2016 Annual Implementation Plan: for Improving Student Outcomes

5241
Rolling Hills PS
2016
Based on Strategic Plan 2013-2016

To focus effort where it is most needed, four priorities have been identified for the entire Victorian
government school system. The four priorities are:

Excellence in teaching and learning

Professional leadership
Positive climate for learning
Community engagement in learning.

Six evidence-based initiatives assist schools to identify and utilise the most effective, relevant and
evidence-based strategies that when implemented with consistency and depth help drive improved
student outcomes. The initiatives are associated with the four state-wide priorities, in the following
way (please refer to the Framework for Improving Student Outcomes: Guidelines for schools):

Endorsements

Endorsement by
School Principal

Guide to developing the Annual Implementation Plan: for Improving Student Outcomes

Signed.
Name Robyn English
Date

Priority

Initiatives

Excellence in teaching and

learning

Building practice excellence: Teachers, principals and schools will work

together
Curriculum planning and assessment: School will embed a culture of
curriculum planning, and assess the impact of learning programs, adjusting them
to suit individual student needs

Endorsement by
School Council

Signed
Name Fleur Cousins
Date

Professional leadership

Building leadership teams: Schools will strengthen their succession planning,

develop the capabilities of their leadership teams in using evidence

Positive climate for learning

Empowering students and building school pride: Schools will develop

approaches that give students a greater say
Setting expectations and promoting inclusion: Schools will work across their
communities to implement support to health, wellbeing, inclusion and
engagement of all students

Signed.
Endorsement by
Senior Advisor

Name Jeremy Beard

Date

Community engagement in
learning

Building communities: Schools will strengthen their capacity to build

relationships with the broader community by partnering

To guide the development of the 2016 Annual Implementation Plan: for Improving Student
Outcomes (AIP) schools will work with support from Senior Education Improvement Leaders (SEIL)
to conduct an annual evaluation of student outcomes data against the targets set in their School
Strategic Plan. Schools then diagnose the issues requiring particular attention and select one or
more initiative.
Principal and teacher performance and development plans include explicit links with the AIP and the
School Strategic Plan. This ensures a line of sight from school improvement priorities and initiatives
to each individuals plan. The Guidelines provide further context and detailed information to support
this work.

Summary page: the schools priorities and initiatives

Tick the initiative/s that the school will address in its Annual Implementation Plan: for Improving Student Outcomes.
Priorities
Excellence in teaching and learning
Professional leadership

Initiatives

Building practice excellence

Curriculum planning and assessment

Building leadership teams

Empowering students and building school pride

Positive climate for learning

Setting expectations and promoting inclusion

Community engagement in learning

Building communities

Initiatives Rationale:
Explain why the school, in consultation with the SEIL, has selected this initiative/s. Please make reference to the evaluation of school data, the progress against SSP targets, and the diagnosis of issues requiring
particular attention.

Excellence in teaching and learning:

2015 NAPLAN data demonstrated significant differences in the results for spelling and numeracy against the original strategic plan (SP) goal targets. Inconsistency between classroom
teaching practices appear to be growing as significant staff changes in the period of the SP have occurred. There is a need for refocus on the core literacy and numeracy areas and a
strategic approach to creating whole school coherence. Student achievement data has indicated a disproportionate trend of low growth in numeracy (43%) and reading (40%) along with
lower than expected high growth in spelling (15%), reading (14%) and numeracy (17%).
Professional Leadership:
Recent staff changes have left the school with a lack of experienced leaders. There are no designated leading teachers and teachers appear reluctant to take on leadership roles. The
majority of classroom teachers are inexperienced and although enthusiastic, lack confidence in their ability to take on leadership roles.
Key Improvement Strategies (KIS)
List the KIS that are linked to this initiative/s and will be scaled up. This could include existing KIS from your SSP or new ones identified through the evaluation of student outcomes against SSP targets and the
diagnosis of issues requiring particular attention. KIS may be specific to one outcome area or applicable across several areas.

Initiative:
Building practice excellence
Curriculum planning and
assessment

Building leadership teams

KIS

Build the capacity of every teacher to articulate and implement a whole school approach to teaching and learning.
Build teacher capacity to interpret and deliver the Victorian Curriculum in the core areas of English and Mathematics.
Employ a consistent approach to collection of data through effective assessment processes.
Build teacher capacity to analyse data across the school.
Build leadership capacity in a number of teachers across the school.
Create a whole school approach to sharing teaching expertise.

Annual Implementation Plan: for Improving Student Outcomes

ACHIEVEMENT
Goals

Improve literacy & numeracy

outcomes across the school

Targets

96% of students F-6 to achieve

2016.
number
2015
96.7
2016
97

12 month targets

KIS

ACTIONS:

Employ a consistent
approach to data
analysis and effective
assessment
processes.

Implement a multi-level
approach to moderation and
analysis of key data sets.

HOW

at or above the expected Victorian Curriculum levels in English and Maths by

measurement Stats/prob
98.8
98.7
98
98

Reading
95.8
96

Writing
93.2
96

Sp & L
97.4
98

Low growth cohort in Numeracy to be <30% in 2016 NAPLAN data

Low growth cohort in Spelling to be <30% in 2016 to reverse apparent trend
low growth
2013
2014
2015
2016
Numeracy
40
29.3
43.3
<30
Spelling
18.2
25.6
32.2
<30

WHO

WHEN

Principal/AP
as data
leaders

Term 1
Term 1
Term 1,2
Term 1,2
Term 1,2
Term 1,2
Term 2,3
Each term

Literacy PLT

Term 2 & 4
Term 2 & 4
Term 2
Each term
Term 3

Numeracy
PLT

Term 1
Term 2,3
Term 2
Each term
Term 3

Level leaders

Across the year

Each meeting

Classroom
teachers

Each term
Each term
Each term
Ongoing
Term 1, 2
Each term
Each term
Term 2,4

SUCCESS CRITERIA:

Lead audit of whole school assessment schedule

Review and create an effective assessment schedule
Develop PL program on diagnostic assessment
Review and select Data Management System (DMS) Compass PL sessions $40 X 4
Ensure key data is accessible through a central system
Lead data analysis with leadership team
Support level leaders to lead discussions on using data to inform teaching CRT relief to meet
with leaders
Analyse NAPLAN, DET survey & teacher judgement data
Whole school assessment writing tasks documented & scheduled
Monitor and report on whole-school spelling program Implement WTW set up resources $700
Analyse NAPLAN data and share with teams
Monitor moderation of team and whole school tasks in English
Analyse teacher judgement data
Revise and analyse whole-school moderation task effectiveness in maths
Select and implement common whole-school maths assessment
Analyse NAPLAN and share with teams
Monitor moderation of team and whole school tasks in Maths
Analyse teacher judgement data
Access data tracking system to drive team data analysis in key areas
Document on-going access to data
Provide data to teams and lead discussions
Agenda data discussions to inform student learning at team meeting
Agenda assessment schedule at team meeting
Employ agreed team & whole school assessment tasks
Access data tracking tool for upload and download of student data
Active engagement in a PLT
Analyse data at classroom level
Staff attend professional learning on assessment
Staff have evidence of different types of assessment in their planning
Implement assessment schedule
In PDP discussions articulate how diagnostic assessments have been used to inform teaching

Annual Implementation Plan: for Improving Student Outcomes

ENGAGEMENT
To improve student relationships and
Goals
student motivation, through selfresponsibility and engagement in
learning.

Targets

Increase student motivation in Parent Opinion Survey and Student Attitude to School Survey to between the 2nd and 3rd quartile by 2016.

12 month
targets

An increase in the Student motivation and Stimulating learning mean factor scores in the Attitude to School Survey and Parent opinion survey and the Learning
confidence men factor score in the attitude to school survey
Learning
confidence
- ATSS
Student
motivation
- ATSS
- POS
Stimulating
learning
- ATSS
- POS

KIS

ACTIONS:

Build the capacity

of every teacher
to articulate and
implement a
whole school
approach to
teaching and
learning.

Develop shared planning and

documentation in a consistent
format across the school.

HOW

4.09

4.12

4.2

> 4.3

4.39
4.8

4.52
5.6

4.48
5.2

> 4.5
> 5.5

4.15
5.35

4.16
5.9

4.05
5.9

> 4.15
>6

Principal/AP as
curriculum
leaders
Literacy PLT
Numeracy PLT

Each term
Each term
Term 1

Professional dialogue on effective teaching for learning in staff meetings

Model strategies for effective learning modelled in staff and leadership meetings
Develop literacy and numeracy PLTs
Analysis of planning documents across the school
Work with consultant to create shared understandings of effective maths planning, explicit teaching
and assessment Consultant PL day $2000
Meeting agendas and minutes reflect instructional model
Planning documents reflect instructional model format
Articulate purpose for actions in PD plans
Consistent use of Unithero to document literacy and numeracy plans across the school $100/head
subscription
Develop and implement protocols to monitor Unithero
Agreement of effective teaching of Spelling and the whole school approach
Analysis of Victorian Curriculum English Scope and Sequence (VCAA)
Implementation and evaluation of a spelling program across the school
Implementation and evaluation of a model for teaching reading across the school
Analysis of Victorian Curriculum Maths Scope and Sequence (VCAA)
Agreement of effective teaching of Numeracy across the curriculum
Review whole school numeracy assessment
Lead team moderation sessions of selected assessments
Lead team planning sessions using agreed curriculum documentation tools

Classroom
teachers
-

2016

SUCCESS CRITERIA:

Level leaders

Implement a whole school

approach to sharing teaching
expertise, working closely with
others to observe, discuss and
evaluate teaching practices.

2015

WHEN

Numeracy PLT

Create a whole
school approach
to sharing
teaching
expertise.

2014

WHO

Level leaders
Classroom
teachers
Principal/AP as
curriculum &
data leaders
Literacy PLT

Develop team planning

documentation based on
Victorian Curriculum in English
and Maths.

2013

Principal & AP as
curriculum & data
leaders

Literacy PLT
Numeracy PLT
Level leaders

Term 2 & 3

Across year
Term 1 & 3
Term 1
Across year
Term 1 & 2
Term 2
Term 2
Term 3
Term 2
Term 2 & 3
Term 2 & 3
Across year
End of each
term
Each term
Term 1,2,3
Term 2,3,4
Term 2,3,4
Term 2,3
Each meeting
Each meeting
Each meeting

Attend and contribute to team planning sessions (planning days)

Engage with consultant on effective teaching and learning in maths $3600 consultant in-class fee
Use unithero planning tool to show detail of Maths and English plans
Create in-class observation opportunities of expert teaching
Model expertise in classroom teaching
Model and document effective teaching and learning strategies in English
Model and document effective teaching and learning strategies in Maths
Lead team discussion of observations of effective teaching and learning strategies.

Classroom
teachers

At least once
in the year

Observe another teacher who has expertise in some area

Be observed by a teacher to demonstrate expertise in a specific area

Annual Implementation Plan: for Improving Student Outcomes

WELLBEING
Goals

To improve student pathways

and transitions Foundation to 6
and beyond using a
sustainability focus.

KIS

ACTIONS:

Engage students,
staff and families
in strengthening a
school culture that
promotes high
levels of student
resilience and selfresponsibility.

Review and evaluate Tribes

Targets

To improve the Transition variable in the Parent opinion survey to between the 2nd and 3rd quartile by 2016.

12 month
targets

An increase in the Student Safety and Classroom Behaviour mean in the Attitude to School Survey and the Parent Opinion
Survey
2013
2014
2015
2016
Student Safety
4.48
4.39
4.19
4.2
- ATSS
5.2
5.5
5.5
5.6
- POS
Classroom
Behaviour
2.93
2.81
3.2
3.35
- ATSS
3.5
4.1
3.6
4.25
- POS

HOW

WHO

WHEN

SUCCESS CRITERIA:

Principal & AP
as curriculum
& data leaders

Term 1
Term 2
All year

Resource a lunchtime alternative supervised play option for half each lunchtime
Introduce Bully Stoppers resources to staff
Resource a School Chaplaincy program to support resilience and address specific needs $21 750 Chaplain salary
(excl $6000 grant)
Assist class teachers to analyse attitude to school data to identify specific needs

Wellbeing PLT

Term 2, 3, 4
All year
Term 2
Term 3

Lead whole school with familiarisation of the Personal and Social Capability strand of the Victorian Curriculum
Analysis of Victorian Curriculum Personal and Social Capability Scope and Sequence (VCAA)
Audit implementation of Tribes across the school
Identify strategies to be discarded or re-vamped to support effective use of Tribes

Level Leaders

All year

Document aspects of Tribes program in weekly and term planners that meet VC standards
Agenda discussions about findings of data obtained from surveys

Classroom
Teachers

All year

Make explicit, the aspect of Tribes as social skills in the classroom

Implement Bully Stoppers surveys and classroom resources

Annual Implementation Plan: for Improving Student Outcomes

PRODUCTIVITY
To develop effective PLTs
Goals

Targets

across the school

12 month
targets

KIS

ACTIONS:

Develop the
school ability to
function as a
strategic
organisation.

Continue to develop the

Leadership Team and PLTs
Modify the meeting schedule to
enable the Actions in the AIP to be
implemented.
Implement a targeted,
supportive model of distributed
leadership.

Build leadership
capacity in a
number of
teachers across
the school.

HOW

To improve module trend analysis Staff Opinion Survey scores in Shielding/buffering and Staff Professional Safety
2014
2015
2016
Shielding/buffering
78.1
70.11
75
Staff Professional
No data
58.99
60
Safety

WHO

WHEN

SUCCESS CRITERIA:

Principal

Term 1
Each term
Termly
meeting
schedules.
Term 1
Term 1
All year
Term 1,2,3

Determine what PLTs are needed and create team charters, directions and roles
Provide specific leadership PL for PLT leaders $500 / term for half day release for 3 PLT leaders
Leadership team to set the meeting schedule each term.

Principal
Principal & AP
as curriculum
& data leaders
Literacy PLT

All year

Numeracy PLT

All year

Documented roles & responsibilities across the school

Role descriptions and selection of PLT leaders
Provision and support of Bastow Literacy Learners (BLL) course $1800 Bastow fee + $3150 CRT
release
Targetted in-school PL for team leaders
Leadership model of shadowing formalised
BLL leading in evidence
Leadership model of shadowing formalised

Level leaders

Ongoing
Each term
Term 1,4
ongoing

Leadership meetings include explicit leadership skill building

Attend planning meeting preparation sessions
Evidence of roles & responsibilities shown in PDP
Evidence of support for leaders

Classroom
Teachers

ment and wellbeing

Assess school
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Action

Success criteria

Budget allocation

Implement a multi-level approach to moderation

and analysis of key data sets.

Review and select Data Management

System (DMS)
Support level leaders to lead discussions on
using data to inform teaching
Monitor and report on whole-school spelling
program

Compass PL sessions $40 X 4

Develop shared planning and documentation in a

consistent format across the school.

Work with consultant to create shared

understandings of effective maths planning,
explicit teaching and assessment

Consultant PL day $2000

Develop team planning documentation based on

Victorian Curriculum in English and Maths.

Engage with consultant on effective

teaching and learning in maths

$3600 consultant in-class fee

Consistent use of Unithero to document

literacy and numeracy plans across the
school
Resource a School Chaplaincy program to
support resilience and address specific needs
Provide specific leadership PL for PLT
leaders
Provision and support of Bastow Literacy
Learners (BLL) course

$100/head subscription

Implement a targeted, supportive model of

distributed leadership.
Continue to develop the Leadership Team and PLTs
Review and evaluate Tribes

$500 / term for half day release for 3 PLT

leaders
$1800 Bastow fee + $3150 CRT release
$21 750 Chaplain salary (excl $6000 grant)
Implement WTW set up resources $700
CRT relief to meet with leaders

Budget allocations for AIP actions:

Assessment for learning

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