SCHOOL STRATEGIC PLAN - NATIONAL PARTNERSHIP ON LITERACY AND NUMERACY. STATEMENT OF PURPOSE (Moral Purpose)

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M:\Current Year\Bruno\Strategic Directions\LN NP School Strategic planning Final Feb 2012

STATEMENT OF PURPOSE

(Moral Purpose)

Catherine McAuley School aims to create a culture of quality Mathematics teaching that involves

deep Mathematical learning and thinking within and among the Catherine McAuley School community.

This is in keeping with our school vision statement that promotes and celebrates excellence

in education. A spirit of reconciliation is encouraged through our experience

of faith, growth and unity. We endeavour to prepare children for a life that is lived

in justice, dignity and mutual respect.

SCHOOL STRATEGIC PLAN - NATIONAL PARTNERSHIP ON LITERACY AND NUMERACY

Catherine McAuley School - 2012

[This document sets out the strategies and actions being undertaken at this school to achieve the Intended Outcomes of the National Partnership on Literacy and Numeracy ]

The Smarter Schools National Partnership on Literacy and Numeracy

is a joint initiative of the Australian Government and Catholic Education SA

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Strategic Direction (a):

Teaching and Learning -Effective and evidence-based teaching of numeracy.

a.1 Providing teachers with the skills and strategies to teach the key concepts in numeracy from the early years and extend these skills in the middle and later years

a.2Identifying and developing resources for teachers to deliver consistent, high quality numeracy teaching.

a.3Identifying and developing targeted strategies and resources to address the specific needs of students from diverse backgrounds.

a.4Providing access to professional development to increase teacher capacity to teach numeracy.

a.5Introducing numeracy standards for all teachers as part of the national teacher standards and accreditation.

a.6Introducing additional specialised classroom support to assist school leaders and teachers to improve student outcomes

Focus for 2012

Strategies & Actions

Responsibility

Timeline

Indicators

Data

Collection

Resources

What strategies will you implement to achieve these objectives?

What actions will be undertaken at the school level? Who will be involved in undertaking the strategic actions at your school? What period of time is involved? Are there any specific deadlines? What strategies are planned beyond 2001?

What outcomes, observations will provide evidence of progress towards each objective?

What forms of data will be collected as evidence of progress towards each objective?

Which resources are available or will be needed to enact these plans?

Include school co-contributions in addition to NP funding for expert teachers’ FTE salary.

a.1

 Whole school sessions

 Team planning sessions with CESA consultant

 In class coaching with Numeracy Coach

 Team planning sessions through Heads of School meetings

 Professional development sessions run internally utilising various staff Topics to include:- Numeracy in other areas of the curriculum; Australian Curriculum; open ended investigations, PAT testing result analysis, NAPLAN preparation; mental calculation strategies; assessment and moderation; worded problems and report back

 Principal  Numeracy Coach  CESA Consultant  Heads of School  Assessment and Reporting POR  Participating teachers  Beginning Teacher Consultant  Classroom teachers Feb-Nov

2012  Attendance/engagement of teachersin professional learning

 Teachers’ action plans, goals and reflections

 Teachers using an expanded repertoire of strategies

 Numeracy coach to record incidence of teacher skills/strategies

 Teachers perceive that their skills and capacities are expanded.

 Improved learning outcomes for students in target cohorts are evident in:

 NAPLAN Results

 ACER/PAT Online testing

 Ongoing classroom assessment

 Diagnostic assessments

 Evaluations of PL sessions

 Teacher journaling of student learning behaviours

 Numeracy coach records incidence of teacher skills/strategies

 Survey of teacher self assessment of their personal skills and strategies

 Local analysis (school, student groups and individual students) of

 NAPLAN performance

 ACER/PAT Online

 Numeracy Coach Salary (NP Funding)

 Maths 300 Site Licence

 ACER Oars Online testing subscription

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from sessions held through the PMA (including measurement, fractions and algebra)

 Peer learning – teachers observe other teachers teaching and learning

 Teachers’ document classroom observations and conference notes testing  Ongoing classroom assessment  Diagnostic assessment

a.2

 Maintain a central collection point and register of resources

 Work with parent volunteers to collect and make resources

 Regularly update the school intranet site with math links

 Regularly update our NAPLAN

Improvement documents with interactive websites

 Undertake professional development in using the Australian Curriculum Connect Pilot

(http://www.scootle.edu.a/ec/resolve/vie w/S3336)

 Whole school membership of Study Ladder

 Intensive search for resources relating to patterning, sorting, algebraic thinking and literacy related items

 Further develop our Numeracy Word Wall Kits to include activities that will promote a deeper understanding of the literacy associated with mathematics and numeracy

 Teachers use task cards stating the learning intentions (as per Visible Learning (J Hattie) of each lesson so it is clear to the student and to parents.  Students to create their own personal

mathematical diaries which can be transferred from one year level to another.  CESA Consultant  Numeracy Coach  Participating teachers  School Librarian  School Finance Officer

Ongoing  Teachers using effective resources in their numeracy teaching

 Teachers identify benefits of particular learning resources and integrate them accordingly

 Teachers adapt the scope / manner of resource usage to address their own students’ needs

 Teacher self-assessment of use of resources

Numeracy Coach records of teachers use of specific resources

 Resource Register

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a.3

 Analysis of NAPLAN Benchmark

achievements and also ACER/PAT testing for individual student and cohort year levels

 Identification, through ‘SMART’ individual students areas of specific needs

 Small group work involving targeted children who have specific needs and in particular students who have been identified through our involvement in the

Dare to LeadProject.

 Specific targeted strategies using mental calculations and alternative written algorithms as per our CMS Induction CD  Utilise the school assessment tool

contained in the “Strengthening family and community engagement in student learning resource” to identify ways we can engage parents in their child’s mathematical learning

 Participating teachers  Numeracy Coach

Feb – Nov

2012  Teachers’ attitude/ Disposition /ConfidenceNew repertoires of strategies for students with specific needs

 Classroom environment adapted to meet the needs of the students

 A wide range of resources provided for students

 Improved learning outcomes for students in target cohorts are evident in:

o NAPLAN results

o Ongoing classroom assessment o Diagnostic assessments

 Teachers’ documented classroom observations and conferences  Teachers report greater confidence in

addressing individual students’ needs  Environment and culture that encourages

creativity and innovation

 Student records/assessment  Teacher journal

 Round table discussions regarding specific targeted students

 Local analyses (school, student groups & individuals) of:

o NAPLAN performance o Ongoing classroom

assessment

o Diagnostic assessment

 Numeracy Coach (NP Funding)  Teacher/

Classroom Resources  PL materials

a.4

 Whole school sessions (as per listed in a.1)

 Planning and teaching sessions with CESA consultant

 In class coaching with Numeracy Coach

 Provide access to professional journals and print resources through membership of AAMT  Sharing of relevant and purposeful

ICT resources

 Sharing of professional practice and pedagogy, in particular with St. Columba College and Mercy sister schools in the Elizabeth Parish

 Teacher survey of professional development needs  Principal  Numeracy Coach  CESA Consultant  Heads of School  Teaching staff

Feb-Nov 2012  Encouragement of all staff to be involved in review, monitoring, evaluation and validation as part of their own personal development

 Access to library of professional development resources

 Access to up to date and relevant ICT resources pooled together on our school Intranet site

 Engagement of staff at Heads of School meetings in discussions surrounding professional practice and pedagogy

 Evidence of a library of professional development resources

 Evidence of our school intranet site containing purposeful resources  Heads of School Minutes of

Meetings  Teacher Survey

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 Four teachers (Leahy, Foster, Starr and Hunt) to participate in 2012 CEO Numeracy Project

a.5

 Whole school professional development surrounding the newly created National Professional Standards for Teachers (AITSL- February 2011) and in particular the domains of teaching standards, focus areas and descriptors.

 Raise teacher awareness of the documents -National Partnership on Improving Teacher Quality, the Melbourne Declaration on Educational Goals for Young Australiansand alsothe National Professional Standards for Teachers

 Work through the assessment framework and surveys of the “South Australian Teaching for Effective Learning Framework guide”  Principal  Numeracy Coach  CESA Numeracy Team  Heads of school  Regional networks

Feb-Nov 2012  Encouragement of all staff to be involved in review, monitoring, evaluation and validation as part of their own personal development

 Teachers work towards recognising their current and developing capabilities, professional aspirations and achievements  Planning time and in school professional

development surrounding the implementation of the Australian Curriculum.

 Programming, planning and teaching using inquiry method and Australian Curriculum  Teachers mentoring others as

part of professional supervision.

a.6

 Numeracy Coach to support teachers to improve student outcomes

 Teachers to be provided with a half day release within year levels to work with the Numeracy Coach

 ESO Staff to work with teachers to assist with student improvement

 Principal  Numeracy Coach  CESA Consultant  ESO Staff

Feb-Nov 2012  Team/peer teaching

 Teachers sharing knowledge and expertise  Teachers perceive that they are being

supported in the classroom  Small group experiences

 ESO’s perceive they are an important aspect of teacher and student support networks

 Survey of teacher and ESO self assessment

 Observational evidence by Numeracy Coach and CESA Consultant

 Evaluation of support networks

 ESO/Numeracy Coach Teacher timetables

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Strategic Direction (b):

School Leadership and Whole School Engagementwith numeracy. b.1School leaders to develop a

whole school culture of high performance in numeracy

b.2 Implementing approaches which encourage parental engagement in numeracy education.

b.3Schools to share practice and performance outcomes with other schools and the community.

b.4Building the capacity of principals and other members of school leadership teams to drive continuous improvement, through identification and implementation of proven numeracy practices and the use of performance data.

b.5Professional learning support for principals and other members of school leadership.

Focus for 2012

Strategies & Actions

Responsibility

Timeline

Indicators

Data

Collection

Resources

What outcomes, observations will provide evidence of progress towards each objective?

What forms of data will be collected as evidence of progress towards each objective?

Which resources are available or will be needed to enact these plans?

b.1

 Class timetables to reflect a minimum of 300 minutes per week

 A ‘no interruption’ policy for classrooms prior to lunch

 Whole School staff discussion about raising numeracy performance

 Whole school assembly/liturgy timetable is kept to a minimum to ensure optimal learning time

 Professional conversations of successful strategies and performance

 Principal ensures coach is building capability and capacity in pedagogical content knowledge and skills  Unpacking of Hatte’s effective scale

through the CMS Visual Learning Committee

 Principal  Numeracy Coach  Heads of School

Feb-Nov 2012  Strategic plan and shared focus

 Skills that lead to improved performance sustainability, i.e. team building, knowledge of whole school culture

 Teacher timetables reflect 300 minutes of timetabled math/numeracy

 Minimal interruptions during morning learning block

 Modified whole school assembly/liturgy timetable

 Discussions at Staff Meeting, Heads of School meetings re whole school culture  Professional conversations with Principal  Dedicated community ‘math’ room

 Class timetables  Strategic plan  Interruption statistics  Recordings of professional

conversations with school leadership

 Photos of the ‘math’ room in action

 Minutes of

meetings/discussions

 Release time for professional conversations

 Computer based student profiles  Visual Learning POR

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 Encourage use of the Math Community Classroom and its resources

 Sharing math practices through the school newsletter

 Family Math Challenges posted fortnightly in school newsletter  Children’s Math books to go home each

Term in week 4 and 8

 Sharing of practices at Parent Information Nights and providing parents with written supplements on how to help their child with math/numeracy at home  Promotion of student banking and

financial literacy

(http://www.financialliteracy.gov.au)  Promotion of Aust. Math Competition  Parent information night to explain how

to read and understanding their child’s NAPLAN results

 Promotion of the websites

(http://www.studyladder.com.au/login?r eq=1 and http://mathsonline.com.au/ among wider school community  Use of the Math Monster in junior

primary classes – math activities for students to complete with their parents/carers at home.

 Utilise the school assessment tool contained in the “Strengthening family and community engagement in student learning resource” to identify ways we can engage parents in their child’s mathematical learning

 Small group instruction with both ELY (Early Learning Group 3-4yrs of age) and Playgroup 1-4yrs  Principal  Numeracy Coach  CESA Consultant  Heads of School  Teaching staff

Feb-Nov 2012  Partners in learning

 Growth in parental involvement  Awareness and promotion of

successes/developments in mathematics at Catherine McAuley with the wider

community

 Ideas and resources for parents to utilise at home

 Attendance at parent information nights  Opportunities for certified volunteers to

assist in math classrooms

 Opportunities for teachers to showcase good practice to the parent community

 Parent surveys  Record of parent

attendance at information sessions/parent

workshops/work displays  Parent comments via the student math workbook  School

website/newsletters

 Numeracy Coach Salary (NP funding)  Information packs for parents  Promotional material

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b.3

 School practices in numeracy to be shared through school newsletter and website

 Promotion of Australian Mathematic Competition

 Promotion of school banking system and the benefits of financial savings

 Numeracy Coach to share practices and performance with Local Numeracy Coach at St.Columba via school visits

 School Board reports

 Sharing of practices via Regional SACPA meetings

 Sharing practices and learning with other schools (including Playford School) through planning sessions and buddy class activities and displays

 ESO’s to share good practice at Hub Group meetings

 Principal  Numeracy Coach  CESA Consultant  Teaching staff

Feb-Nov 2012  Active involvement with organisations that partner with the school (i.e. Bendigo Bank Financial Awareness Program, Playford Primary, other National Partnership schools)  Timely articles in school newsletter and

promotion of good practice and performance via school website

 Participation and uptake of school banking program

 Promotion of math competitions and community organised numeracy events  Dialogue with St. Columba School Numeracy

Coach

 Opportunities for other schools and wider community to be involved in our school math program

 Dialogue sharing at ESO Hub Group meetings

 Numeracy displays

 School board reports  Statistics from Bendigo

Bank regarding Uptake of banking program  Numbers of students undertaking math competitions  Teacher journaling of professional conversations with other schools  School newsletter/website  Buddy class activities

highlighting different school/teaching practices  My School profile  Minutes of ESO Hub

Meeting Minutes

 Photo evidence of displays

 Staffing for website/intranet updates

 Staffing to assist with school banking program and competition

undertaking  ESO support staff

b.4

 Sharing and analysis of NAPLAN results  Familiarisation of NAPLAN test practices  Creation of individual student numeracy

profiles to identify individual student performance

 Professional conversations both with individual teachers and as whole school  Teachers prepare individual summary

reports of NAPLAN results for students at risk using SMART and ACER/PAT testing

 Principal  Numeracy Coach  CESA Consultant  Heads of School  Assessment and Reporting POR

Feb-Nov 2012  Professional conversations with staff about programming and planning regarding numeracy and student outcomes  Numeracy displays

 Proven numeracy practices  Data driven

 Skills in analysing individual students Naplan results based on SMART

 Principal’s record of professional conversations  Teacher survey of support

levels within the school  Photos of numeracy

displays/room  Numeracy on Heads of

School meeting agendas  Teacher survey regarding

familiarisation of NAPLAN practices

 Teacher analysed – individual student documentation

 Staffing for website/intranet updates

 Staffing to assist with school banking program and competition

undertaking  ESO support staff

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b.5

 Professional learning through National Partnerships workshop attendance  Professional conversations with

Consultants

 Primary Mathematics Association (AAMT) membership

 Access to professional journals  Attendance at SACPPA

 Independent professional development

 CESA Consultant  Principal  Numeracy Coach 

Feb-Nov 2012  Attendance at professional learning workshops

 Regular meetings with CESA Consultant  Professional readings

 Attendance records at NP professional development sessions

 Journaling of professional learning and conversations  Sharing of systemic

practice gained from SACPPA meetings

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Strategic Direction (c):

Monitoring Student and School Performance- Monitoring student and school numeracy performance to identify where support is needed c.1Schools and teachers to use numeracy

performance information to identify the individual learning needs of every student so that appropriate teaching strategies can be used.

c.2Ensuring that reporting clearly tells students, parents and teachers how each student’s numeracy attainment compares to national standards.

c.3Sharing best practice in using information to diagnose student learning needs and the success of intervention strategies.

c.4Schools to track student progress over time, particularly for cohorts of students.

Focus for 2012

Strategies & Actions

Responsibility

Timeline

Indicators

Data

Collection

Resources

What outcomes, observations will provide

evidence of progress towards each objective? What forms of data will becollected as evidence of progress towards each objective?

Which resources are available or will be needed to enact these plans?

c.1

 Analysis of individual learners and group cohorts using SMART, ACER/PAT and anecdotal/product assessment

 Creation of relevant NEP/IEP documents  Upkeep and analysis of individual student

number profiles including both anecdotal and product assessment

 Sharing of individual learning needs of students at Special Education Round table sessions and end of year transition meetings

 Analysis of information from outside agencies when assessing individual student needs (i.e. Psych report recommendations, other agency recommendations (Autism SA))  Anecdotal evidence of small group

student sessions with Numeracy Coach

 Principal  Numeracy Coach  CESA Consultant  Teaching staff  Assessment and Reporting POR  ESO Support staff  Special Education Co-ordinator  CESA Special Education Consultant  Outside organisations (such as Autism SA, Society for the Blind)

Feb-Nov 2012  Data driven decision making

 Inclusive culture that encourages all staff to work together to support individual learning needs

 Charts/graphs that represent individual learning information

 Anecdotal notes in Student profiles  Round table discussions, including support

staff

 Accommodation of students individual psych reports recommendations  Transfer of student knowledge between

teachers  NEP/IEP Plans  Recommendation plans  Print outs of NAPLAN/SMART information  ACER/PAT testing  Student Profiles  Minutes of round table

meetings

 Accommodations included in individual students NEP/IEP and teacher planners

 Numeracy Coach Salary (NP funding)  Teacher TRT release for Special

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c.2

 NAPLAN results interpretation and investigation

 Parent information night on how to interpret NAPLAN data

 My School website

 Australian Curriculum standards to be shared with the school community  Australian Curriculum Standards to be

incorporated into whole school teaching planners along with SACSA Outcomes  Australian Curriculum standards to be

reflected in student’s take home reports Children’s Math books to go home each Term in week 4 and 8

 Parent/student comment sheet to be placed in students books

 Sharing of professional practice and pedagogy, in particular the Northern Region Australian Curriculum Cluster

 Principal  Numeracy Coach  CESA Consultant  Heads of School  Participating teachers

Feb-Nov 2012  Student reports reflect Australian Curriculum standards (from 2012)  Student profiles reflect Australian

Curriculum standards

 Teacher planners reflect Australian Curriculum standards

 Student reports  Teacher planners  Student profiles

 Numeracy Coach (NP funding)  Assessment and Reporting POR

release

 Staffing for report modifications

c.3

 Best practice and intervention strategies to be recorded via the individual student numeracy profile

 The sharing and dialogue of best practice with Playford School and other National Partnerships Schools

 Analysis and effectiveness of assessment strategies used by CMS

 Numeracy Coach to report on the success of small group intervention practices

 Principal  Numeracy Coach  CESA Consultant  Heads of School  Assessment and Reporting POR  Participating teachers

Feb-Nov 2012  Commitment to learning better ways to help students

 Dialogue surrounding best practice  Repertoire of intervention strategies  Repertoire of assessment strategies  Coaching/mentoring with Numeracy Coach

and CESA Consultant

 Teacher survey  Minutes of dialogue  Video/photos of best practice/intervention strategies  Anecdotal evidence/teacher journaling surrounding best practice  Numeracy Coach observations/notes

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c.4

 NAPLAN results (in particularly monitoring student growth between NAPLAN bi yearly testing)

 Cohort analysis using SMART  Individual student numeracy profile  Year level moderation to be undertaken

by the Assessment and Reporting POR

 Principal  Numeracy Coach  CESA Consultant  Assessment and Reporting POR  Teaching staff

Feb-Nov 2012  Visual representation of data  Student profile

 Year level analysis

 Graphs/charts  Student profile  Round table discussions

surrounding cohorts

 Numeracy Coach Salary (NP funding)  Assessment and Reporting POR