fiso improvement model dimensions - jacana …€¦ · web viewall students to have a targeted and...

Awaiting for review by School PrincipalAwaiting endorsement by Senior Education Improvement LeaderAwaiting endorsement by School Council President

2019 Annual Implementation Planfor improving student outcomes

Jacana School for Autism (5555)

Jacana School for Autism (5555) - 2019 - AIP - Overall

Self-evaluation Summary - 2019

FISO Improvement Model DimensionsThe 6 High-impact Improvement Initiatives are highlighted below in red.

Self-evaluation Level

Exce

llenc

e in

te

achi

ng a

nd

lear

ning

Building practice excellence Emerging moving towards Evolving

Curriculum planning and assessment Emerging moving towards Evolving

Evidence-based high-impact teaching strategies Evolving

Evaluating impact on learning Emerging moving towards Evolving

Prof

essi

onal

le

ader

ship

Building leadership teams Embedding

Instructional and shared leadership Evolving moving towards Embedding

Strategic resource management Evolving moving towards Embedding

Vision, values and culture Evolving moving towards Embedding

Posi

tive

clim

ate

for l

earn

ing

Empowering students and building school pride Emerging

Setting expectations and promoting inclusion Emerging moving towards Evolving

Health and wellbeing Emerging moving towards Evolving

Intellectual engagement and self-awareness Emerging

Jacana School for Autism (5555) - 2019 - Self-evaluation Summary.docx

Com

mun

ity

enga

gem

ent i

n le

arni

ngBuilding communities Embedding moving towards Excelling

Global citizenship Emerging

Networks with schools, services and agencies Evolving

Parents and carers as partners Evolving moving towards Embedding

Enter your reflective comments Excellence in Teaching and Learning:Our self evaluation indicates that whilst the school has made considerable growth with the implementation of the Victorian Curriculum, a documented plan of assessment is not developed beyond the ABLES schedule. The introduction of the PLC initiative has introduced teachers to the concept of high impact teaching strategies, however teachers have only just began to incorporate the inquiry cycle to their teaching practice as a method to improve their teaching practice. We also found that teachers are provided feedback from leadership, however a structure is not put in place for them to engage in peer-observations specifically to improve teacher practice. Community Engagement in Learning:The self evaluation also highlighted that as a school we have good processes in place to involve and engage with our school community, however we recognise that even though we have these systems in place our parents and students are not fully involved in the planning and goal setting of student personalised learning.Professional LeadershipOur self evaluation indicates that we have shown growth within our capacity to build leadership teams. This is evidenced by our successful implementation of the PLC process, creating curriculum teams based on our School Review outcomes and training for Instructional Leaders to lead whole school initiatives, like the RRRR program. Our JSA Student Wellbeing and Engagement Framework has been used throughout the year as a tool for staff to identify challenging behaviours, collect data and diagnose preventative strategies to support their students. The Middle Leaders at JSA - Sub School Leaders, ASD Coach, PBS Coach and Wellbeing Co-ordinator - meet fortnightly to review student data and review the effectiveness of their practices. They are working in their role as Student Engagement Leaders (SEL).Positive Climate for Learning

Considerations for 2020 In 2019 our focus will be developing teacher capacity in improving student outcomes in literacy and student agency. However we need to ensure that previous whole-school program and initiatives (student engagement and well-being framework, social-emotional learning curriculum and therapy/coach consultation model) continue to receive the resources and application necessary to shift them from emerging or evolving. Involving student and parents in the planning of personalised goals will provide students with the opportunity to activate student agency at the beginning phases of their program; this will also ensure support parents and carers to engage in their child's learning plan.


Whilst the SSG process has been revised and includes opportunities for students to participate in sharing their learning with their parents, the school has recognised the need to develop strategies to include non-verbal students’ participation in an authentic way. The school will also be exploring a Student Voice Policy.

Documents that support this plan


Select Annual Goals and KIS

Four Year Strategic Goals Is this selected for focus this year?

Four Year Strategic Targets 12 month target

The 12 month target is an incremental step towards meeting the 4-year target, using the same data set.

To improve student learning gain in Reading.

Yes Annually, 90 per cent of students will demonstrate learning gain in reading based on ABLES data within or across levels.

90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading & Writing component of ABLES.

Annually, 90 per cent of students will achieve the goals established within their PLSP.

90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.

By the end of the review period the per cent endorsement for Understand the Curriculum in the SSS will increase by 15 per cent from 65 per cent (2017 survey) to 80 per cent.

The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.

Build a culture of collaboration focused on refining teacher practice to improve student outcomes and to measure the impact on student learning (BPE)

The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.

Annually 90 per cent of students will demonstrate learning gain in

Jacana School for Autism (5555) - 2019 - AIP - Annual Goals Targets and KIS Page 2

Mathematics based on ABLES data within or across levels.

Annually 90 per cent of students will achieve the goals established within their PLSPs.

Further targets will be established based on agreed benchmarking assessment tools. For example Mathematics Online.

By the end of the review period, the percent endorsement for Understand Formative Assessment in the SSS will increase by 20 per cent from 54 per cent (2017 survey) to 74 per cent.

Targets will be based on benchmarks established around student participation and engagement in Student Support Group meetings.

The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018. The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).Percentage to be based on school based Student Voice survey.

By the end of the review period the per cent endorsement in AToSS for Student Voice and Agency will increase by nine per cent from 76 per cent to 85 per cent.

Student endorsement in AToSS for Student Voice and Agency will increase by three per cent


By the end of the review period, the per cent endorsement for Promote Ownership of Student Goals in the SSS will improve by 15 per cent from 50 per cent (2017 survey) to 65 per cent.

Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent

Goal 1 To improve student learning gain in Reading.

12 Month Target 1.1 90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading &


Writing component of ABLES.

12 Month Target 1.2 90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.

12 Month Target 1.3 The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.

12 Month Target 1.4 The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1Building practice excellence


Yes

KIS 2Curriculum planning and assessment

Develop, implement and embed a consistent instructional approach to the delivery of the English curriculum with a focus on reading (CPA).

No

KIS 3Curriculum planning and assessment

Develop, implement and embed whole school formative and summative assessment practices for reading (CPA).

No

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

Our self evaluation indicates that whilst the school has made considerable growth with the implementation of the Victorian Curriculum, we are yet to work collaboratively to develop a whole school English curriculum. The introduction of the PLC initiative has introduced teachers to the concept of high impact teaching strategies, however teachers have only just began to incorporate the inquiry cycle to their teaching practice as a method to improve their teaching practice. Our 2018 School Staff Survey identified a 20.7% endorsement within the Seek feedback to improve practice component; specifically regarding "Teachers in this school seek regular feedback from colleagues in order to develop their teaching practice". We also found that teachers are provided feedback from leadership, however a structure is not put in place for them to engage in peer-observations specifically to improve teacher practice.

Goal 2 To improve student voice and agency in their learning.

12 Month Target 2.1 The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018.


The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).Percentage to be based on school based Student Voice survey.

12 Month Target 2.2 Student endorsement in AToSS for Student Voice and Agency will increase by three per cent

12 Month Target 2.3 Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent

Key Improvement Strategies Is this KIS selected for focus this year?

KIS 1Empowering students and building school pride

Implement structures and processes that enable students and teachers to establish and monitor learning goals and track progress.

Yes


Develop opportunities across the school for students to co–design their learning. No

Explain why the school has selected this KIS as a focus for this year. Please make reference to the self-evaluation, relevant school data, the progress against School Strategic Plan (SSP) goals, targets, and the diagnosis of issues requiring particular attention.

The school caters for students from foundation to year 12 with a vision to foster independence. Jacana also actively encourages a student centred approach. The embodiment of the vision and approach is to engage students in their own learning. The students who participated in a school review focus group indicated they wanted more challenge in learning tasks. This indicated that students wanted to be more pro active in their learning.We encouraged parents to bring their child to SSG meetings this year. Of the students who attended the SSG's about 25 % did not participate but teachers provided opportunities for the other students to participate where it was a simple as showing their work to parents to others who expressed their views and opinions about their learning that was encouraging to both parents and teachers. We want to build on the efforts made this year and support staff to facilitate student participation in their learning.


Define Actions, Outcomes and Activities

Goal 1 To improve student learning gain in Reading.

12 Month Target 1.1 90 per cent of students will demonstrate learning gain in 70 percent of reading based questions (1 to 11) within the Reading & Writing component of ABLES.

12 Month Target 1.2 90 per cent of students will achieve their Reading goals established within their Personalised Learning Support Plan.

12 Month Target 1.3 The whole school per cent endorsement for "Understand the Curriculum" within the Teaching and Learning - Planning component within the School Staff Survey will increase by 5 per cent from 44.8 per cent (2018 survey) to 50 per cent.

12 Month Target 1.4 The whole school per cent endorsement for "Seek Feedback to improve practice" within the Teaching and Learning - Practice Improvement component within the School Staff Survey will increase by 5 per cent from 20.7 per cent (2018 survey) to 26 per cent.

KIS 1Building practice excellence


Actions Develop teacher capacity and understanding to analyse and use student data to plan for effective teaching in Reading.Develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.Develop teacher knowledge and capacity to work as effective teams utilising a PLC process, to improve reading outcomes through collaborative planning and assessment practices, including moderation.

Outcomes Students will:- engage in the selection of their learning goals specifically within the Reading & Viewing mode of the English learning area.- engage in sharing their Reading & Viewing goal and how they will know when they have been successful during SSGs.

Teachers will:- work with students to develop learning goals.- make learning goals explicit in every reading lesson.- regularly record evidence and progress of goal growth and achievement for every student. - regularly observe and provide feedback to peers to improve teacher practice.

Leaders will:- demonstrate and model the implementation of the Improvement Cycle to support improvement in student outcomes and teacher improved practice.

Jacana School for Autism (5555) - 2019 - AIP - Actions Outcomes and ActivitiesPage 2

- mentor and guide staff to select, plan, implement and record reading learning goals within students' PLSP Supporting Documents.- provide specific feedback to teachers aimed to improve teacher practice.- clearly articulate the link between student progress data and the school's professional learning plan.- actively seek the views of students regarding the curriculum content, delivery and assessment.

Parents/carers will:- understand their child’s learning goals and how they can support achievement of the goal at home (long term goals).

Success Indicators - School Staff Survey.- Student Personalised Leaning & Support Plan Supporting Documents.- ABLES Round 1 and Round 2 Reading component comparative data.-Teaching and learning work programs.- Student Support Group Meeting minutes demonstrating collaboration and communication with students and their family.-Classroom observation notes.- PLC minutes demonstrating teacher reflection and feedback.- PLC operations and planning documents.- Professional learning log demonstrating teacher professional learning

Activities and Milestones Who Is this a PL Priority

When Budget

Allocate Instructional Leaders for Professional Learning Communities

Leadership Team PLP Priority

from:Term 1to:Term 4

$48,000.00

Equity funding will be used

Assign a Literacy Leader to work as part of the School Improvement Team

Leadership Team PLP Priority


$35,000.00


Provide school based professional learning to develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.

Teacher(s) PLP Priority


$0.00

Equity funding will


be used

Collect, moderate, analyse and evaluate specific Reading ABLES data Round 1 and Round 2

School Improvement Team PLP Priority


$0.00


Use the PLC structure to prioritise and set goals tom improve teacher practice specific to teaching and learning of reading.



$0.00


Literacy Leader complete Bastow Literacy Leader professional learning suite to build their capabilities and leadership skills.

Literacy Leader PLP Priority


$3,000.00


Assign a specific Curriculum Team to meet regularly to focus on the development of the whole school Reading and Viewing Program.

Curriculum Co-ordinator (s) PLP Priority


$0.00


Ongoing professional learning for the Literacy Leader via networking opportunities.

Literacy Leader PLP Priority


$0.00


All students to have a targeted and individualised Reading & Viewing goal within their PLSP that has a direct link to assessment data.



$0.00

Equity funding will


be used

Seek feedback from parents and carers to identify their needs, expectations and capacity to support their child's reading skill development.



$0.00


Assess the current state of curriculum plans and assessments against the Victorian Curriculum for English.

Teacher(s) School Improvement Team

Literacy Leader

PLP Priority


$0.00


Review and evaluate the home Reading routine (R.E.D - Read Every Day)

Curriculum Co-ordinator (s) Teacher(s)

PLP Priority


$0.00


All classrooms to participate in the Premier's Reading Challenge Student(s) PLP Priority


$0.00


Share reading learning experiences regularly through the school newsletter and SeeSaw application.

Teacher(s) Literacy Leader

PLP Priority


$0.00


Review JSA's assessment schedule for the teaching and learning of reading and viewing goals.

Teacher(s) School Improvement Team

Literacy Leader

PLP Priority


$0.00

Equity funding will


be used

Collect and analyse student learning data to identify staff professional learning needs.

School Improvement Team Literacy Leader

PLP Priority


$0.00


Allocate professional Practice Session each week to focus on the knowledge and skill development of teachers to improve student abilities in reading.



$0.00


Complete the 'Excellence in teaching and Learning: A School Leaders' guide to Improving Literacy and Numeracy Outcomes" document to identify actions that could be used to achieve our goal.

Curriculum Co-ordinator (s) Teacher(s)

School Improvement Team

Literacy Leader

PLP Priority


$0.00


Goal 2 To improve student voice and agency in their learning.

12 Month Target 2.1 The percentage of SSG's in which students attend to increase by five (5) % of families in attendance in 2018. The percentage of students who participate (make a comment or give an opinion) in SSG's increase from 39% (2018).


Percentage to be based on school based Student Voice survey.

12 Month Target 2.2 Student endorsement in AToSS for Student Voice and Agency will increase by three per cent

12 Month Target 2.3 Student endorsement for Promote Ownership of Student Goals in the SSS will improve by five (5) per cent


Implement structures and processes that enable students and teachers to establish and monitor learning goals and track progress.

Actions Teachers empower students to have a democratic voice in the running of the communities in which they learnTeachers co-design opportunities for students to exercise authentic agency in their own learning which includes empowering their students to participate in SSG's to their level of cognitive development.Teachers to actively seek feedback from students within lessons and reflection at end of lessons of learning achieved.Teachers to become familiar with, and implement the Feedback strategy from HITs

Outcomes Students will:- be supported to express their views and share their learning at SSG's- participate in the selection of their learning goals - collaborate, listen and learn from peers- reflect / evaluate their learning in the form most appropriate for their level of cognitive and communication development.- express their views in school forums e.g. SRC or student voice committee

Teachers will:- work with students to develop learning goals.- ensure students understand their Learning Intentions - assist students to recognise their own learning - empower students to present their own ideas, opinions, knowledge and experience- provide opportunities for student voice and agency within the classroom- to diagnose issues and inform practice improvement- teachers will actively seek feedback and will use student feedback to improve their practice and student engagement

Leaders will:- provide a framework for student voice and agency inside and outside the classroom- seek feedback from students by actively seeking the views of students regarding their learning and school environment


Parents/carers will:- support their child's participation in SSG's- support their children to provide feedback on learning and school matters

Success IndicatorsAttitudes to School Student Survey shows increases in: - Student Voice and AgencySchool Staff Survey shows an increase in:- Ownership of Student Goals

Attendance of students at their own SSG will increase - school based dataParticipation of students at SSG's will increase - school based data.Minutes of SRC or other student forums show student voice has been heard and where appropriate changes made.

Activities and Milestones Who Is this a PL Priority

When Budget

Introduce communication between school and home through the use of the SeeSaw program. Parents will be able to reflect with their children and reinforce activites the students have completed during the day. Photos and videos will improve communication particulary with students with limited communication skills

Leadership Team Teacher(s)

PLP Priority


$20,000.00


Develop a policy and protecols for integrating Student Voice and Agency within the school program.



$0.00


Develop a framework for student participation in SSG meetings.

Establish expectation for student participation in SSG invitationsTeachers will establish ways of supporting their students to participate in SSG's and elicit guidance from therapy staff for

School Improvement Team Allied Health

PLP Priority


$0.00



supporting individual students to communicate their views.

Feedback strategies and protocols are developed for student voice in lesson reflection, classroom and school events. Teachers ensure that learning intentions are clear to students in daily activities



$0.00


Development of a framework for students participation in learning goal development.

Teachers will discuss learning goals with students and what helps the students learn. Teachers to enlist support from therapy staff to cater for student sensory needs which enables better participation in classroom activities

School Improvement Team Allied Health

PLP Priority


$0.00


Investigate training opportunity for Student Voice SIT for Bastow or other course



$2,000.00



Equity Funding Planner Equity Spending Totals

Category Total proposed budget ($)

Spend ($)

Equity funding associated with Activities and Milestones $0.00 $0.00

Additional Equity funding $0.00 $0.00

Grand Total $0.00 $0.00

Activities and MilestonesActivities and Milestones When Category Total proposed

budget ($)Equity Spend ($)

Totals $0.00 $0.00

Additional Equity spendOutline here any additional Equity spend for 2019 When Category Total proposed

budget ($)Equity Spend ($)

Totals $0.00 $0.00

Jacana School for Autism (5555) - 2019 - AIP - Equity Funding PlanningPage 2

Professional Learning and Development Plan

Professional Learning Priority

Who When Key Professional Learning Strategies

Organisational Structure Expertise Accessed Where

Provide school based professional learning to develop teacher knowledge and capacity to plan for and implement differentiated teaching practices in Reading.

Teacher(s) from:Term 1to:Term 4

Curriculum development Whole School Pupil Free Day

Departmental resourcesLiteracy Portal and Literacy Toolbox

On-site

Collect, moderate, analyse and evaluate specific Reading ABLES data Round 1 and Round 2



Moderated assessment of student learning

Formal School Meeting / Internal Professional Learning Sessions

Internal staff Learning Specialist

Literacy Leaders

On-site

Use the PLC structure to prioritise and set goals tom improve teacher practice specific to teaching and learning of reading.


Collaborative Inquiry/Action Research team Peer observation including feedback and reflection

Formalised PLC/PLTs

PLC/PLT Meeting PLC Initiative On-site

Literacy Leader complete Bastow Literacy Leader professional learning suite to build their capabilities and leadership skills.

Literacy Leader


Planning Preparation

Curriculum development

Timetabled Planning Day

Bastow program/course

Off-siteBastow

Ongoing professional learning for the Literacy

Literacy Leader

from:Term 1

Planning Network Professional Learning

VCAA Curriculum Specialist

Off-site

Jacana School for Autism (5555) - 2019 - AIP - Professional Learning Plan Page 2

Leader via networking opportunities.

to:Term 4

Preparation


Literacy Leaders Literacy Leader for Networks

Allocate professional Practice Session each week to focus on the knowledge and skill development of teachers to improve student abilities in reading.


Planning Preparation


Formal School Meeting / Internal Professional Learning Sessions

Departmental resourcesLiteracy Portal and Literacy Toolbox

On-site

Introduce communication between school and home through the use of the SeeSaw program. Parents will be able to reflect with their children and reinforce activites the students have completed during the day. Photos and videos will improve communication particulary with students with limited communication skills

Leadership Team Teacher(s)


Student voice, including input and feedback

Whole School Pupil Free Day PLC/PLT Meeting

PLC Initiative External consultants

See Saw Trainers

On-site

Investigate training opportunity for Student Voice SIT for Bastow or other course



Planning Student voice, including input and feedback

Network Professional Learning

Departmental resourcesBastow Trainers

Off-siteBastow Training Centre

Jacana School for Autism (5555) - 2019 - AIP - Professional Learning Plan Page 3