Numeracy Professional Learning on ASK for Parent and student survey. Mathematics Interview staff. data shows growth for students involved in the Philosophy for Children (P4C) skills are deepened program. and sessions occur 10 per semester across the school (p-6) Professional learning is implemented in the classroom programs Year 2 Literacy Intervention Specialist mentors and Assessments are refined for the first three areas. coaches staff in reflexive practices Assessments are identified for the remaining 3 areas Expansion of Parent/student intervention program of Big 6. to include additional families Assessments track progress and success of – Coaching and mentoring for P4C oral language interventions for students. – and implementation of increased stimulus and Surveys from Student/Parent/staff links to writing. Year 3 Consolidation of practices and reflection on Consolidation of practices and analysis of surveys performance from year 3. influence practice Year 4 Reflexive practices form the core of practice Assessment practices drive the next level of learning and refinement of the next plan Engagement Key improvement strategies Goals To develop students’ ability to be reflexive and reflective thinkers who have high expectations of Goals are aspirational statements. They define what outcomes the themselves as learners. school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the and review processes. Targets Students are able to articulate their next learning steps using ASK model. Targets are defined measures of the successful achievement of the school’s Targets can take a Learning cycles are used to identify next steps of number of forms and may focus on learning, including explicit steps’ for/by ‘next the outcomes achieved by all students. students, such as the learning growth all students will be expected to
Numeracy Professional Learning on ASK for staff. Philosophy for Children (P4C) skills are deepened and sessions occur 10 per semester across the school (p-6) Parent and student survey. Mathematics Interview data shows growth for students involved in the program. Professional learning is implemented in the classroom programs Year 2 Literacy Intervention Specialist mentors and coaches staff in reflexive practices Expansion of Parent/student intervention program to include additional families Coaching and mentoring for P4C – oral language and implementation of increased stimulus and links to writing. Assessments are refined for the first three areas. Assessments are identified for the remaining 3 areas of Big 6. Assessments track progress – and success of interventions for students. Surveys from Student/Parent/staff Year 3 Consolidation of practices and reflection on performance from year 3. Consolidation of practices and analysis of surveys influence practice Year 4 Reflexive practices form the core of practice Assessment practices drive the next level of learning and refinement of the next plan Engagement Key improvement strategies Goals Goals are aspirational statements. They define what outcomes the school is striving to achieve. Goals evolve from the school’s purpose, values and context and build on the analysis of student outcomes undertaken through the and review processes. To develop students’ ability to be reflexive and reflective thinkers who have high expectations of themselves as learners. Targets Targets are defined measures of the successful achievement of the school’s Targets can take a number of forms and may focus on the outcomes achieved by all students, such as the learning growth all students will be expected to Students are able to articulate their next learning steps using ASK model. Learning cycles are used to identify next steps of learning, including explicit ‘next steps’ for/by students.
School%20Strategic%20Plan%202016%20-%202019.docx