consistency across K – 6 to use to discuss focus areas for
       support with teachers involved.
    Mini Action Plan ( proforma developed and kept in teacher program as a record ) established between mentor and teacher – will involve team
       teaching/ demonstration lessons by mentor / lesson observations in other classes etc. Time spent with teachers depends on support needed.
    Mentor moves to another class when it is felt teacher is confident about his / her literacy session
    Follow up observation - 2 week cycle
    Grade mentors to be used to support where ever AP mentors feel appropriate.
    AP mentors can take the classes of Grade mentors so they can support a teacher if appropriate.
    Process is very much based on individual needs.


Outcome
    All class teachers competent in delivering quality literacy sessions.
    Evidence of professional learning in classroom practice.
    Teaching manuals / reading material – evidence of use in classrooms.
    Improved literacy outcomes evident in data !
Allocation – Mentors / STL allocation

Name           Responsibility
N / P mentor   Monday – Friday
                     Morning Session ; Mentor role . Focus to start will be supporting Year 3 and 5 in readiness for NAPLAN.
                     Mid Session; STL role (Safety net Yr 3 class. ) This teacher will need to have her literacy session in the middle session each day.
                     Afternoon Session ; RFF / Executive release.
               Note ; Morning session will vary according to demands of National Partnership. Additional time for administration will be needed ! Changes to
               routine are to be negotiated with Principal. An option in busy accountability times may be the hire of an additional casual to fill STL role. ( Funds to
               be allocated for this purpose from N / P )




PSP mentor     Shared DP role with AP - SLSC 2 ½ days per week
               Morning Session
                    Mon / Tues / Wed – Mentor role
                    Thurs / Friday – DP role
               Mid session
                    Mon / Tues / Wed – DP role
                    Thurs / Friday – STL role
               Afternoon Session
                    Shared DP / RFF

SLSC mentor    Shared DP role with AP / PSP 2 ½ days per week.
               Morning Session
                    Mon / Tues / Wed – DP role
                    Thurs / Frid – SLSC role
               Mid Session
                    Mon / Tues / Wed – STL role
                    Thurs / Friday – DP role
               Afternoon Session
                    Shared DP / RFF
AP – ESL             Morning Session
                          Term 1 ; Working in ESL Reception classes – Stage 1 and kinder classes
                     Mid Session
                          Term 1 ; Reception classes – Stage 2 / 3 ; Support for NAPLAN


                     Afternoon Session
                          Administration / RFF

                            Parent courses ; One session to be allocated ( from AP / ESL’ T / T ) per week only ( day TBA) . C LO’ s can run activities once established.
                            Additional time for administration will be needed ! Changes to routine are to be negotiated with Principal.




Additional Support   Reading Recovery Teachers / ESSP
                             Teacher ; R / R and then one session working with 5 / 6 Safety net class. Afternoon session - 3 for RFF /1 for R/R admin time / 1 TBA !
                          Teacher ; ESSP – Safety Net Year 2 class ( 1 session per day )
                                            Kinder classes ( 1 session per day ) Afternoon session - 3 for RFF and 1 TBA !
                             Teacher ; R / R and then one session per day working in the Year 1 Safety Net class. Afternoon session - 3 for RFF /1 for R/R admin time /
                             1 TBA !
                          Teacher – Safety net Year 4 class - middle session each day
                     Safety Net Classes

                            Year 1 – R/ R teacher                            Mentor Support
                            Year 2 – ESSP teacher                                N/ P mentor – Stages 2 and 3
                            Year 3 – N / P mentor
                                                                                  PSP / SLSC mentor – ES1 / Stage 1 / Safety net classes . Consultation
                            Year 4 – Mentors
                                                                                      with AP – ESL for support in Reception classes re Jolly phonics.
                            Year 5 / 6 – R/R teacher
                                                                                  AP - ESL – Term 1 ; Reception classes
                     Kinder Support                                               SLSC – As per need re SLSC. Priority in Term 1 will be the
                          ESSP teacher                                               establishment of ILP’s for students in Bands 1 / 2 – Safety net classes
                                                                                  Grade mentors – demonstration lessons / support in classrooms as
                                                                                      planned by AP mentors.
Analytical framework to support school improvement in literacy and
numeracy




A set of practical measures for
Auburn Public School

Appendix 2

( R1, R2, R3 ; align to Reforms 1,2,3 in School Literacy Plan )
     1.   Human resources are allocated and managed across the whole school so they support the continuous improvement of student achievements in literacy and numeracy.


                            1                                                     2                                                       3                                                       4
There is little change to teacher/class allocations     Some staff changes are made from year to year to       Staffing is largely based on student need according    The allocation of staffing is primarily based upon
from year to year.                                      address students’ literacy and numeracy needs.         to the collection of student literacy and numeracy     student literacy and numeracy data.
                                                                                                               data at least once a year.
                                                                                                                                                                      Support staff work in a wide variety of ways to
                                                                                                                                                                      support the teacher and teaching as well as the
                                                                                                                                                                      student and learning.


                                  Possible Strategies                                      09   10    10                                       Possible Strategies                                       09      10        10
                                                                                           S2   S1    S2                                                                                                 S2      S1        S2
3.1 Identify other information on student achievement and analyse opportunities for        X    X              4.1 Undertake further analysis of information to ensure that the needs of all students
    its use.                                                                                                       are met.
3.2 Review the needs of specific groups of students within the school; for example         X    X              4.2 Make ongoing adjustments to the school plan to meet the emerging needs of                    X
    boys, girls, students with learning difficulties, Aboriginal and Torres Strait                                 students.
    Islander students and ESL learners.                                                                        4.3 Update the visiting helper’s policy and procedures.
3.3 Provide additional support and professional learning for staff to meet the needs       X    X              4.4 Conduct a review of the use of support staff such as the Aboriginal and Torres        X      X
    of students.                                                                                                   Strait Islander tutors, STLA, ESL staff and school learning support officers
3.4 Review the roles and responsibilities of all specialist staff and modify as            X    X                  (SLSOs).
    appropriate                                                                                                4.5 Identify and analyse a range of information sources to make and test
                                                                                                                   generalisations about the effectiveness of school programs.

School Progress

                               Outcomes 2009 / 2010                                                   Rating                                      Focus Strategies 2010 / 2011
                                                                                                     T2 – 2010
         Staff developing an understanding of Smart data / standardised testing / bench                                        Professional learning to assist in analysis of information R1 R2
          marking – beginning to be reflected in classroom programs. R2                                                         School Plan reviewed for 2010 / 11 R2 R3
     
                                                                                                           3
          ILP’s developed, implemented and reviewed for all identified students. R3
                                                                                                                                Data gathered ( various sources ) and analysed to review current practice and set
         Intensive professional learning – whole school / stage / individual R1                                                 future direction R1 R3
         Specialist staff planning, teaching and reporting aligned to School Plan R3
         Support staff allocation based on needs analysis R3
                               Outcomes 2010 / 2011                                                   Rating
     2.Decisions about school/class timetables and calendars are made to maximise instructional time for literacy and numeracy and to facilitate staff collaboration.


                          1                                                     2                                                         3                                                         4
Decisions about timetables are based on traditions,   The allocation of teaching time is reviewed at staff    Staff members use student achievement data to            A very high priority is placed on the preservation of
historical data and available resources.              and executive meetings.                                 make stage/whole school decisions about teaching         instructional time in literacy and numeracy for all
                                                                                                              priorities and time allocation.                          students.
                                                      The school coordinates and monitors teaching time
                                                      in literacy and numeracy.                               School calendars are managed to ensure that              Activities that are barriers to literacy and numeracy
                                                                                                              instructional time in literacy and numeracy is           learning are monitored and intentionally reduced.
                                                                                                              preserved.


                                Possible Strategies                                      09     10       10                                    Possible Strategies                                         09      10     10
                                                                                         S2     S1       S2                                                                                                S2      S1     S2
3.1 Provide additional support to staff to collaborate and plan stage/whole school       X      X             4.1 Gather information on a regular basis on the effectiveness of literacy and
    activities.                                                                                                   numeracy activities.
3.2 Review the impact of time allocations for one term and discuss the findings with     X      X             4.2 More closely align the school calendar and the school plan.                                     X
    staff to inform future decisions.                                                                         4.3 Highlight the relationship between the school’s goals, the school plan and literacy             X
3.3 Collect information on the number and types of variations to routine over a set                               and numeracy instructional time for students.
    period such as two weeks.                                                                                 4.4 Review student attendance information to reduce partial attendance and late              X      X
3.4 Establish effective routines for stage and whole school events such as               X      X                 arrival at school.
    assemblies.                                                                                               4.5 Trial the material and resources on the Mathematics K-6 Programming Support
3.5 Ensure that students come to class prepared.                                                X                 website.
3.6 Assess the system used to manage the school calendar.                                X      X             4.6 Develop strategies with teachers to enhance literacy and numeracy instructional                 X
3.7 Conduct a review of class timetables.                                                X      X                 time.
3.8 Establish agreed school procedures for the employment of temporary and casual        X      X             4.7 Use flexible timetabling to facilitate collaboration among staff                         X      X
    staff to ensure continuity of literacy and numeracy programs

School Progress

                         Outcomes 2009 / 2010                                            Rating ( T2                                         Focus Strategies 2010 / 2011
                                                                                              – 2010 )
         Reception and Safety Net classes established as part of whole school                                        Increased opportunities and processes in collecting data and information for the effectiveness of
          structure. These classes receive 4 hours additional support per day and                                      Literacy programs within the school. R1 R3
          align with SMART data, ESL levels and assessment analysis. R1                                               Continuation and review of flexible timetabling in relation to support staff, planning and allocation of
         Mandated 2 hour Literacy sessions across the school with timetabled                                          classes.
          support. This support is based on needs analysis. (ES1 receive 1hr ESL and
          4 hours bi-lingual and Stage 3 receive 1 hour ESl and additional time with

     
          STL per week) R1
          Mandated expectations of the components of Quality Literacy sessions at
                                                                                         4
          Auburn Public School. R1
         Stage based co-operative planning and moderating timetabled and
          conducted in alignment with syllabus outcomes to ensure all mandatory
          components of syllabus are taught and for consistency of teacher judgement
          (CTJ) R3
         Co-operative planning sessions between classroom teacher and support
          staff timetabled to plan and implement classroom programs in Literacy. R3
                         Outcomes 2010 / 2011
     3.   Teaching resources including ICT materials are allocated and managed across the whole school so they support the continuous improvement of student achievements in literacy and numeracy.

                          1                                                      2                                                  3                                                       4
Literacy and numeracy teaching resources are            Literacy and numeracy teaching resources are        Student need is considered when allocating literacy    Student achievement data is used as a basis for the
distributed across the school according to historical   shared across the school equally.                   and numeracy teaching resources.                       purchase and allocation of literacy and numeracy
and/or personal reasons.                                                                                                                                           teaching resources.
                                                        The allocation of teaching resources is managed     The purchase of new literacy and numeracy
                                                        and monitored by executive staff.                   teaching resources and equipment has some links        The purchase of new literacy and numeracy
                                                                                                            to the school plan.                                    teaching resources and equipment is monitored and
                                                                                                                                                                   reviewed annually with direct links to the school
                                                                                                                                                                   plan.

                                                                                                                                                                   Teacher literacy and numeracy reference materials
                                                                                                                                                                   are centrally located and shared according to
                                                                                                                                                                   established guidelines.


                               Possible Strategies                                      09    10       10                                 Possible Strategies                                    09       10       10
                                                                                        S2    S1       S2                                                                                        S2       S1       S2
3.1 Conduct a review of ICT resources with a view to more closely aligning             X     X              4.1 Complete a stock take of literacy and numeracy teaching reference materials     X        X
    student need with resource allocation.                                                                      to ensure that resources are appropriate and current.
3.2 Ensure that current literacy and numeracy catalogues of resources are              X     X              4.2 Read and share research and information on new teaching resources                        X
    available to staff.                                                                                         including ICT resources to support the use of Interactive whiteboards in
3.3 Review and update the procedures for staff members to recommend and                X     X                  classrooms.
    purchase literacy and numeracy resources.                                                               4.3 Ensure professional learning in ICT for all school staff.                                X
3.4 Conduct staff professional learning sessions on program budgeting to ensure        X                    4.4 Develop and trial a proforma for recommending, purchasing and evaluating
    the purchase of all literacy and numeracy teaching resources is linked with                                 new literacy and numeracy resources.
    the school plan.
3.5 Provide and use guidelines for the development of program budgets in               X     X
    literacy and numeracy.
3.6 Develop local resources in consultation with community members.

School Progress

               Outcomes 2009 / 2010                                       Rating ( T2 – 2010 )                                            Focus Strategies 2010 / 2011
         Purchased reading resources, after an internal audit, to support effective                                Purchasing of relevant ICT resources including software, programs, site licences and interactive
          and explicit teaching of reading strategies including;                                                     whiteboards. R1 R2
          -    Making Connections                                                                                   Literacy Mentors to be trained in process of budgeting and purchasing all Literacy resources. R1
          -    Springboard into Comprehension
          -
          -
               First Steps resource books
               Comprehension Posters
                                                                                                   4            
                                                                                                                     R2
                                                                                                                     Continued professional learning sessions to be conducted on various ways of implementing and
          -    Guided reading books including levelled books up to 30                                                using a range of ICT in the classroom R1
          -    Blueprint books to align with COG units
          -    Springboard benchmarking kits R1
         Guidelines used to create a budget for allocation of funds from National
          Partnerships and constantly reviewed. Cash flow budget implemented
          and reviewed monthly. R2
         ICT resource review conducted and additional resources purchased
          including Nintendo consoles to assist Literacy. R1
                        Outcomes 2010 / 2011
     4.   Census about the school’s goals and expectations in literacy and numeracy.




                         1                                                         2                                                          3                                                     4
A few staff members are aware of the school’s            All staff members are aware of the school’s goals        There is staff clarity and consensus about the           All staff members collaborate to ensure that the
goals and expectations in literacy and numeracy.         and expectations in literacy and numeracy.               school’s goals and expectations in literacy and          school’s goals and expectations for literacy and
                                                                                                                  numeracy.                                                numeracy are embedded in school routines and
                                                                                                                                                                           classroom routines and procedures.
                                                                                                                  All staff members can articulate the school’s literacy
                                                                                                                  and numeracy goals.                                      The articulation of the school’s literacy and
                                                                                                                                                                           numeracy goals is central to promoting and
                                                                                                                                                                           sustaining a strong learning culture.


                                 Possible Strategies                                        09      10       10                                        Possible Strategies                                       09    10     10
                                                                                            S2      S1       S2                                                                                                  S2    S1     S2
2.1 In discussion with staff, establish what is relatively more or less important in the   X       X                 3.1 Implement induction programs to ensure new and casual staff members have
    school relating to goals and expectations and focus the school’s attention                                           opportunities to become familiar with the school’s goals and expectations.
    accordingly.                                                                                                     3.2 Investigate the systems and structures that are already in place to embed the
2.2 Regularly discuss the school’s goals and expectations at staff meetings and            X       X                     school’s goals and expectations.
    parent meetings.                                                                                                 3.3 Use a collaborative strategy such as the ‘jigsaw strategy’ to promote discussion
2.3 Initiate systems to review the school’s goals.                                         X       X                     of the school’s goals and expectations with the whole staff.
2.4 Collaboratively develop a professional learning session with school executive to       X       X                 3.4 Listen to other school leaders talk about their school goals and expectations.          X     X
    discuss and reach agreement about the school’s goals and expectations.                                           3.5 Observe how another school’s leadership team responds to and discusses their
2.5 Appoint a team leader to manage group processes and facilitate the                     X       X                     shared school goals and expectations.
    achievement of literacy and numeracy goals.                                                                      3.6 Provide information and share ideas about school goals.                                 X     X
                                                                                                                     3.7 Present information about the school’s literacy and numeracy goals in a variety               X
                                                                                                                         of formats such as pictures, charts and lists.




School Progress

                          Outcomes 2009 / 2010                                                 Rating ( T2 –                                      Focus Strategies 2010 / 2011
                                                                                                  2010 )
         Mandated 2 hour Literacy sessions across the school with timetabled                                                 SDD Term 3 will be conducted to address the focus and importance of National Partnerships
          support. R1                                                                                                          in relation to the three reforms, school plan, achievements and future professional learning.
         Mandated expectations of the components of Quality Literacy sessions at                                              R1 R2 R3
          Auburn Public School. This has become an integral part of the school’s
                                                                                                                              An induction process created to ensure all new staff are aware of the school action plans,
          Literacy policy. R1
                                                                                                                               Literacy expectations and resources available to facilitate the delivery of this. R1 R2
         School progress, achievements and targets communicated to Literacy
                                                                                                                              School goals and achievements to be presented in graphs to track progress and distributed
          Mentors, Robyn Wild, Brad Russell and executive staff at review meetings
          and in correspondence - both verbal and written. R1 R2 R3                                      3                
                                                                                                                               to all stakeholders. R3
                                                                                                                               Continued analysis of analytical framework in relation to school plan. R1 R2 R3
         Established Literacy mentors to model, support and guide teachers with
          implementation of effective Literacy practices within classrooms. They are
          also responsible for enuring successful implementation of professional
          learning into classrooms across the school. R1 R2
         Information related to National Partnerships and School Plan published on a
          webpage on the school’s internet site. R2
                          Outcomes 2010 / 2011
     5.   A school plan is developed collaboratively with staff and community members with an emphasis on literacy and numeracy.

The time is always right to do the right thing. Martin Luther King, Jr.

                          1                                                    2                                                            3                                                     4
The school plan is largely written by the principal    Some processes are in place for involving staff and        Staff and community members are empowered and         The school plan is collaboratively developed by staff
and/or executive staff members.                        community members in the development of the                supported to contribute to the school plan in         and community members.
                                                       school plan.                                               meaningful ways.
                                                                                                                                                                        The school plan is regularly reviewed and updated
                                                                                                                                                                        and is a well-used and dynamic document.




                                 Possible Strategies                                       09      10        10                                    Possible Strategies                                       09     10      10
                                                                                           S2      S1        S2                                                                                              S2     S1      S2
3.1 Ensure that the central focus of the school plan is on improving student learning     X       X                 4.1 Foster a sense of collective ownership of the school plan by all key                        X
    outcomes.                                                                                                           stakeholders.
3.2 Highlight and display relevant sections of the school plan in the staffroom, as       X       X                 4.2 Celebrate achievements outlined in the school plan.                                         X
    appropriate.                                                                                                    4.3 Mentor other staff to take a lead with the school planning process.                         X
3.3 Revisit the school plan regularly to review and align.                                X       X                 4.4 Ensure that there is authentic engagement by staff and parents with the
3.4 Ensure that executive staff members regularly report at executive meetings            X       X                     implementation of the school plan.
    about the progress of their areas of responsibility in the school plan.                                         4.5 Check that the school plan aligns with the Office of Schools Plan 2009-2011.         X      X
3.5 Provide time in meetings for staff members to share their endeavours, promote         X       X                 4.6 Use the school’s newsletter or notice board to regularly inform the school                  X
    successes and explore any difficulties.                                                                             community about achievements related to the school plan

School Progress

                          Outcomes 2009 / 2010                                                Rating ( T2 –                                     Focus Strategies 2010 / 2011
                                                                                                 2010 )
         N/P Literacy action plan written to ensure student learning outcomes are the
                                                                                                                            School plan to be discussed in more detail with all staff members at the Staff Development
          focus of all sessions. There is a constant cycle of reflection, modifying and
                                                                                                                             Day in Term 3 2010. R2
          implementing. R1 R2 R3
                                                                                                                            Community members to be presented with the school plan for discussion and detailed
         N/P reforms addressed through action plan. R1
                                                                                                                             explanation. R2
         Analytical Framework used to support Literacy action plan. R1
         Executive meetings conducted with allocated time for discussion and                           3                   Literacy mentors to take a more significant role in the process of writing and modifying the
                                                                                                                             school plan. R1 R2 R3
          development of school plans. R2 R3
         Co-operative planning days for Stage meetings occur for sharing information
          about planning, programming and ideas for literacy sessions. R3



                          Outcomes 2010 / 2011
    6.   Whole school goals, targets and priorities in literacy and numeracy are translated into explicit policies and classroom practices.



                         1                                                             2                                                             3                                                       4
A few staff members are aware of the need to align          Most staff members understand and appreciate the                School literacy and numeracy goals and targets in      All class/classes teaching programs align with the
class/classes teaching programs with the school’s           need to align class/classes teaching programs with              literacy and numeracy are translated by the majority   school’s literacy and numeracy goals and targets.
literacy and numeracy goals.                                the school’s literacy and numeracy goals and                    of staff members into measurable strategies in their
                                                            targets.                                                        class/classes teaching programs.                       Regular monitoring of the school plan is undertaken
                                                                                                                                                                                   to ensure literacy and numeracy targets and
                                                                                                                                                                                   priorities are reflected in all class/classes teaching
                                                                                                                                                                                   programs.


                                  Possible Strategies                                              09        10        10                                      Possible Strategies                                       09    10     10
                                                                                                   S2        S1        S2                                                                                                S2    S1     S2
2.1 Ensure that all staff members are clear about their role and responsibility in                X         X                  3.1 Review and implement procedures to regularly supervise teaching programs to           X     X
    meeting the school’s goals and targets in literacy and numeracy. Discuss at a                                                  ensure alignment with syllabus requirements and school developed targets in
    staff meeting.                                                                                                                 literacy and numeracy.
2.2 Monitor and evaluate stage/year literacy and numeracy achievements to ensure                  X         X                  3.2 Set specific targets for Aboriginal and Torres Strait Islander students that are
    continuous improvement.                                                                                                        designed to bridge the current achievement gap between Aboriginal and Torres          n/a   n/a
2.3 Support staff members to develop literacy and numeracy teaching programs                      X         X                      Strait Islander and non-Aboriginal students.
    with reference to item analysis of NAPLAN information.                                                                     3.3 Review and monitor the timeline for the achievement of school literacy and            X     X
2.4 Support executive staff members to monitor literacy and numeracy teaching                     X         X                      numeracy targets.
    programs.                                                                                                                  3.4 Monitor literacy and numeracy teaching programs and provide feedback to               X     X
2.5 Develop and implement procedures and templates for literacy and numeracy                      X         X                      teachers.
    teaching programs.                                                                                                         3.5 Provide ongoing professional learning for all staff in the process of translating     X     X
                                                                                                                                   school literacy and numeracy targets into teaching programs.
                                                                                                                               3.6 Discuss and agree on areas for improvement in aligning whole school goals and         X     X
                                                                                                                                   classroom literacy and numeracy practices.
                                                                                                                               3.7 Develop procedures for transferring student information about literacy and
                                                                                                                                   numeracy from year to year.

School Progress

                                              Outcomes 2009 / 2010                                                                        Rating ( T2 –                      Focus Strategies 2010 / 2011
                                                                                                                                               2010 )
        Individual ‘Quality Literacy in the Classroom’ action plans established in conjunction with every classroom teacher to address                                   Establish assessments that align with each specific reading
         the targets of the school plan, improve classroom pedagogy and practice, and cater for the needs of all students. These plans                                     skill that is explicitly taught through the use of ‘Springboard
         are discussed, written, implemented and reviewed with Assistant Principals. R1 R3
                                                                                                                                                                           Into Comprehension’ resources. This would cater for
        Reading benchmarking occurs for all students twice a term for those at an instructional level below 30. R1 R3
                                                                                                                                                                           students reading at an independent level above 30 and allow
        Programming proformas established for Reading and Writing to be used by all classroom teachers. These cover the 4
         components of a literacy session.R2
                                                                                                                                                                           data to be collected and student tracking to occur. R3
        SMART data analysis used to drive the programming of reading skills to be taught in each classroom. R2 R3                                                        Continued tracking of student progress to assist in class
        Mandated 2 hour literacy sessions across the school timetabled with support. R1 R3                                                                                formations for 2011. R3
        ILP writing sessions conducted to establish student in the school performing at or below minimum standard according to
         NAPLAN and internal school assessments. They were then created using the purchased resources to address the school plan                    3
         and targets of the National Partnerships. R3
                                              Outcomes 2010 / 2011
     7.   Literacy and numeracy targets in school plans are effective and SMART ––Specific, Measurable, Achievable, Relevant and Time framed.

                         1                                                         2                                                       3                                                       4
Staff members are aware that the school sets             Staff members have some knowledge and                    Members of the school executive participate in         All staff members participate in regular professional
literacy and numeracy targets.                           understanding of the literacy and numeracy target        some professional learning sessions to understand      learning sessions to understand and construct
                                                         setting process.                                         and construct SMART targets in literacy and            SMART targets in literacy and numeracy.
                                                                                                                  numeracy.
                                                         Literacy and numeracy targets contain measurable                                                                All literacy and numeracy targets contain effective
                                                         strategies and indicators of success.                    Literacy and numeracy targets contain clear and        and concise strategies and specific indicators of
                                                                                                                  measurable strategies and indicators of success.       success.




                                 Possible Strategies                                      09      10         10                                    Possible Strategies                                       09     10     10
                                                                                          S2      S1         S2                                                                                              S2     S1     S2
3.1 Build into the target setting process the opportunity for sharing and critiquing to          X                  4.1 Identify any areas of weakness in literacy and numeracy using the EMSAD              X      X
    ensure that targets are SMART - Specific, Measurable, Achievable, Relevant                                          package.
    and Time framed.                                                                                                4.2 Analyse selected targets with peers and regional staff to ensure that they
3.2 Ensure targets are regularly discussed in stage/year/faculty meetings.                X      X                      continue to be SMART - Specific, Measurable, Achievable, Relevant and Time
3.3 Refine the school targets to ensure that they are evidence-based.                     X      X                      framed.
3.4 Review the timeframes for each school target.                                                X                  4.3 Ensure that each literacy and numeracy target uses multiple sources of               X      X
3.5 Seek feedback about the school’s targets with other schools                                                         information as evidence of improvement.                                              SLL    SLL

School Progress

                         Outcomes 2009 / 2010                                             Rating ( T2 –                                          Focus Strategies 2010 / 2011
                                                                                                2010 )
                                                                                                                         
         Stage, whole school, individual and executive meetings conducted to
                                                                                                                              Analyse the 2010 SMART data and use the findings to keep, amend or set targets for Literacy
                                                                                                                              and Numeracy across the school. R1 R2 R3
          discuss the progress of the school action plan and N/P reforms. R1 R2 R3
                                                                                                                             Analyse and compare the results of the N/P reading tests to check progress on current targets
         Data on student progress is collected individually and across the school                                            and to help with future directions. R1 R2 R3
          within set timeframes, during each term and at the beginning and end of
          every year. This data is then used as the evidence to write and implement
          programs. R1 R3
                                                                                                     3
                         Outcomes 2010 / 2011
    8.   The school plan sets improvement priorities in literacy based on a thorough evaluation of student performance data.



                           1                                                   2                                                   3                                                         4
There is some evaluation of student performance      School leaders evaluate and use student               School leaders and some staff members evaluate        All staff members contribute to planning priorities in
data to inform literacy improvement priorities.      performance data to set literacy improvement          and use student performance data to set literacy      literacy using a variety of student performance data.
                                                     priorities.                                           improvement priorities.
                                                                                                                                                                 Explicit procedures are established and reviewed
                                                                                                           Mapping of student performance data in literacy       for the systematic collection and analysis of literacy
                                                                                                           occurs at least each semester.                        performance data across the whole school.

                                                                                                                                                                 Literacy priorities in the school plan are reviewed
                                                                                                                                                                 and adjusted as necessary.


                               Possible Strategies                                    09      10      10                                      Possible Strategies                                      09     10       10
                                                                                      S2      S1      S2                                                                                               S2     S1       S2
3.1 Review current systems for the collection and analysis of student achievement            X                4.1 Consider sharing the school’s literacy strategies and priorities with the wider
    information in literacy and refine the systems to ensure they are manageable.                                 school community and other schools, as appropriate.
3.2 Ensure that all staff members contribute to the setting of literacy targets.                              4.2 Give staff members time and opportunities to share their students’ literacy                 X
3.3 Provide feedback to staff members on the alignment of school goals and literacy   X      X                    performance information with other staff members.
    teaching programs.                                                                                        4.3 Create peer review opportunities for staff members to test their assumptions and
3.4 Analyse the school’s Best Start and Australian Early Childhood Development               X                    analysis of students’ literacy achievements.
    Index (AEDI) information to identify literacy needs in the early years.                                   4.4 Support new teachers to the school and new scheme teachers to understand                    X
3.5 Provide feedback to students about their literacy achievements.                                               the school’s processes and procedures in the use of students’ literacy
3.6 Analyse information provided by student performance data in literacy and                 X                    information.
    discuss at stage/year/faculty meetings and staff meetings.                        X      X

School Progress

                                     Outcomes 2009 / 2010                                                         Rating ( T2 –                         Focus Strategies 2010 / 2011
                                                                                                                       2010 )
        Mandated set times for the collection of data through benchmarking for students reading at a level                                       Results from 2010 NAPLAN to be analysed and discussed. R1 R3
         below 30.This also applies to internal school standardised testing. R1 R3                                                                Internal school database to be established to record all data for
        Conducted whole staff, stage and grade meetings to share achievements of students according to                                            student achievement. R3
         NAPLAN and internal school data related to reading. R1 R2 R3                                                                             Mentors and staff to take a more leading role in establishing and
        Presented through Staff Development Days and Professional Learning sessions the linkages between                                          contributing to the goals for literacy across all stages. R2
         the school goals in the literacy action plan and the NAPLAN results for programming and classroom
         practice. R1 R2
                                                                                                                         3                        Ongoing professional learning for Literacy mentors to provide them
                                                                                                                                                   with necessary skills to support colleagues in both stage and
        Reading strategy booklets created and priorities set for each stage according to student data. R1                                         individual settings. R1 R2
        Student feedback sessions conducted through Learning Modules to ensure feedback is appropriate to
         all students in classes. R2
        Team Leadership for School Improvement learning modules presented to whole staff on data. R2
                                     Outcomes 2010 / 2011
    9.    The school plan sets improvement priorities in numeracy based on a thorough evaluation of student performance data.



                         1                                                   2                                                       3                                                      4
There is some evaluation of student performance     School leaders evaluate and use student                  School leaders and some staff members evaluate        All staff members contribute to planning priorities in
data to inform numeracy improvement priorities.     performance data to set numeracy improvement             and use student performance data to set numeracy      numeracy using a variety of student performance
                                                    priorities.                                              improvement priorities.                               data.

                                                                                                             Mapping of student performance data in numeracy       Explicit procedures are established and reviewed
                                                                                                             occurs at least each semester.                        for the systematic collection and analysis of
                                                                                                                                                                   numeracy performance data across the whole
                                                                                                                                                                   school.

                                                                                                                                                                   Numeracy priorities in the school plan are reviewed
                                                                                                                                                                   and adjusted as necessary.


                              Possible Strategies                                      09      10       10                                     Possible Strategies                                       09     10    10
                                                                                       S2      S1       S2                                                                                               S2     S1    S2
3.1 Review current systems for the collection and analysis of student achievement     X                         4.1 Consider sharing the school’s numeracy strategies and priorities with the wider      X      X
    information in numeracy and refine the systems to ensure they are manageable.                                   school community and other schools, as appropriate.
3.2 Document expected student achievement levels at transition points – end of                                  4.2 Create peer review opportunities for staff members to test their assumptions and
    Kindergarten, Year 2, Year 4 and Year 6.                                                                        analysis of students’ numeracy achievements.
3.3 Ensure that all staff members contribute to the setting of numeracy targets.                                4.3 Support new teachers to the school and new scheme teachers to understand
3.4 Provide feedback to staff members on the alignment of school goals and            X       X                     the school’s processes and procedures in the use of students’ numeracy
    numeracy teaching programs.                                                                                     information.
3.5 Provide feedback to students about their numeracy achievements.                           X
3.6 Analyse information provided by student performance data in numeracy and          X       X
    discuss at stage/year/faculty meetings and staff meetings.

School Progress

                        Outcomes 2009 / 2010                                              Rating ( T2 –                                     Focus Strategies 2010 / 2011
                                                                                             2010 )
        Conducted staff meetings and professional development sessions to provide                                      Curriculum review of Numeracy occurring Week 6, T3 with independent members to analyse
         best practice numeracy lessons and high engagement using hands on                                               whole school numeracy program, positives and weaknesses. R1 R2 R3
         materials. R1 R2                                                                                               Ongoing professional learning for Maths mentors to provide them with necessary skills to
        Newmans Error Analysis used and analysed K-6 to develop programs which                                          support colleagues in both stage and individual settings. R1 R2
         utilise this information. R1 R2 R3
        Staff regularly updated through Maths Mentors of specific goals which have

    
         been achieved from all planning for 2010. R2
         SMART data analysed to find particular areas of weakness and these
                                                                                                    3
         targeted in programs 2-6. R1 R2 R3
                        Outcomes 2010 / 2011
     10. The school addresses the literacy and numeracy needs of students in an orderly and supportive environment.




                         1                                                      2                                                        3                                                     4
Student welfare and discipline policies, structures    Student welfare and discipline policies, structures    The majority of staff members use a range of           All staff members have expert knowledge of a wide
and procedures are informal.                           and procedures are partially developed across the      strategies for supporting student behaviour.           range of strategies for supporting student
                                                       school.                                                                                                       behaviour. Literacy and numeracy teaching takes
Staff members commonly use individual welfare                                                                 Student welfare and discipline policies, structures    place with minimal disruption.
and discipline procedures rather than system and       System and whole school welfare and discipline         and procedures are developed across the school.
whole school approaches.                               approaches are being implemented in some                                                                      Student welfare policies, structures and procedures
                                                       classes.                                               System and whole school welfare and discipline         are developed, implemented, evaluated and
                                                                                                              approaches are implemented in the majority of          monitored across the school and clearly support
                                                                                                              classes.                                               quality literacy and numeracy teaching.


                               Possible Strategies                                    09       10       10                                   Possible Strategies                                   09       10      10
                                                                                      S2       S1       S2                                                                                         S2       S1      S2
3.1 Improve staff knowledge of relevant information to inform strategies to          X        X               4.1 Promote and model classroom strategies that maximise student learning in                 X
    support student learning and positive behaviour.                                                              literacy and numeracy.
3.2 Build in explicit teaching of school rules into peer support so that             X        X               4.2 Ensure that any literacy and numeracy teaching interventions reflect current,   X        X
    expectations are reinforced across the school by student leaders.                                             effective research.
3.3 Display the school rules in hallways and classrooms.                             X        X               4.3 Continue to actively teach school-wide behavioural expectations to all          X        X
3.4 Use a variety of classroom management strategies to maximise the use of          X        X                   students.
    classroom time for productive learning in literacy and numeracy.                                          4.4 Compare school-wide efforts in behaviour support from year to year.                      X
3.5 Acknowledge students for engaging in behavioural expectations.                   X        X               4.5 Involve students in decision making.                                                     X
3.6 Examine school information such as school discipline/welfare policies and        X        X               4.6 Explore new ways to support staff and students as they implement                         X
    behavioral incident summaries.                                                                                successful literacy and numeracy programs and initiatives.
                                                                                                              4.7 Implement newer systems and practices to enable students’ learning to be
                                                                                                                  purposeful and interesting with clear goals so that they continue to
                                                                                                                  demonstrate autonomy in literacy and numeracy where minimal attention
                                                                                                                  needs to be paid to classroom management.

School Progress

                                       Outcomes 2009 / 2010                                                        Rating ( T2                            Focus Strategies 2010 / 2011
                                                                                                                      – 2010 )
         PBIS Committee established to create and promote new student welfare and discipline initiatives with                                   Continue to explicitly teach the core concepts of problem solving,
          all staff members at staff and stage meetings. R2                                                                                       communication, game rules, personal safety, leadership and
         PBIS implemented across the whole school for engagement in and consistent approach to student                                           environmental awareness across the school K-6. R2
          welfare by all staff members. R2                                                                                                       PBIS committee to continue receiving coaching from regional coach. R2
         School rules established and displayed in every classroom and playground setting. R2
         Structures established for rewarding individuals and groups for appropriate behaviour. R2
         School rules implemented into school welfare policies and shared with all stakeholders to ensure clear

     
          expectations for everyone. R2
          PBIS lesson booklets created and implemented in every classroom with explicit and systematic
                                                                                                                              4
          lessons that are registered. R2
         Information and expectations about rules published in newsletter fortnightly. R2


                                       Outcomes 2010 / 2011
     11. The school recognises, values and supports the literacy and numeracy needs of a diversity of student learners including Aboriginal and Torres Strait Islander students, students with special
         needs and non-English speaking students.

                          1                                                             2                                                               3                                                      4
Staff members demonstrate some knowledge and                 Staff members demonstrate increasing capacity to                Staff members are confident and share their             All staff members implement, evaluate and monitor
understanding of specific strategies for teaching            apply specific strategies for teaching literacy and             knowledge and understanding of specific strategies      effective literacy and numeracy teaching programs
literacy and numeracy to a diversity of student              numeracy to a diversity of student learners.                    for teaching literacy and numeracy to a diversity of    and practices to meet the needs of a diversity of
learners.                                                                                                                    student learners.                                       student learners.
                                                             Most staff members determine priority actions in
Staff members are aware that literacy and                    literacy and numeracy for students with special                 The majority of staff members constantly make           All staff members constantly make decisions about
numeracy teaching practices need to be adjusted to           needs.                                                          decisions about adaptations to literacy and             adaptations to literacy and numeracy teaching and
meet the needs of all students.                                                                                              numeracy teaching for students with special needs.      use a range of planning, teaching and assessment
                                                                                                                                                                                     strategies for students with special needs.
Some staff members determine priority actions in
literacy and numeracy for students with special
needs.



                                 Possible Strategies                                                09        10      10                                       Possible Strategies                                 09       10      10
                                                                                                    S2        S1      S2                                                                                           S2       S1      S2
2.1 Ensure that effective intervention programs in literacy and numeracy are in                           X                   3.1 Ensure that induction programs for executives, teachers and non-teaching
    place for identified students.                                                                                                staff include localised content about Aboriginal and Torres Strait Islander
2.2 Seek advice from regional staff such as learning support coordinators and                   X         X                       culture, students and communities.
    state-based staff from Disability Programs Directorate, Aboriginal Education                                              3.2 Explore the practice of other schools on meeting the needs of a diversity of
    and Training Directorate, the Aboriginal Education Consultative Groups and                                                    student learners.
    Equity and Distance Education Directorate.                                                                                3.3 Document and share successful models of team teaching and student                       X
2.3 Establish procedures for individual class teachers to discuss literacy and                  X         X                       grouping in literacy and numeracy with other staff and other schools.
    numeracy requirements with support personnel for identified students.                                                     3.4 Monitor and review staff professional learning activities in disability
2.4 Explore the practice in other schools where teachers use new technologies                             X                       awareness, for example autism spectrum disorder and attention deficit
    in the classroom to enhance student achievements in literacy and numeracy.                                                    disorder.
2.5 Draw up a plan for the Learning Support Team to develop and implement a                     X         X                   3.5 Establish procedures for students with disabilities to access adaptive
    tracking system of services for students with special needs.                                                                  technologies such as Classmate.
2.6 Provide professional learning activities on meeting the literacy and numeracy               X         X                   3.6 Develop and set literacy and numeracy targets for students with special                 X
    needs of students with disabilities.                                                        SLSC      SLSC                    needs and implement strategies that will have the most impact on student
                                                                                                                                  achievement.




School Progress

                                                               Outcomes 2009 / 2010                                                                                      Rating)          Focus Strategies 2010 / 2011
         School is currently a participant in National Partnerships – SLL which focuses on supporting the educational needs of students from non-English speaking
          backgrounds. R1 R2 R3
                                                                                                                                                                                             All staff to participate in the ‘Cultural
         All staff are trained in using the ESL Scales and Steps in programming and planning of content for all students. Content from these references are mandatory                            Immersion’ professional learning in
                                                                                                                                                                                                  2011.
          in every teachers program. R1 R2 R3
                                                                                                                                                                         3
         Regional ESL staff consulted such as Emily Googan to assist with implementation of ESL programs and professional learning within the school. R2                                        Professional learning sessions for the
         Classes structured to best support the learning needs of students including ‘Reception’ and ‘Safety Net’ classes. R2 R3
                                                                                                                                                                                                  use of technology to be conducted for
         LST meetings occur weekly to track students most at need and information about students presented at this and whole staff meetings. R3
                                                                                                                                                                                                  all staff.
         Co-operative planning timetabled between support staff and classroom teachers to plan content appropriate to each class. R3

         School is part of the SLSC which involves early intervention for students most at risk with literacy and numeracy. R1 R3

                                                               Outcomes 2010 / 2011
     12. The school develops effective partnerships with parents and carers to develop and promote literacy and numeracy.

                        1                                                               2                                                         3                                                       4
Communication about literacy and numeracy                      Communication about literacy and numeracy                 There is a number of mechanisms for regular           The school community places great value on the
achievements is sometimes published in a written               achievements is regularly published in a written          communication with parents which provide details of   electronic and written communication they receive
form.                                                          form.                                                     student achievements in literacy and numeracy.        such as weekly and term newsletters, term
                                                                                                                                                                               calendars and a comprehensive school website that
Parents and carers are invited to be involved as               Some parents and carers are actively involved in a        The school community is encouraged to participate     provide details of student and school-wide
classroom helpers to support literacy and numeracy             range of school literacy and numeracy programs            in the evaluation of school programs including        achievements in literacy and numeracy.
practices.                                                     and practices.                                            literacy and numeracy.
                                                                                                                                                                               The school community actively participates in the
                                                                                                                                                                               evaluation of literacy and numeracy programs and
                                                                                                                                                                               community contributions are valued.


                                  Possible Strategies                                              09       10     10                                  Possible Strategies                                    09      10       10
                                                                                                   S2       S1     S2                                                                                         S2      S1       S2
2.1 Ensure that all school promotional materials reinforce your overall school                             X             3.1 Implement and advertise a range of school events that promote literacy and      X
    goals and expectations about literacy and numeracy.                                                                      numeracy such as Literacy and Numeracy Week and the Premier’s Reading
2.2 Develop a school welcome pack of parent information about how to                                                         Challenge.
    participate in literacy and numeracy initiatives in the school.                                                      3.2 Keep your content up to date on the school website and include photos and               X
2.3 Inform the school community about procedures to discuss issues or                            X         X                 student literacy and numeracy work samples to motivate and engage the
    concerns about their child’s literacy and numeracy needs with staff                                                      school community.
    members.                                                                                                             3.3 Seek advice and support from the DET Community Information Officers
2.4 Use a parent meeting for teachers to discuss current literacy and numeracy                             X                 about communicating with a diverse multicultural community, as appropriate.
    programs.                                                                                                            3.4 Seek advice from the regional promotions officer about ways that your
2.5 Create a photo library of parents and teachers working together in literacy                            X                 school can improve communication with parents and carers about literacy
    and numeracy and display in the school foyer.                                                                            and numeracy programs.
2.6 Present thank you certificates for parents and carers who contribute to the                                          3.5 Display literacy and numeracy student work in the school foyer and update
    numeracy and literacy achievements of students.                                                                          regularly.
2.7 Conduct workshops to enhance parent knowledge, skills and understandings                     X         X             3.6 Develop and publish guidelines for parents and carers regarding how to
    of school literacy and numeracy programs and to assist their child at home.                                              provide feedback to the school about literacy and numeracy programs.
2.8 Consider the appointment of a school contact person to assist and support                    X         X             3.7 Ensure that communication:
    parents in their interactions with the school regarding literacy and numeracy                                                 •     is multi-dimensional
    student achievements.                                                                                                         •     is formal and informal
2.9 Publicise family-school partnership activities in literacy and numeracy in the               X         X                      •     happens in different places (both in the school and in other sites
    local media.                                                                                                                        such as community centres)
                                                                                                                             uses different methods (oral, written, face-to-face, phone




School Progress

                                   Outcomes 2009 / 2010                                                            Rating ( T2 –                               Focus Strategies 2010 / 2011
                                                                                                                        2010 )
    School reports sent home twice a year to inform parents of student progress in literacy and numeracy. R1                               School to increase participation in external events related to literacy and numeracy.
     R2                                                                                                                                      This also includes celebrating both Literacy and Numeracy week publicly. R1 R3
    Parent / Teacher interviews are also conducted at the end of Semester One as an opportunity to discuss
                                                                                                                                            Continue to promote school results and programs through various forms of media. R1
     reports and progress. Informal meetings are also held at the discretion of the teacher or parent throughout
                                                                                                                                             R2
     the year. R1 R2 R3
    Many different web pages on the schools website promote the school’s programs and progress in literacy                                 Conduct a parent workshop that gives them the opportunity to participate in classroom
     and numeracy and with the communication and connection between the school and home. R1 R2 R3                                            during literacy and numeracy sessions and to participate in providing feedback about
    Parent classes conducted to assist parents with supporting literacy and numeracy for their children at                                  the school’s programs. R1 R2


     home. This has been promoted through the N/P SLL project. R1 R2
     Constant information about school literacy and numeracy programs also presented to the community
                                                                                                                            2
     through the school newsletter. R2
                                          Outcomes 2010 / 2011
     13. Student achievements in literacy and numeracy are reported to their parents and carers.



                         1                                                           2                                                             3                                                    4
Student reports are produced twice a year.                  Student reports are useful, informative and                  Student reports are informative, balanced and         Student reports are based on a range of rigorous
                                                            constructive and include a student self-assessment           constructive and are discussed at parent/teacher      and balanced assessments directly linked to BOS
Some parents and carers find the literacy and               component.                                                   interviews.                                           syllabus documents. Student self assessment and
numeracy information in student reports helpful and                                                                                                                            three-way interviews support the exchange of
easy to understand.                                         Most parents and carers find the literacy and                Most parents and carers find the literacy and         information about student literacy and numeracy
                                                            numeracy information in student reports helpful and          numeracy information in student reports useful and    achievements.
Most staff members are aware of the need for                easy to understand.                                          easy to understand and are keen to use the
consistency in teacher judgement in literacy and                                                                         information to support their child’s learning.        All parents and carers are actively involved in the
numeracy.                                                   All staff members are aware of the need for                                                                        student reporting process and meet with staff
                                                            consistency in teacher judgement in literacy and             Most staff members understand and use                 members to discuss their child’s literacy and
                                                            numeracy.                                                    consistency in teacher judgement and are engaging     numeracy achievements.
                                                                                                                         in activities such as discussion and moderation of
                                                                                                                         literacy and numeracy work samples.                   All staff members ensure there is consistency in
                                                                                                                                                                               teacher judgement within and between stages
                                                                                                                                                                               through discussion and moderation of literacy and
                                                                                                                                                                               numeracy work samples.


                                 Possible Strategies                                          09        10        10                                   Possible Strategies                                     09      10       10
                                                                                              S2        S1        S2                                                                                           S2      S1       S2
1.1 Involve students in the literacy and numeracy reporting process.                         X         X                 2.1 Provide many opportunities for staff to share student work in literacy and       X       X
1.2 Survey parents and carers on the current school reporting systems in literacy            X         X                     numeracy and develop skills in moderation.
    and numeracy.                                                                                                        2.2 Develop teacher understanding of consistent teacher judgement in literacy        X       X
1.3 Ensure that the student report includes a range of literacy and numeracy                 X         X                     and numeracy to strengthen skills and understandings in assessment.
    assessments that link to BOS syllabus documents.                                                                     2.3 Invite staff members to complete the Consistency of Teacher Judgement                    X
1.4 Review the understanding of consistency in teacher judgement to assess                   X         X                     modules on the DET website.
    students’ work in literacy and numeracy.                                                                             2.4 Discuss the requirements of the policy in curriculum planning and
1.5 Provide professional learning activities on useful assessment practices in               X         X                     programming, assessing and reporting with parents and carers.
    literacy and numeracy.                                                                                               2.5 Establish systems for staff members to share report comments in literacy         X       X
1.6 Introduce a consistent system of reading benchmarking for all students.                  X         X                     and numeracy that identify individual strengths and areas that need further
1.7 Display and discuss the K-10 Mathematics continuum poster that describes                 X                               development.
    the content to be developed at each stage of learning.                                                               2.6 Trial the use of report comment starters from the Curriculum K-12 website.


School Progress

                                              Outcomes 2009 / 2010                                                                     Rating ( T2 – 2010                     Focus Strategies 2010 / 2011
                                                                                                                                                  )
    All staff across the school participate in moderating student worksamples against syllabus and board of studies worksamples to
     create CTJ across the school at stage meetings. R1 R3
                                                                                                                                                                       Across stage moderating opportunities to be created to
    Benchmarking reading is consistent across the school and mandated to happen twice a term for those students reading below level                                    ensure CTJ across and between stages within the school.
     30. R1 R3                                                                                                                                                          R1 R2 R3
    Students participate in 3-way interviews as part of the reporting process for literacy and numeracy. R2 R3                                                        All staff to complete the CTJ modules on the DET website.
    Ongoing internal assessments in literacy and numeracy are used by teachers in all stages to help formulate report comments and
                                                                                                                                                                        R2 R3
     grades for each student. R1 R3


     Parent survey conducted to the effectiveness of the current school report. R2
     K-10 Mathematics continuum poster displayed and discussed in all stages.
                                                                                                                                                  3
    Various websites such as ‘Report Robot’ used to help create appropriate comments for student progress. R1 R2
                                                     Outcomes 2010 / 2011
    14. School planning and whole school improvements in literacy and numeracy are shared with the school community.

                          1                                                    2                                                      3                                                      4
The school executive is responsible for the           A staff team undertakes the school self-evaluation    A staff team with some community representation        The school self-evaluation team represents key
management of the school self-evaluation and          and planning processes in literacy and numeracy.      undertakes the school self-evaluation and planning     stakeholder groups and provides active leadership
planning processes in literacy and numeracy.                                                                processes in literacy and numeracy.                    in literacy and numeracy improvement.
                                                      There are strategies in place for increasing
                                                      participation in and commitment to effective school   The school community understands and values the        A culture of self-evaluation is embedded in all areas
                                                      self-evaluation and planning in literacy and          school self-evaluation process and strongly            of the school's operation and fosters a sense of
                                                      numeracy.                                             supports continuous school improvement in literacy     belonging and collective ownership.
                                                                                                            and numeracy.
                                                      There is emerging understanding placed on the link                                                           The school self-evaluation process is thorough and
                                                      between the school self evaluation process and        The value of the school self-evaluation process and    rigorous and the annual school report is highly
                                                      literacy and numeracy improvement as shown in the     the annual school report is actively promoted in the   valued by the school community.
                                                      school plan.                                          school community.


                             Possible Strategies                                     09      10       10                                  Possible Strategies                                      09      10       10
                                                                                     S2      S1       S2                                                                                           S2      S1       S2
2.1 Develop strategies for sharing the planning process in literacy and numeracy            X               3.1 Distribute information to parents and carers about how to assist their child’s            X
    with staff members and the school community.                                                                literacy and numeracy at home and at school.
2.2 Publish information about school planning timelines and opportunities for                               3.2 Publicly acknowledge the contributions of staff and community members who                 X
    input in the school newsletter and on the school website.                                                   actively participate in the school planning processes in literacy and
2.3 Highlight the literacy and numeracy sections in the school plan and display                                 numeracy.
    them in a highly visible area in staff rooms.                                                           3.3 Gain community support for whole school literacy and numeracy
2.4 Conduct school community information sessions on school planning in             X       X                   achievements.
    literacy and numeracy.                                                                                  3.4 Address any perceived barriers to involvement in schools by families and
2.5 Make sure that parental involvement in students’ learning is a recognised       X                           actively help previously uninvolved families to become involved.
    topic of staff meetings, professional learning and in the induction of new                              3.5 Contact parents and carers by phone to share successes identified through
    staff.                                                                                                      monitoring of personalised learning plans.
2.6 Ensure that staff members, in particular school leadership team members         X       X               3.6 Continue to give families appropriate opportunities to contribute to school
    make reference to the school planning process and whole school                                              decision-making in literacy and numeracy initiatives and programs.
    improvements in literacy and numeracy when addressing parent groups and                                 3.7 Seek out and include parent representatives on literacy and numeracy teams
    parent meetings such as kindergarten orientation days.                                                      from all racial, ethnic, socioeconomic and other groups at the school.
2.7 Publicise the key literacy and numeracy areas in the school plan and share      X       X
    them with parents and carers.


School Progress


                                            Outcomes 2009 / 2010                                                                Rating (                     Focus Strategies 2010 / 2011
                                                                                                                               T2 – 2010 )
   N/P committee created to perform a whole school evaluation of literacy and create TESSIT report and school action plan
                                                                                                                                                     Whole school review of Numeracy to be conducted using external
    for future directions based on findings. R1 R2 R3                                                                                                 support to assess school’s current position with planning,
   School targets, programs and directions with literacy and numeracy shared with stakeholders through parent meetings,                              programming and effectiveness of current programs and
    school assemblies, school website, newsletter and reports. Kindergarten orientation was also an opportunity to promote                            practices. R1 R2 R3
    the school’s direction. R2
   School plan distributed to all community members with particular reference to literacy and numeracy targets. R1 R2                               Selected parents to be involved in school planning and have
   Information distributed to all parents through booklets, website, notes, parent interviews and parent workshops about                             opportunities to contribute to the school’s literacy and numeracy
    ways to assist their children with literacy and numeracy at home. R2                                                                              initiatives and targets. R2

                                           Outcomes 2010 / 2011                                                                2
     15. Quality literacy practices are identified and implemented across the school.

                           1                                                            2                                                           3                                                           4
Quality literacy practices are implemented in a few          Quality literacy practices are implemented in less             Most staff members implement quality literacy             All class teachers implement high quality literacy
classes.                                                     than half the classes.                                         practices such as The Four Literacy Resources and         practices across all stages from Early Stage 1 to
                                                                                                                            modelled, guided and independent teaching.                Stage 3
Literacy programs are determined by staff members            There is awareness of the need for continuity in
based largely on historical and/or personal reasons.         literacy development. Mapping of literacy programs             In most classes/stages, plans for meeting the             A school literacy team, in liaison with class teachers
                                                             has occurred in less than half the classes.                    literacy needs of all students have been developed        and parents, coordinates the ongoing planning,
Literacy teaching and learning strategies are                                                                               and documented.                                           development, implementation and evaluation of
explicit, balanced and integrated in a few                   Literacy teaching and learning strategies are                                                                            whole school and individual literacy programs.
classrooms.                                                  becoming explicit, balanced and integrated in some             Literacy teaching and learning strategies are
                                                             classrooms.                                                    explicit, balanced and integrated in the majority of      Literacy teaching and learning strategies are
Some class/classes teaching programs adequately                                                                             classrooms.                                               explicit, balanced and integrated in the all
cater for the literacy needs of the range of students        Less than half the class/classes teaching programs                                                                       classrooms.
in the class/classes.                                        adequately cater for the needs of the range of                 The majority of class teaching programs adequately
                                                             literacy learners.                                             cater for the needs of the range of literacy learners.    All class teaching programs adequately cater for the
                                                                                                                                                                                      range of literacy learners.


                                  Possible Strategies                                            09        10       10                                      Possible Strategies                                       09       10        10
                                                                                                 S2        S1       S2                                                                                                S2       S1        S2
2.1 Conduct a professional learning session using a collaborative learning                                                  3.1 Recognise and address the needs of all students, particularly Aboriginal and         X        X
    strategy such as the ‘Jigsaw’ to discuss the K-12 Literacy Policy.                                                          Torres Strait Islander students, students with special needs and non-English
2.2 Establish a school literacy support team.                                                  X         X                      speaking students.
2.3 Match literacy support to student learning needs at all stages of schooling.                         X                  3.2 Coordinate and implement school literacy programs through the school’s                        X
2.4 Identify the specific literacy strategies that need development for stage levels                     X                      literacy support team.
    or groups of students.                                                                                                  3.3 Analyse the Best Start entry to school assessment information to improve                      X
2.5 Develop teacher understanding in the analysis and use of NAPLAN and Best                   X         X                      literacy achievements of students in the early years of schooling.
    Start assessment information.                                                                                           3.4 Discuss the Four Literacy Resources model at an executive or staff meeting.          X
2.6 Promote staff awareness of possible literacy demands when planning                                   X                  3.5 Promote discussion and reflection on the development of literacy strategies                   X
    activities.                                                                                                                 that make a difference for students.
2.7 Talk positively about the literacy work that students complete and establish a                       X                  3.6 Review the teaching/learning sequence for literacy across the school.                         X
    system for analysing work.                                                                                              3.7 Provide teaching and learning support that aligns with NSW State Literacy
                                                                                                                                plan.
                                                                                                                            3.8 Arrange opportunities for staff members to visit other schools.                               X
                                                                                                                            3.9 Identify and use quality teaching materials and DET resources.                       X        X



School Progress

                                                     Outcomes 2009 / 2010                                                                             Rating ( T2 –                   Focus Strategies 2010 / 2011
                                                                                                                                                            2010 )
    School literacy committee established which includes literacy mentors in every stage. R2                                                                                       Continued use of Best Start by Kindergarten and
    Class structure and timetable designed to best match support staff with student learning needs K-6. R2 R3                                                                       support teachers. R1 R3
    Specific reading and writing strategies identified at each stage within the school and program proformas designed to meet these needs with                                     Analysis of SMART data for 2010 NAPLAN to be
     appropriate resources purchased. R1 R2
                                                                                                                                                                                     conducted in Term 4. R1 R2 R3
    Best Start Assessment being used by Kindergarten teachers. R1 R3
    NAPLAN analysis and the use of SMART data workshops have been conducted for all staff. R1 R2 R3
                                                                                                                                                                                    Continuation of components of quality literacy
    Stage moderating of all literacy work, planning and programming conducted at co-operative planning days. R3                                                                     sessions to be presented by Robyn Wild and
    ILP’s for individual and groups of students have been developed and are continually reviewed. R3                                                                                incorporated into classroom practice with support


     Mandated literacy session times and expectations have been installed across the school. R1 R2 R3
     Professional learning with Robyn Wild for quality literacy sessions have been conducted throughout the year and then promoted by all teachers
                                                                                                                                                                 3                   from literacy mentors and committee. R1

     and literacy mentors. R1 R2
                                                     Outcomes 2010 / 2011
    16. Quality numeracy practices are identified and implemented across the school.

                        1                                                        2                                                           3                                                           4
Quality numeracy practices are implemented in a          Quality numeracy practices are implemented in less         Most staff members implement quality numeracy              All class teachers implement high quality numeracy
few classes.                                             than half the classes.                                     practices such as the Count Me In Too program.             practices across all stages from Early Stage 1 to
                                                                                                                                                                               Stage 3.
Numeracy programs are determined by staff                There is awareness of the need for continuity in           In most classes/stages, plans for meeting the
members based largely on historical and/or               numeracy development. Mapping of numeracy                  numeracy needs of all students have been                   A school numeracy team, in liaison with class
personal reasons.                                        programs has occurred in less than half the classes.       developed and documented.                                  teachers and parents, coordinates the ongoing
                                                                                                                                                                               planning, development, implementation and
Numeracy teaching and learning strategies are            Numeracy teaching and learning strategies are              Numeracy teaching and learning strategies are              evaluation of whole school and individual numeracy
explicit, balanced and integrated in a few               becoming explicit, balanced and integrated in some         explicit, balanced and integrated in the majority of       programs.
classrooms.                                              classrooms.                                                classrooms.
                                                                                                                                                                               Numeracy teaching and learning strategies are
Some class/classes teaching programs adequately          Less than half the class/classes teaching programs         The majority of class teaching programs adequately         explicit, balanced and integrated in the all
cater for the numeracy needs of the range of             adequately cater for the needs of the range of             cater for the needs of the range of numeracy               classrooms.
students in the class/classes.                           numeracy learners.                                         learners.
                                                                                                                                                                               All class teaching programs adequately cater for the
                                                                                                                                                                               range of numeracy learners.


                               Possible Strategies                                        09       10       10                                      Possible Strategies                                          09        10        10
                                                                                          S2       S1       S2                                                                                                   S2        S1        S2
2.1 Conduct a professional learning session using a collaborative learning               X        X                 3.1 Recognise and address the needs of all students, particularly Aboriginal and            X         X
    strategy such as the ‘Jigsaw’ to discuss the K-12 Numeracy Policy.                                                  Torres Strait Islander students, students with special needs and non-English
2.2 Match numeracy support to student learning needs at all stages of schooling.         X        X                     speaking students.
2.3 View the video about reconnecting conceptual development on the Counting             X        X                 3.2 Coordinate and implement school numeracy programs.                                      X         X
    On website and discuss the concepts at a staff meeting.                                                         3.3 Review the teaching/learning sequence for numeracy across the school.                   X
2.4 Identify the specific numeracy strategies that need development for stage            X        X                 3.4 Analyse the Best Start entry to school assessment information to improve
    levels or groups of students.                                                                                       numeracy achievements of students in the early years of schooling.
2.5 Develop teacher understanding in the analysis and use of NAPLAN and Best             X        X                 3.5 Provide teaching and learning support that aligns with NSW State Numeracy                         X
    Start assessment information.                                                                                       plan.
2.6 Facilitate teachers’ ongoing learning using the Early Numeracy Continuum             X        X                 3.6 Arrange opportunities for staff members to visit other schools.
    and syllabus document.                                                                                          3.7 Identify and use quality teaching materials that align with syllabus and
2.7 Promote staff awareness of possible numeracy demands when planning                            X                     support documents.
    activities.                                                                                                     3.8 Use the Developing numeracy strategies Stage 2 document or CD-ROM                       X         X
2.8 View and discuss the lesson student strategy on the What Counts DVD                                                 available from the Curriculum K-12 Directorate to program teaching activities
    which features teachers, principals and consultants sharing their knowledge                                         related to the development of multiplication and division.
    about aspects of classroom teaching practice and professional learning.
2.9 Talk positively about the numeracy work that students complete and                            X
    establish a specific numeracy award system.


School Progress

                                         Outcomes 2009 / 2010                                                                 Rating ( T2 –                           Focus Strategies 2010 / 2011
                                                                                                                                    2010 )
   School Numeracy Committee active across the whole school.                                                                                              Continued use of Best Start by all relevant staff
   Numeracy Mentors established and delivering professional learning at staff meetings.                                                                   Analysis of SMART data for 2010 NAPLAN to occur in Term 4.
   New staff provided professional learning and mentoring in CMIT and Counting On.                                                                        Numeracy Mentors to provide one to one support for teachers.
   Best Start Assessments being used by Kindergarten teachers.                                                                                            Numeracy resource audit to be conducted to identify and use quality teaching
   NAPLAN analysis and use of SMART data workshops conducted for all staff.                                                                                materials.
   School Scope and Continuum of Mathematics adhered to. Stage moderating of all numeracy work, planning and programming
    conducted at co-operative planning.                                                                                               3
   Numeracy continuum used to underpin all programming through co-op planning days (including DENS Stage 1 and 2)
     17. Literacy skills are taught across all key learning areas.

                          1                                                      2                                                         3                                                    4
Literacy teaching only takes place in the English      Literacy teaching only takes place in the English        The majority of staff members plan and implement      All staff members teach literacy in the English KLA
KLA.                                                   KLA. Some staff members plan and implement               literacy programs in all KLAs.                        and apply literacy knowledge and skills in all KLAs
                                                       literacy programs in other KLAs.                                                                               in all years/stages.




                               Possible Strategies                                     09      10          10                                 Possible Strategies                                    09      10       10
                                                                                       S2      S1          S2                                                                                        S2      S1       S2
3.1 Support teachers in their use of Board of Studies syllabuses.                     X       X                 4.1 Present examples of exemplary practice in literacy across all KLAs.                     X
3.2 Brief staff on the concept of the Literacy Continuum as outlined in the           X       X                 4.2 Ensure that students use multimodal or multimedia forms of literacy such as             X
    Department’s document – An Introduction to Quality Teaching.                                                    animation, audio and movies.
3.3 Discuss the Four Literacy Resources model and its use in all KLAs.                X       X                 4.3 Continue to incorporate literacy across all KLAs.
3.4 Deepen staff understanding of how the school ensures literacy across all                  X                 4.4 Share innovative ways of monitoring what students are learning in literacy      X       X
    KLAs through forums, sharing and discussions.                                                                   across all KLAs.
3.5 Review staff understanding of the need to break down literacy tasks into                  X                 4.5 Discuss and review successful units of work that incorporate literacy in        X       X
    small achievable steps with highly explicit instruction.                                                        explicit and systematic ways.
3.6 Review and update scope and sequence plans to ensure that literacy is                     X
    targeted across the whole school.

School Progress

                                                    Outcomes 2009 / 2010                                                                    Rating ( T2 – 2010               Focus Strategies 2010 / 2011
                                                                                                                                                         )
    All staff participate in planning and programming using all syllabus at stage co operative planning days. R3                                                             Opportunities for staff to share successful
    DET Literacy Continuum presented to staff at whole staff and stage meetings and distributed by the literacy committee to all staff                                        programs that involve literacy incorporated
     members. R2 R3                                                                                                                                                            into classroom practice across all KLA’s to
    Four Literacy Resource model presented, promoted and included in planning and programming by Robyn Wild and all staff                                                     occur. R1 R2
     members. R1 R3
    Literacy session expectations mandated in policy document and referred to repeatedly. R1 R2
    Explicit teaching of all literacy concepts promoted through Robyn Wild professional learning and stage co operative planning


     sessions. This is then supported by literacy mentors. R1 R3
     COGS activities inclusive in literacy centre activities. R1
                                                                                                                                                        4
    Literacy taught through all KLA’s by classroom teachers, community language teachers and ESL teachers. R1 R3



                                                    Outcomes 2010 / 2011
    18. Numeracy skills are taught across all key learning areas.

                        1                                                          2                                                              3                                                       4
Numeracy teaching only takes place in the                  Numeracy teaching only takes place in the                     The majority of staff members plan and implement     All staff members teach numeracy in the
mathematics KLA.                                           mathematics KLA. Some staff members plan and                  numeracy programs in all KLAs.                       mathematics KLA and apply numeracy knowledge
                                                           implement numeracy programs in other KLAs.                                                                         and skills in all KLAs in all years/stages.




                                Possible Strategies                                           09       10        10                                   Possible Strategies                                       09       10        10
                                                                                              S2       S1        S2                                                                                             S2       S1        S2
3.1 Support teachers in their use of Board of Studies syllabuses and DET                     X        X                  4.1 Present examples of exemplary practice in numeracy across all KLAs.                        X
    support documents.                                                                                                   4.2 Continue to incorporate numeracy across all KLAs.                                          X
3.2 Review and update scope and sequence plans to ensure that numeracy is                    X        X                  4.3 Share innovative ways of monitoring what students are learning in numeracy
    targeted across the whole school.                                                                                        across all KLAs.
3.3 Deepen staff understanding of how the school ensures numeracy across all                          X                  4.4 Discuss and review successful units of work that incorporate numeracy in
    KLAs through forums, sharing and discussions.                                                                            explicit and systematic ways.
3.4 Review staff understanding of the need to break down numeracy tasks into                          X                  4.5 Use ICT to promote numeracy across all KLAs.                                               X
    small achievable steps with highly explicit instruction.

School Progress

                                             Outcomes 2009 / 2010                                                                     Rating ( T2 – 2010 )                  Focus Strategies 2010 / 2011
   All staff using all DET Numeracy resources to plan and program with during stage co-op planning days.                                                               Opportunities for staff to share successful numeracy programs.
   Scope and Continuum reviewed and is used to decide content to be taught.                                                                                            Look at numeracy demands across the KLA’s when planning and
   Maths metalanguage approach utilised with Best practice numeracy sessions advocated involving drill, main lesson with hands on                                       programming.
    materials, plenary and rich metalanguage used.                                                                                                                      Improve monitoring of numeracy programs especially CMIT and
   Working mathematically process underpinned by Newmans error analysis K-6.                                                                                            Counting On.
   Best practice numeracy lessons delivered by Maths Mentors for stage teams to observe.
   ICT numeracy program embedded through school technology lessons.


                                                                                                                                                 4
     19. School leaders monitor the collection and analysis of students’ literacy and numeracy performance data.

                            1                                                    2                                                         3                                                   4
Individual class, year or stage methods are in place   A system is established to collect and analyse          A school-wide system is developed and evaluated       A school-wide system is developed and evaluated
to collect students’ literacy and numeracy             students’ literacy and numeracy performance data        to collect students’ literacy and numeracy            to collect and analyse students’ literacy and
performance data.                                      for some stage/year groups, for example Years 3         performance data and is implemented by most staff     numeracy performance data and is implemented by
                                                       and 5.                                                  members.                                              all staff members.

Some staff members have opportunities to discuss       Most staff members are provided opportunities to        All staff members have regular opportunities to       All staff members participate in a variety of formal
students’ literacy and numeracy performance data.      share and discuss students’ literacy and numeracy       share and discuss students’ literacy and numeracy     and informal opportunities to share, discuss and
                                                       performance data.                                       performance data.                                     understand students’ literacy and numeracy
Students’ literacy and numeracy performance data                                                                                                                     performance data.
is predominantly state-based data such as              Students’ literacy and numeracy performance data        Students’ literacy and numeracy performance data
NAPLAN.                                                consists of state-based data and some school-           consists of state-based data and some school-         School-wide literacy and numeracy performance
                                                       based data.                                             based data including qualitative data.                data consists of a wide range of qualitative and
                                                                                                                                                                     quantitative data using both state-wide and school-
                                                                                                                                                                     based sources.


                               Possible Strategies                                     09      10       10                                   Possible Strategies                                     09       10       10
                                                                                       S2      S1       S2                                                                                           S2       S1       S2
2.1 Set up systems to analyse and monitor student performance information                                      3.1 Attend professional learning sessions on data collection and analysis.           X        X
    across all stage/year groups; for example use a spreadsheet to collect                                     3.2 Use more sophisticated methods to analyse student performance information
    information.                                                                                                   such as item analysis and value-added measures.
2.2 Support all staff in the analysis of student performance information.            X        X                3.3 Analyse NAPLAN data to inform the progress of particular groups of students      X        X
2.3 Analyse NAPLAN to inform the provision and development of professional           X        X                    such as girls/boys, Aboriginal and Torres Strait Islander students and other
    learning activities. Initially focus on item analysis, relative performance in                                 groups.
    specific areas such as the reading strand and teaching strategies that can be                              3.4 Mentor and coach staff to ensure that they are proficient in collecting and               X
    implemented in classrooms.                                                                                     analysing student achievement information.
2.4 Use whole school planning processes to identify aspects of literacy and/or       X        X                3.5 Invite specialist staff such as ESL teachers and Reading Recovery teachers                X
    numeracy underperformance for particular student groups or for individuals.                                    to provide feedback to staff on student performance information.
2.5 Document a process for collecting student performance information,                        X
    establishing time lines and allocating responsibilities.
2.6 Discuss and model how the analysis of student information can inform and         X        X
    modify class teaching programs and individual student programs.




School Progress

                                       Outcomes 2009 / 2010                                                        Rating ( T2 –                          Focus Strategies 2010 / 2011
                                                                                                                         2010 )
    NAPLAN professional learning for all staff and Stage 2 and 3 has occurred to allow them to analyse                                      School database to be established to collect information for all students
     information and use this in classroom practice. R1 R2 R3                                                                                 across the school K-6. R3
    ‘Data’ workshop conducted from N/P Learning Modules for teacher improvement to all staff to highlight the                               Further development in the establishment of general and ‘rich’ assessment
     significance of how data can be collected, how it needs to be consolidated and how it can be used                                        tasks that are specific at each stage to occur. R2 R3
     effectively. R2 R3                                                                                                                      Staff with reading recovery expertise to conduct internal workshops for staff
    ILP’s established and support staff allocated based on those students performing at or below national                                    on the acquisition of reading skills at an early level to all staff. R1 R2
     averages in NAPLAN. R3                                                                                                                  Continued writing and monitoring of ILP’s. R3
    ESR online reporting system and other mechanisms used by staff in stage groups to collect and analyse


     data from various assessments. R1 R3
     Professional development sessions and school action plan in literacy identify targets and areas of need for                3
     all students. R2
                                       Outcomes 2010 / 2011
     20. Staff members collect and analyse students’ literacy and numeracy performance data

                          1                                                             2                                                               3                                                     4
Some staff members keep accurate and reliable                 Most staff members keep accurate and reliable                  Most staff members use the agreed school system        All staff members make regular and consistent use
records of students’ achievements in literacy and             records of students’ achievements in literacy and              for collecting and analysing students’ literacy and    of agreed school systems to collect, record and
numeracy.                                                     numeracy.                                                      numeracy performance data.                             analyse students’ literacy and numeracy
                                                                                                                                                                                    performance data.
Staff members demonstrate some knowledge of                   Some staff members demonstrate a knowledge and                 The majority of staff members use a variety of
strategies to collect and analyse students’ literacy          understanding of a range of strategies to collect              tracking and monitoring mechanisms to collect          All staff members use a wide variety of tracking and
and numeracy performance data.                                students’ literacy and numeracy performance data.              students’ literacy and numeracy performance data.      monitoring mechanisms to collect all students’
                                                                                                                                                                                    literacy and numeracy performance data at different
Staff members are aware of the Department’s                   Some staff members, particularly executive staff               Most staff members have knowledge and                  times throughout the school year. Individual student
School Measurement, Assessment and Reporting                  members have knowledge and understanding of the                understanding of the Department’s SMART                learning plans are adjusted accordingly.
Toolkit (SMART) to analyse students’ literacy and             Department’s SMART package to analyse students’                package to analyse students’ literacy and numeracy
numeracy performance data.                                    literacy and numeracy performance data.                        performance data.                                      All staff members are fully competent in using the
                                                                                                                                                                                    Department’s SMART package to analyse students’
                                                                                                                                                                                    literacy and numeracy performance data.


                                  Possible Strategies                                            09       10        10                                      Possible Strategies                                     09      10       10
                                                                                                 S2       S1        S2                                                                                              S2      S1       S2
2.1 Support staff to develop criteria for assessment using the language and                     X        X                   3.1 Share student achievement information with students.                                      X
    content of the syllabus documents.                                                                                       3.2 Change or modify school priorities in the school plan on the basis of student             X
2.2 Establish a timeline to collect student achievement information throughout                           X                       performance information in literacy and numeracy.
    the year and across stages.                                                                                              3.3 Strengthen practices for staff members to share and discuss student
2.3 Make copies of the students’ responses in the NAPLAN writing assessment                                                      achievement information.
    tasks and use these to discuss student achievements in reference to the                                                  3.4 Lead small group discussions on the types of student achievement                          X
    NAPLAN marking guide.                                                                                                        information to be collected throughout a term/semester/year.
2.4 Develop assessment schedules that are implemented each semester across                      X        X                   3.5 Support staff members to interpret different types of student achievement
    all years/stages.                                                                                                            information in literacy and numeracy.
2.5 Ensure that procedures are in place to convey information about student                     X        X                   3.6 Provide sufficient time for staff members to develop quality, rich assessment    X        X
    achievement information from year to year and teacher to teacher.                                                            tasks that directly relate to student outcomes and content covered in class.
2.6 Advise and assist staff members to develop guidelines and systems that                               X
    comply with the Board of Studies, systemic and/or school based policies.
2.7 Develop case studies for individuals or groups of students using NAPLAN                              X
    and BEST START information with all staff.
2.8 Facilitate training sessions with staff groups to analyse student achievement               X        X
    information using SMART data on the Department’s website.


School Progress

                                             Outcomes 2009 / 2010                                                                       Rating ( T2 –                         Focus Strategies 2010 / 2011
                                                                                                                                             2010 )
    Stage groups design assessment tasks and marking criteria including rubrics based on syllabus documents. R1 R2 R3                                              Analysis of 2010 SMART data from NAPLAN to be conducted in
    Stage groups design timelines for the collection of assessments in co operative planning sessions. R3                                                           Term 4. R1 R2 R3
    Strategy booklets created from skills used in NAPLAN and NAPLAN marking guide used in literacy sessions. R1                                                    Further professional learning in developing stage based
    Clear procedures established for communicating student progress including reports, interviews, communication booklets and
                                                                                                                                                                     assessments in literacy and numeracy to be conducted with a
     informal conversations between teachers and parents. R2 R3
                                                                                                                                                                     particular focus on ‘rich’ assessment tasks. R3
    Professional development workshops conducted in analysing and using SMART data for the whole school and teachers in
     Stages 2 and 3. R2 R3                                                                                                                                          Triangulation of data to be established in all stage groups. R2 R3
    School targets modified in the school action plan for literacy based on N/P targets and results from previous NAPLAN tests. R2
     R3
                                                                                                                                                    3
                                             Outcomes 2010 / 2011
     21. School leaders actively participate in learning about literacy and numeracy.

                             1                                                       2                                                         3                                                     4
School leaders attend school-based professional          School leaders attend literacy and numeracy               School leaders lead professional learning sessions    School leaders lead professional learning sessions
learning activities in literacy and numeracy.            professional learning activities and provide a verbal     and attend a wide variety of professional learning    with staff and guide and support discussions about
                                                         or written report to staff.                               activities in literacy and numeracy.                  the transferability of the knowledge to classroom
School leaders ensure that whole school                                                                                                                                  practice. School leaders take into account staff
professional learning activities occur and are well      School leaders ensure that professional learning          School leaders ensure that professional learning      needs and adult learning styles.
planned e.g. there is an agenda for events such as       activities are linked to the changes needed in            activities in literacy and numeracy reflect
school development days.                                 classroom practice and the literacy and numeracy          information gained from the analysis of student       All school leaders actively engage in professional
                                                         targets in the school plan.                               performance data.                                     learning activities in literacy and numeracy as both
School leaders ensure the implementation of DET                                                                                                                          a leader and a learner.
initiatives in literacy and numeracy as required.
                                                                                                                                                                         All school leaders share their expertise with other
                                                                                                                                                                         schools through network or regional activities.


                               Possible Strategies                                       09      10        10                                    Possible Strategies                                     09      10       10
                                                                                         S2      S1        S2                                                                                            S2      S1       S2
3.1 Ensure that professional learning is directly linked to the changes needed in       X       X                  4.1 Ensure that school leaders have time to participate in professional learning     X       X
    classroom practice.                                                                                                sessions that focus on innovative ways to teach literacy and numeracy.
3.2 Make use of professional learning resources, such as Introduction to Quality        X                          4.2 Set up systems to differentiate professional learning experiences to meet the
    Literacy Teaching, and modify them to meet the school context.                                                     needs of individual staff members such as novice, experienced and expert.
3.3 Draw on research to inform literacy and numeracy programs and practices.                    X                  4.3 Encourage school leaders to attend and present sessions at regional, state               X
3.4 Ensure that school leaders deliver workshops for parents, carers and                X       X                      and national literacy and numeracy conferences and forums.
    community members.                                                                                             4.4 Encourage staff members to attend and lead literacy and numeracy activities      X       X
3.5 Brief staff on new resources to support literacy and numeracy in a digital                  X                      outside the school such as regional literacy teams or committees.
    world. Refer to Scan featured articles by Professor Len Unsworth.
3.6 Clarify how best to meet the needs of individual staff members such as new          X       X
    scheme teachers.

School Progress

                                     Outcomes 2009 / 2010                                                           Rating ( T2 – 2010                           Focus Strategies 2010 / 2011
                                                                                                                                )
    Professional learning in N/P with Robyn Wild is directly linked to best practices needed in the                                                 Continue to focus on digital resources as the school increases its
     classroom for literacy. R1 R2 R3                                                                                                                 possession of interactive whiteboards. R1
    Professional learning in Numeracy is directly linked to improving classroom practice and has been                                               Continue to focus on research and collection of data to drive programs
     based on qualitative and quantative data. R1 R2 R3                                                                                               and practices within the school. R2 R3
    Research has been presented to the staff in relation to N/P on Staff Development Day in Term 3 and at
     the beginning of our involvement with N/P. R1 R2
    All staff needs are being met by their ownership in driving the professional learning occurring in literacy
     and numeracy. This is then supported by literacy and numeracy mentors within the school. R1 R2
                                                                                                                                 4
    Workshops looking at a various range of resources available in literacy and numeracy have been
     conducted. R1 R3
    Deputy Principal has presented various workshops on best practice in Numeracy at a regional level. R1
     R2


                                     Outcomes 2010 / 2011
     22. School leaders promote staff discussion and dialogue about literacy and numeracy to have an impact on programs and practices.

                         1                                                      2                                                       3                                                       4
Staff members informally engage in discussions         Staff members informally engage in discussions          The majority of staff members engage in formal and     All staff members engage in formal and informal
about literacy and numeracy with colleagues.           about literacy and numeracy with colleagues and         informal discussions about literacy and numeracy,      discussions about literacy and numeracy, including
                                                       share their knowledge and skills.                       including discussions about successes in literacy      discussions about successes in literacy and
Staff meetings sometimes include discussions on                                                                and numeracy and areas for development.                numeracy and areas for development.
students’ literacy and numeracy performance data.      Staff meetings include specific professional learning
                                                       sessions on students’ literacy and numeracy             Some staff members participate actively in             All staff members participate actively in professional
                                                       performance data.                                       professional learning discussions and there is an      learning discussions and as a result there are
                                                                                                               impact on many literacy and numeracy practices.        changes to literacy and numeracy practices across
                                                                                                                                                                      the school.


                              Possible Strategies                                     09       10       10                                   Possible Strategies                                      09       10       10
                                                                                      S2       S1       S2                                                                                            S2       S1       S2
3.1 Consider newer tools, strategies and models of learning to engage staff                   X                4.1 Regularly discuss school and regional professional learning opportunities at      X        X
    members in discussion about literacy and numeracy. Access the Country                                          staff meetings.
    Area Program website to view a variety of tools and strategies to promote                                  4.2 Use the syllabus documents or DET publications such as An Introduction to         X
    staff discussion.                                                                                              Quality Literacy Teaching to lead discussion about elements of successful
3.2 Use the PMI (Plus, Minus, Interesting) collaborative strategy to talk about a    X                             literacy and numeracy teaching.
    new literacy or numeracy concept or issue.                                                                 4.3 Conduct staff professional learning sessions to build communication skills
3.3 Share the chair and the lead at school professional learning sessions in         X        X                    and model exemplary discussion techniques.
    literacy and numeracy to build leadership capacity and confidence.                                         4.4 Use the ‘Walk and Talk’ strategy to promote staff discussion about a literacy
3.4 Provide staff with information on the availability of literacy and numeracy      X        X                    or numeracy teaching method or concept. The ‘Walk and Talk’ strategy is a
    professional learning opportunities in the region and state through reference                                  structured cooperative learning process to share learning and provide
    to the weekly InPrincipal website.                                                                             opportunities to learn from others. See CAP website reference.
3.5 Select and share information about state and national literacy and numeracy      X        X                4.5 Distribute regional professional learning opportunities from InPrincipal to       X        X
    initiatives with staff members both informally and in structured professional                                  staff via email.
    learning sessions.                                                                                         4.6 Use a ‘flow chart’ strategy to examine an aspect of a literacy or numeracy
                                                                                                                   programs that needs further examination.
School Progress

                                         Outcomes 2009 / 2010                                                               Rating ( T2 –                          Focus Strategies 2010 / 2011
                                                                                                                                 2010 )
    Numerous opportunities have been created to discuss aspects of literacy and numeracy including professional                                        Closer scrutiny of an aspect of literacy and numeracy to be
     learning opportunities, both internal and external, whole staff meetings, stage meetings, one-to-one meetings and                                   conducted using either the ‘walk and talk’ model or the ‘flow chart’
     informal conversations. This is continuous. R1 R2 R3                                                                                                model. R1 R3
    Professional learning has been provided for all staff in literacy and numeracy and further opportunities are                                       Continue to promote professional development for all staff
     displayed in the school from ‘InPrincipal.’ R1 R2 R3                                                                                                members. R1 R2 R3
    The establishment of literacy and numeracy mentors to support practices within the school have promoted and
     supported their leadership and assisted all staff to review and refine their teaching. R1 R2 3                                     4
                                         Outcomes 2010 / 2011
     23. School leaders are seen by staff as a source of advice and are knowledgeable about literacy and numeracy.

                          1                                                      2                                                       3                                                    4
Some school leaders know about and can access          Most school leaders are knowledgeable about and         All school leaders are respected as teachers with     School leaders are highly respected as teachers
DET policies and literacy and numeracy resources       can access a range of literacy and numeracy             staff members seeking their advice on literacy and    who can draw on and demonstrate a range of
to support teachers.                                   resources, appropriate to the experience level of the   numeracy matters.                                     literacy and numeracy strategies to engage staff in
                                                       teacher.                                                                                                      professional learning such as action research and
Some school leaders ensure that there are systems                                                              School leaders introduce a range of literacy and      lesson study.
in place to monitor the implementation of the          School leaders understand that part of their role is    numeracy strategies to the whole staff.
curriculum, including resources.                       providing advice to teachers and other leaders.                                                               School leaders consistently demonstrate quality
                                                                                                                                                                     teaching practices in literacy and numeracy.


                              Possible Strategies                                      09      10        10                                  Possible Strategies                                    09      10         10
                                                                                       S2      S1        S2                                                                                         S2      S1         S2
2.1 Share school successes and stories related to literacy and numeracy in a          X       X                3.1 Ensure that school leaders play a role in student learning in literacy and      X       X
    variety of forums such as P & C meetings, on the school website, in staff                                      numeracy within and beyond the classroom.
    meetings and at school assemblies.                                                                         3.2 Share successful literacy and numeracy practices with staff from stage/year     X       X
2.2 Make time for school leaders to visit classrooms to observe and participate in    X       X                    groups.
    the literacy and numeracy work of students.                                                                3.3 Provide feedback about literacy and numeracy practices to new scheme                    X
2.3 Establish systems and procedures for students to share their literacy and                 X                    teachers.
    numeracy work with school leaders.                                                                         3.4 Organise and deliver professional learning sessions at network meetings         X       X
2.4 Display student literacy and numeracy work in prominent locations around          X       X                    and/or professional association meetings.
    the school e.g. school office foyer.                                                                       3.5 Participate in moderation sessions designed to ensure greater consistency in    X       X
2.5 Collect photographs, video clips, student electronic work samples and                     X        X           teacher judgement.
    student podcasts to demonstrate students’ achievements in literacy and
    numeracy and to use in discussions with staff members.

School Progress

                                       Outcomes 2009 / 2010                                                             Rating ( T2 –                         Focus Strategies 2010 / 2011
                                                                                                                             2010 )
    School achievements in literacy and numeracy celebrated and communicated through staff meetings, P & C                                         Continue to promote importance and role of mentors. R1 R2 R3
     meetings, newsletters, school website, notes, interviews and informal conversations. R1 R2                                                     Best practices to be recorded and shared amongst all staff. R1 R3
    Literacy and numeracy mentors have timetables sessions to visit classrooms to observe, participate and lead
     numeracy and literacy practices. R1 R2 R3
    Jolly Phonics and N/P co-ordinators create individual plans with every classroom teacher for implementation
     and are assisted in the delivery of recommendations with visits, support and resources. R1 R2 R3
    Student work samples in literacy and numeracy displayed around the school, in the newsletter and on the
     school website. R2
                                                                                                                                    3
    Photographs of literacy practices, resources, student work, environmental print, students in action, class set
     ups and guided reading across all stages collected and a laminated book of success created and shared with
     all staff at SDD in Term 3. R2
    Moderating of work samples across all stages occurring with literacy and numeracy. R1 R3


                                       Outcomes 2010 / 2011
     24. Professional learning in literacy and numeracy is strategically planned.

Success is not the key to happiness. Happiness is the key to success. If you love what you are doing, you will be successful. Albert Schweitzer

                             1                                                       2                                                      3                                                        4
Some staff members have access to professional          Most staff members have access to professional          Most staff members have access to professional             All staff members have access to planned
learning activities in literacy and numeracy.           learning activities in literacy and numeracy.           learning activities linked to the school plan and the      professional learning activities in literacy and
                                                                                                                literacy and numeracy targets.                             numeracy and the school plan clearly links literacy
There is some connection between professional           There is a clear connection between professional                                                                   and numeracy targets with implementation
learning activities and teaching practice in literacy   learning activities and teaching practice in literacy   The analysis of student performance data in literacy       strategies.
and numeracy.                                           and numeracy.                                           and numeracy underpins the design of aspects of
                                                                                                                professional learning activities.                          Professional learning activities in literacy and
                                                                                                                                                                           numeracy are regularly adjusted to meet the needs
                                                                                                                                                                           of novice, experienced and expert teachers.


                                Possible Strategies                                      09      10        10                                   Possible Strategies                                       09      10       10
                                                                                         S2      S1        S2                                                                                             S2      S1       S2
3.1 Support a variety of professional learning activities – coaching, observation,              X               4.1 Ensure that the school professional learning plan is supported by the use of         X       X
    discussion and collaboration.                                                                                   tied grants and school funds.
3.2 Review staff understandings about what counts as professional learning.                     X               4.2 Evaluate the use of in-house resources and external providers to meet staff                  X
3.3 Work within and across schools to coordinate literacy and numeracy                 X        X                   professional learning needs in literacy and numeracy.
    professional learning activities.                                                                           4.3 Develop research partnerships with other schools and universities to focus
3.4 Seek staff input into the processes to be used to evaluate professional                                         on literacy and numeracy practices.
    learning activities.                                                                                        4.4 Develop and implement flexible models to support teacher professional                        X
3.5 Evaluate professional learning activities to gauge the effectiveness for           X        X                   learning in literacy and numeracy.
    teachers at different stages of learning including new scheme teachers and                                  4.5 Use new technologies such as video conferencing with other schools to
    experienced teachers.                                                                                           promote new methods of professional learning.
3.6 Evaluate staff members’ use of new literacy and numeracy knowledge and             X        X               4.6 Engage in professional reading about professional learning and evaluate the
    skills at multiple intervals after professional learning activities.                                            school professional learning program using current educational research.

School Progress

                                               Outcomes 2009 / 2010                                                               Rating ( T2 – 2010                      Focus Strategies 2010 / 2011
                                                                                                                                               )
    Professional learning is based upon collected data, staff surveys and analysis of student needs and is strategically                                              Communicate with other schools and exchange and
     planned and presented in a systematic and explicit approach with high support and time for reflection. R1 R2 R3                                                    share ideas for professional development opportunities
    Staff through whole school, stage and meetings with mentors help drive the focus of professional development which is                                              in literacy and numeracy. This could lead to a network
     catered for through Robyn Wild and Lisa Borg sessions. R1 R2 R3                                                                                                    of schools that work together in partnership and
    Surveys, observations and discussions in literacy and numeracy practices and evaluation of completed professional                                                  possibly create links with local high schools so that
     learning opportunities assist in determining their effectiveness. R1 R2 R3                                                                                         information is transferred and practices can continue to
    All professional learning opportunities directly linked to school targets in literacy and numeracy in the school action                                            be effective between primary and secondary. R1 R2 R3


     plan. R1 R2 R3
     Internal review of resources to assist with the delivery of programs undertaken and new and current resources
                                                                                                                                               4
     purchased and distributed. R3
                                               Outcomes 2010 / 2011
     25. The school actively seeks and promotes opportunities to develop leadership capacity in literacy and numeracy.

                          1                                                       2                                                        3                                                     4
Leadership in literacy and numeracy resides with        Leadership in literacy and numeracy is viewed as         Leadership in literacy and numeracy is based on       Leadership in literacy and numeracy is distributed
the executive in the school.                            residing with the executive and some experienced         staff expertise.                                      across the school and networks of schools.
                                                        members of staff.
Leadership opportunities are usually allocated                                                                   Leadership opportunities are often made available     Staff members accept new roles and responsibilities
through tasks and responsibilities within the           Leadership opportunities are sometimes made              in response to staff interest, expertise and          to enhance their knowledge, skills and
executive team.                                         available in response to staff interest, expertise and   professional needs.                                   understandings in literacy and numeracy.
                                                        professional needs.


                               Possible Strategies                                      09       10       10                                   Possible Strategies                                    09      10       10
                                                                                        S2       S1       S2                                                                                          S2      S1       S2
3.1 Provide formal and informal opportunities to share teaching practices that         X        X                4.1 Encourage staff members to share their knowledge and skills with other
    promote student achievements in literacy and numeracy.                                                           schools and in different settings such as conferences and professional
3.2 Provide opportunities for staff members ‘to make a difference in other             X        X                    associations.
    classrooms’ – (see the NSW DET Professional Learning Continuum).                                             4.2 Work with other school literacy and numeracy teams on innovative literacy
3.3 Provide strategies such as mentoring and coaching to develop leadership            X        X                    and numeracy projects.
    capacity in literacy and numeracy.                                                                           4.3 Plan opportunities for school leaders to provide feedback to each other about           X
3.4 Work in groups such as KLA groups, stage or faculty groups to reinforce and                 X                    literacy and numeracy practices and programs.
    practise new literacy and numeracy skills.                                                                   4.4 Encourage staff to present literacy and numeracy professional learning          X       X
3.5 Seek training in providing constructive feedback techniques to staff about                  X                    sessions to their stage, to staff teams, at network and regional professional
    literacy and numeracy teaching.                                                                                  learning activities.
3.6 Use some of the resources such as the feedback proforma in the                              X
    Professional Learning and Leadership Development Directorate Career
    Development Toolkit.

School Progress

                                           Outcomes 2009 / 2010                                                               Rating ( T2 –                        Focus Strategies 2010 / 2011
                                                                                                                                    2010 )
    Professional learning opportunities at all levels has been provided for all staff to observe and discuss best teaching                              Follow up leadership skills involving effective mentoring to be
     practices for numeracy and literacy. R1 R2                                                                                                           conducted in early 2011. R2
    Literacy and Numeracy mentors have been established and continue to receive professional development to                                             Networks to be created with other skills to enhance sharing of
     support staff in addressing school targets and content attained through professional learning opportunities. R1 R2                                   information based around effective leadership opportunities with
     R3                                                                                                                                                   literacy and numeracy. R1 R2
    All staff in various forums – KLA committees, whole staff, stage and individuals have been able to impart, reflect


     and refine on numeracy and literacy strategies used. R1 R2 R3
     ‘Student Feedback’ and ‘Staff Feedback’ Learning Modules FOR Teacher Improvement from N/P have been
                                                                                                                                          4
     delivered to all staff members with follow up at an individual level. R1 R2
    Various staff members including mentors, deputy principal, Jolly Phonics co-ordinator and N/P co-ordinator have
     presented professional learning opportunities based around literacy and numeracy. R1 R2



                                           Outcomes 2010 / 2011

								
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