NSW Literacy and Numeracy Action Plan School ... Literacy and Numeracy Action Plan School Implementation Plan 2015 ... NSW Literacy and Numeracy Action Plan Mandatory Reform ... Junior Elementary Maths ...

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1 NSW Literacy and Numeracy Action Plan School Implementation Plan 2015 School Context St Marks Coptic Orthodox College is a school that caters for both Primary and Secondary students. There are 220 Junior students and approximately 354 students in High school. 85% of the students in the College are from a Coptic (Egyptian) background and 15% of mixed Ethnicity. Education is highly valued by the parents and this is reflected by the strong attendance records. School attendance level has been consistently between 85% across all grades for the past few years. There are currently 12 Junior school staff members and about 41 staff in the Senior school. Overall, the average years of teaching staff are 8 years in the Junior school. Of the College Senior staff, 60% have been in the profession for 5 or more years. There are 4 members of staff fewer than 2 years of teaching experience in the Junior school. Formal professional Development has been restricted in the past 5 years due to turn due to lack of continuity in school leadership and budgetary constraints. NSW Literacy and Numeracy Action Plan Mandatory Reform Elements: 1. Effective and evidence-based teaching of literacy and numeracy 2. Implement a three tiered K-2 literacy and numeracy intervention based on initial (diagnostic) assessments and personalised learning 3. Instructional leadership and whole school engagement with literacy and numeracy through the Principals as Literacy Leaders Program (PALL) 4. Monitoring student and school literacy and numeracy performance using reporting tools required by the State to identify where support is needed to track student progress. Targets: 1. To focus on improving Reading comprehension and to reduce the percentage of year 3 students in reading in band 2 and 3 by 2015/2016. To increase the year 3 Naplan results in band 6. 2. An improvement of 20% of year 3 Literacy and Numeracy Naplan results. 3. All students in K-2 reading and comprehending at the PM benchmark for their grade level by end of Term 4. 4. To ensure that all k-2 students grasp strong concepts of Number sense and to reduce the percentage of year 3 students in Numeracy in band 2 and 3 by 2015/2016. To increase the year 3 Naplan results in band 6. 5. Identify and provide intervention in Mathematics for students in k-2 at risk of not meeting syllabus outcomes by term one through LIEN assessments. 6. All teachers K-2 master, are able to understand and able to monitor each students progress through the use of Literacy and Numeracy continuum by the end of 2015. 7. To continue to create a whole school plan that monitors progress through the classrooms and teachers. St. Marks executive team are able to moni8tor each students progress in the areas of reading comprehension and NSW Literacy and Numeracy Action Plan Ongoing Priorities: a. The introduction of a daily block of numeracy and mathematics for Kindergarten to Year 2 b. Strengthen the focus on whole-school instructional leadership c. Continue to explicitly assess the learning needs of students especially on entry at Kindergarten d. Focus on school-based professional development for teachers in personalised learning and diagnostic assessment e. Use tiered interventions in literacy and numeracy for those children who need special attention with evidence being gathered on their efficacy and cost-effectiveness. f. Extend programs that strengthen home, school and community partnerships and support literacy and numeracy, in particular programs aimed at Kindergarten to Year 2. g. Adoption of the common tool for reporting achievement of learning outcomes Kindergarten to Year 5, using the DEC Literacy and Numeracy Continua as the framework for valid and reliable judgment of student achievement. 2 Number Sense once a month during 2015. 8. Continue to implement evidence-based strategies such as LEIN Numeracy activities in class, Multi-lit intervention programs to support students learning within a three tiered Response to Intervention model. 9. Through K-2 intervention programs, use of aides, teachers support and executives decrease the number of students in tier 1 and increase students in tier 2 and 3 by December 2015. 10. To build a strong communication network with parents, sending assessments results on regular basis. 11. School reports will continue to provide a monitoring system to be able to place the students in correct tired intervention programs and also track their progress. 12. Provide in-services for parents to better understand how to support their children in the areas of Reading Comprehension and Numeracy (number sense). 3 Element 1 Effective and evidence-based teaching of literacy and numeracy Line No. Indicators Strategies Timeframe 2015 Responsibility 1 Teachers plan and implement a structured numeracy and mathematics block focused on explicit teaching of early numeracy skills. Teachers attend professional learning workshop focused on early numeracy skills. 27th January Primary teachers 2 Teachers plan and implement a structured numeracy and mathematics block focused on explicit teaching of numeracy skills. Teachers attend professional learning workshop focused on numeracy skills Term 1 Years 2-6 teachers 3 Teachers plan and implement a structured numeracy block focused on explicit teaching of early numeracy skills. K-2 teachers attend ongoing professional learning sessions focused on Learning in Early Numeracy (LIEN). Followed by 5 sessions on the 12th March, 26th March, 23rd April, 7th May K-2 teachers, Dean of Junior School and Support teachers 4 Teachers plan and implement a structured numeracy block focused on explicit teaching of numeracy skills Professional learning provided by Consultant focused on implementing numeracy programs: Junior Elementary Maths Mastery (JEMM), Elementary Maths Mastery (EMM) and Number Worlds. Professional learning to be scheduled as part of after school staff meeting/staff development day. Term 2 K-4 teachers, Dean of Junior School and Support teachers 5 Teachers continue to use data collected from assessments to adjust classroom teaching of Literacy in the K-2 and share information with colleagues. Review the foundational programs used for students in tier 1 and 2 Spalding training for relevant staff and continue intervention programs. Term One Dean and Deputy Dean of the Junior school 4 Element 2 Implement a three tiered K-2 literacy and numeracy intervention based on initial (diagnostic) assessments and personalised learning Line No. Indicators Strategies Timeframe 2015 Responsibility 6 Whole class numeracy instruction is informed by comprehensive, diagnostic and developmentally appropriate assessment for every child. Mentoring focused on numeracy assessment and whole class planning, monitoring and review processes. Ongoing throughout 2015 K-2 teachers 7 K-2 students Literacy and Numeracy learning needs are identified and being addressed Teachers aide is trained based on intervention program. Students are withdrawn in small groups to work with a trained teachers aide focusing on reading difficulties. Ongoing throughout 2015 Dean and Deputy Dean of the Junior school 8 Appropriate intervention program is provided by trained personnel for identified students requiring additional support with reading. MiniLit professional learning provided for class teacher and teacher aide. Appropriate resources are purchased in order to implement program. Term 1, 2015 2 new teachers , year 1 and year 2 9 Appropriate intervention program is provided by trained personnel for identified students requiring additional support with reading. MultiLit professional learning provided for classroom teacher that have joined the school. Term 1 2 new teachers 5 Element 3 Instructional leadership and whole school engagement with literacy and numeracy Line No. Indicators Strategies Timeframe 2015 Responsibility 10 Development of an effective and sustainable 2015 School Implementation Plan that is underpinned by a valid and thorough Situational Analysis. Attend NSW Literacy and Numeracy Action Plan Planning Days to equip Principal and planning team in the preparation of appropriate documentation including a Situational Analysis and 2015 School Implementation Plan. 16 and 17 October 2014 Principal 11 Principal is active in leading whole school engagement focused on literacy and numeracy. School visits by AIS Consultant to meet with Principal and assist in planning, monitoring and reviewing whole-school literacy and numeracy processes as detailed in 2015 School Implementation Plan. Minimum of 4 days throughout 2015 Principal 12 Continue developing whole school plan, and adjusted to cater for the students at different tiers. To modify the plan and work on different methods and strategies to support all students in different tiers. Dean and Deputy Dean meet with the Head of College and attend workshops to further develop skills in whole school analysis, planning and leadership. Allocate time for staff to analyse and discuss the plan in order to develop it further. April-August Head of College, K-6 teachers, aides and executives 13 Provide parents with a workshop to raise awareness about the importance of reading. Provide parent workshop over two evenings. A session for K-2 and another session for Years 3-6. June 2014 AIS Consultants: Literacy 6 Element 4 Monitoring student and school literacy and numeracy performance using reporting tools required by the State to identify where support is needed to track student progress Line No. Indicators Strategies Timeframe 2015 Responsibility 14 Teachers will effectively assess students in numeracy and literacy in order to monitor student progress and complete the continuum. Provide release time for teachers to complete the literacy and numeracy continuum Ongoing throughout 2015 Executive and K-5 teachers 15 Teachers are able to analyse assessment data in depth based on the DIBELS assessment intervention monitoring program Provide professional learning and release time for teachers to analyse DIBELS assessment results and monitor student progress. Terms 1-2 Dean and deputy of the junior school k-2 teachers 16 Accurate reporting of students literacy and numeracy progress using the online continua. Professional learning for key personnel regarding administrative functions of the online continua January/ February 2015 Nominated personnel

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