Fairfield West Public School
School Plan 2009-2011
2011 Action Plans
Version date: 5.12.2010

School Plan for 2009-2011

School context
The NESB population of the school is approximately 81%. Students from a Vietnamese speaking background make up the largest language group at 20%. The number of Arabic speaking students is approximately 10%. The school's community language program includes Vietnamese, Spanish and Khmer. The population in 2009 will be approximately 600; 21 mainstream of mixed ability. Where necessary, multi-age classes are used to maintain optimal class sizes. The school has a support unit consisting of classes for language, reading, mild intellectual disabilities and moderate intellectual disabilities. Fairfield West PS also hosts a satellite class for the NSW Autism Association.
The finance committee consists of principal, SAM and executive staff. The Professional Learning Team includes Principal, executive staff and teaching staff. Program coordinators are delegated management of annual budgets within the school plan.
Priority Areas (3 year horizon)
Literacy, Numeracy, Technology and Quality Teaching will be the priority programs for 2009-11. This strategy aims to reduce the number of students performing standard below minimum in literacy and numeracy and to extend the performance of students at proficient levels. All programs will be enhanced with funding from the Priority Schools Funding Program. State programs implemented will include Best Start, Count Me In Too, Reading Recovery and Connected Classrooms.
There will be a focused support for Years K-3 during the 3 year plan. This will aim at improving the performance of Year 3 in literacy and numeracy. We will continue our extension of students in Years 4 to Year 6 to maintain our NAPLAN growth rate from Year 3 to Year 5. This strategy aims to lift over all performance against state averages.
Targets for 2011
Literacy 95% of mainstream students performing above minimum standard in Years 3 and 5 NAPLAN results.
Numeracy 94% of students in mainstream classes performing above minimum standard in Years 3 and 5 NAPLAN results
Maintain a happy and safe school.

The plan has been endorsed and approved by:
Principal:
Glenn Walker
Date:

School Education Director:

Date:




Principal’s initials: School Education Director’s Initials__

Three Year Literacy Plan



Target 2009 90% of Year Three students achieving above minimum standards (Bands 1 and 2) in Literacy
90% of Year Five students achieving above minimum standards (Bands 3 and 4) in Literacy
Target 2010 93% of Year Three students achieving above minimum standards (Bands 1 and 2) in Literacy
93% of Year Five students achieving above minimum standards (Bands 3 and 4) in Literacy
Target 2011 95% of Year Three students achieving above minimum standards (Bands 1 and 2) in Literacy
95% of Year Five students achieving above minimum standards (Bands 3 and 4) in Literacy
Intended Outcomes
Strategies 2009
Strategies 2010
Strategies 2011
Increase reading resources in the school
Ÿ Update class reading book boxes with a variety of text types
Ÿ K-3 focus for PSFP position
Ÿ Continue to update class reading book boxes and reading resources room.
Ÿ K-3 focus for PSFP position
Ÿ Update resources in the reading room.
Ÿ K-3 focus for PSFP position
Whole school timetabling of reading groups
Ÿ School timetable incorporates reading group time. Executive committee to supervise /review individual class timetable and allocation of time given to the reading.
Ÿ School timetable incorporates reading group time. Executive committee to supervise /review individual class timetable and allocation of time given to the reading.
Ÿ School timetable incorporates reading group time. Executive committee to supervise /review individual class timetable and allocation of time given to the reading.
Assessment and reporting ( use of testing)
Ÿ Continue with school assessments for reading and spelling in Term 1 & 4 2009.
Ÿ Use of Best Start and NAPLAN Data to guide assessment & reporting.
Ÿ At least 90% of students achieve minimum state standard in NAPLAN testing
Ÿ Continue with school assessments for reading and spelling in Term 1 & 4 2010.
Ÿ Evaluate reading and spelling tests implemented.
Ÿ Use of Best Start and NAPLAN Data to guide teaching and learning
Ÿ At least 93% of students achieve state level at NAPLAN testing
Ÿ Continue with school assessments for reading and spelling in Term 1 & 4 2011.
Ÿ Use of Best Start and NAPLAN Data to guide teaching and learning
Ÿ At 95% of students achieve state level in NAPLAN testing
Reading and Writing TPL begins for staff in a variety of text types.
Ÿ Implement TPL for staff in the area of teaching reading using a variety of text types.
Ÿ Implement TPL for staff in the area of teaching reading using a variety of text types.
Ÿ Implement TPL for staff in the area of writing.
Identify various teaching methods for reading and writing ( hands-on, ICT use and text books/ worksheets)
Ÿ Continue using reading group strategies, K-6. (Modelled reading, shared reading and 30 minutes group reading activities)
Ÿ Use of interactive whiteboards
Ÿ Continue using reading group strategies, K-6. (Modelled reading, shared reading and 30 minutes group reading activities)
Ÿ Evaluate explicit teaching practices.



Three Year Numeracy Plan
Target 2009
90% of Year Three students achieving above minimum standards (Bands 1 and 2) in Numeracy
90% of Year Five students achieving above minimum standards (Bands 3 and 4) in Numeracy
Target 2010 92% of Year Three students achieving above minimum standards (Bands 1 and 2) in Numeracy
92% of Year Five students achieving above minimum standards (Bands 3 and 4) in Numeracy
Target 2011 94% of Year Three students achieving above minimum standards (Bands 1 and 2) in Numeracy
94% of Year Five students achieving above minimum standards (Bands 3 and 4) in Numeracy
Intended Outcomes
Strategies 2009
Strategies 2010
Strategies 2011
Revise scope and sequence
Maths committee made up of staff from K-6 will collect and collate current practices, devise new scope and sequence
Implement scope and sequence
Evaluate Scope and sequence implementation
Timetabling of mathematics K-6 across school
Executive committee to supervise /review individual class timetable and allocation of time given to the strands.
K-3 focus for PSFP position.
Executive committee to supervise review individual class timetable and allocation of time given to the strands.
K-3 focus for PSFP position
Executive committee to supervise /review individual class timetable and allocation of time given to the strands. K-3 focus for PSFP position
Assessment and reporting
( use of diagnostic testing)
Continue with Diagnostic testing years 1 – 6. Term 2 & 4 2009
Use of Best Start and NAPLAN Data to guide assessment & reporting
Continue with Diagnostic testing years 1 – 6. Term 2 & 4 2010
Evaluate odd year and even year testing
Use of Best Start and NAPLAN Data to support the development of quality learning experiences. Ongoing professional development and training for staff.
Continue with Diagnostic testing years 1 – 6. Term 2 & 4 2011
Use of Best Start and NAPLAN Data to guide teaching and learning
Space and Measurement TPL begins for staff.
Dem lessons begin from Yr 3 / 5 teachers, observations, workshops. Trial Quick Smart
PSFP consultancy in areas of need
Observations and staff run workshops.
Implement Quick Smart K-6
Identify various teaching methods ( hands-on, ICT use and text books/ worksheets)
Continue using Count Me In Too strategies, K-6.
Sharing CMIT results with all staff.
Reduce numbers of worksheets used in Mathematics lessons
Continue using Count Me In Too strategies, K-6. (10-15 minutes explicit teaching, individual/ group activities, whole class recording)
Sharing CMIT results with all staff.
Evaluate explicit teaching practices
Improve student and staff confidence in Mathematics
Provision of resourcing and use of these in classrooms are accessible and available.
Use of interactive whiteboards and other technologies support teaching of Mathematics
Hold Maths Fun Day
Evaluate use of resources
Devise system of sharing CMIT data electronically to ensure staff know where to begin teaching and learning.
Establish staff and student sharing forum to celebrate successes.

Three Year Technology and Connected Learning Plan



Targets 2009 70% of students applying relevant ICT skills as described in school scope and sequence
Target 2010 80% of students applying relevant ICT skills as described in school scope and sequence
Target 2011 90%of students applying relevant ICT skills as described in school scope and sequence

80% of teachers effectively integrating IWB technology in teaching and learning in rooms with IWB
85% of teachers effectively integrating IWB technology in teaching and learning in rooms with IWB
90% of teachers effectively integrating IWB technology in teaching and learning in rooms with IWB
Intended Outcomes
Strategies
Strategies
Strategies

  • Introduce software packages such as Word, PowerPoint and internet searches
  • Guided development of units of work using software packages
  • Independent use and application of software packages to present student work

  • Introduction of IWB to 50% of classrooms
  • 75% of classrooms Integrate IWB and software into classroom teaching
  • Whole school using IWB hardware and software across the curriculum.

  • P/L for staff to integrate IWB into classroom practice.
  • P/L for staff to integrate IWB into classroom practice.
  • P/L for staff to integrate IWB into classroom practice.






2011 School Plan


School Priority Area: Literacy: Reading

1. Improved reading outcomes for mainstream students.

1.1 Reduce the number of students in Years 3 achieving at or below minimum standard from 14% in 2010 to 5% in 2011 in NAPLAN Reading.
1.2 Increase the percentage of Year 3 students in the top two bands from 43% in 2010 to 50% in 2011.
1.3 Reduce the number of students in Years 5 achieving at or below minimum standard from 28% in 2010 to 15% in 2011 in NAPLAN Reading.
1.4 Increase the percentage of Year 5 students in the top two bands from 14% in 2010 to 25% in 2011.
Indicators
Strategies
Responsibility
NP Reform
Time Frame
Resource Allocation and Funding Source
95% percent of students K-3 performing at grade standard
Employ a full time *Literacy/Numeracy Coordinator to provide professional learning and monitor the implementation of literacy programs.TPL for staff in teaching comprehension strategies that address targeted weaknesses. Reading group structure to address ‘Super Six’ Comprehension strategies as a weekly/fortnightly focus Literacy/Numeracy Coordinator to provide targeted teacher professional learning to ensure all teachers use NAPLAN, Best Start and school based data to address identified needs of individual students and identified student groups within classes.
Joanne Dooner to provide TPL for all teachers on effective guided, modelled and independent reading, writing and comprehension strategies.====== ======
Classroom programs to demonstrate modelled, guided and independent reading opportunities
Track and monitor student progress through collection of broadsheets each term ====== ======
Create comprehension games/activity tubs for each grade
Principal
Lit/Num Coordinator
Literacy Committee
Lit/num coordinator
Lit/Num Coordinator
Literacy Committee
APs
Lit/Num Coordinator
R1
R2
R4
R5
R4
T1-4
T1-4
T2 SDD
T1-2
95% percent of students Years 4-6 performing at grade standard
TPL for staff in teaching comprehension strategies that address targeted weaknesses.
Reading group structure to address ‘Super Six’ Comprehension strategies as a weekly/fortnightly focus
Track and monitor student progress through collection of broadsheets
TPL with Joanne Dooner* for staff
Lit/Num Coordinator
R4, R5, R6
T1
T1-4
95% of all students achieving at or above NMS
Organise classes in grades 1-5 to target students performing below grade expectations.
Employ a speech therapist one day a week for regular classes for students and teacher professional learning. Other school strategies and programs; Reading Recovery, Best Start G&T, Remedial classes. LST, STLA, smaller classes, Teacher Mentor, Home Reading, Premier Reading Challenge, Reading groups and comprehension
Principal
R.R teacher, speechtTherapist, STLA, Lit/Num
coordinator.
R3
R6
T1-4
All classes use formal assessment at the end of teaching units every term
Plan assessment tasks for each term based on NAPLAN questioning. Collate results A-E across school.
Grade teams
Lit/Num coordinator
R3,
Term 1-4
Planning days
95% percent of students performing at grade standardin Years K-3
PSP staffing and PSP funded 1 day p/week focus on K-3 interventions
Implement synthetic phonics K-4
TPL – Guided Reading with Joanne Dooner
PSP committee, DP
Classroom teachers
Lit/Num Coordinator
R3, R4, R6
Term 1-4
All classes with IWB integrate their use into literacy
Develop resources and provide professional learning to integrate IWB into literacy teaching
ICT committee
R4
Term 1-3

Variety of strategies used in timetabled reading lessons
Provide teaching strategies and resources for listening posts to be included in reading activities
Literacy com
R4
Term 1-4
Students confident with a wide range of text types.
Review activities/content/resources for reading group
Update reading resources/reading room
Literacy com
R4
Term 1-2
Parents know of classroom reading strategies.
Parent workshops – developing reading comprehension strategies
Literacy com
R6
Term 2


2011 School Plan


School Priority Area: Literacy: Writing

2. Improved reading outcomes for mainstream students.

2.1 Reduce the number of students in Years 3 achieving in Bands 1, 2 and 3 of Writing from 19% in 2010 to 10% in 2011 in NAPLAN Writing.
2.2 Increase the percentage of Year 3 students in the top two bands of Writing from 54% in 2010 to 60% in 2011.
2.3 Reduce the number of students in Years 5 achieving at or below minimum standard from 20% in 2010 to 10% in 2011 in NAPLAN Writing.
2.4 Increase the percentage of Year 5 students in the top two bands from 9% in 2010 to 25% in 2011.
Indicators
Strategies
Responsibility
NP Reform
Time Frame
Resource Allocation and Funding Source
95% percent of students K-3 performing at grade standard
Best Start Clusters Tracking Sheet – Clusters 1 - 4
CRT
R5
T1-T4
Self funded
95% percent of students Years 1-6 performing at grade standard
Literacy/numeracy coordinator to provide TPL in the development and use of rubrics and assessment data for monitoring and future planning. Assist planning to address identified student needs and monitor progress.
Teachers implement Writing Rubrics as a means of assessing student’s Writing as well as guiding future planning.
All students are made aware of and understand the Writing Rubrics to improve their Writing
Visual Resources – Posters/Charts of Writing Criteria displayed in all learning areas
Literacy coordinator to track student progress through the collection of results at the end of each term.
Best Start Cluster Tracking Sheet Years 1 and 2 in clusters 5 to 8
Half day teacher PL for teachers to reflect on each term’s Writing program to strengthen consistency and assist in future planning
Ongoing TPL on Writing best teaching, assessing and reporting practices.
Parent information workshops on Writing strategies linking with NAPLAN requirements
Update teaching resources – IWB software, Professional Reading text
All staff
All staff
Literacy Committee
All staff/Literacy Coordinator
CRT/Literacy Coordinator
Supervisors and grade teams
Literacy Coordinator/ Literacy Committee
Literacy Coordinator/ Literacy Committee
Literacy Coordinator/ Literacy Committee
R3
R4
R6
T1-T4
T1-T4
T1-T2
T1-T4
T1-T4
T1-T4
T1-T4
T1-T2
T1-3
95% of all students achieving at or above NMS – Years 3-5
Speech Therapy, G&T, Remedial classes, LST, STLA, Teacher Mentor – monitor student progress each term and adjust support.
Literacy Committee/Coordinator, CRT and
SLSO
R3
R4
T1-T4
PSP/NP Funded






2011 School Plan


School Priority Area: Mathematics: Data, Measurement, Space and Geometry

3. Improved Data, Measurement, Space and Geometry outcomes for mainstream students.
3.1 Reduce the number of students in Years 3 achieving at or below minimum standard from 9% in 2010 to 6% in 2011 in NAPLAN Data, Measurement, Space and Geometry.
3.2 Increase the percentage of Year 3 students in the top two bands in Data, Measurement, Space and Geometry from 23% in 2010 to 30% in 2011.
3.3 Reduce the number of students in Years 5 achieving at or below minimum standard from 27% in 2010 to 15% in 2011 in NAPLAN Data, Measurement, Space and Geometry.
3.4 Increase the percentage of Year 5 students in the top two bands in Data, Measurement, Space and Geometry from 12% in 2010 to 25% in 2011.
Indicators
Strategies
Responsibility
NP Reform
Time Frame
Resource Allocation and Funding Source
94% of Year 3 students perform at grade level in Data, Measurement, Space and Geometry
Develop teaching strategies and provide professional learning that will target areas of weakness in NAPLAN 2010 in Year 3;
Time, Length, Area, Volume and Capacity,
Space 2D, Space 3D
Numeracy Coordinator,
Maths committee
R4
Term 1-3
NP, Committee time ====== ======
85% of Year 5 students perform at grade level Data, Measurement, Space and Geometry
Develop teaching strategies and provide professional learning that will target areas of weakness in NAPLAN 2010 in Year 5;
Time, Length, Space 2D, Space 3D, Position,
Data
Numeracy Coordinator,
Maths committee
R4
Term 1-3
NP, Committee time
94% of students in K-2 and grades 4 and 6 perform at grade level in Data, Measurement, Space and Geometry
Use identified weaknesses in 2010 NAPLAN to provide professional learning and developed teaching strategies to improve student performance.
Numeracy Coordinator,
Maths committee
R4
Term 1-3
NP, Committee
All classes use formal assessment at the end of teaching units every term
Plan assessment tasks for each term based on NAPLAN questioning. Collate results A-E across school.
Assessment data used for programming.
Grade teams
R5
Term 1-4 ====== ======
Planning days
Systematic coverage of content K-6
Literacy/Numeracy Coordinator to provide professional learning and monitor the implementation of literacy programs.
Scope and sequence implementation and review.
Number Facts/Times table scope and sequence implementation and review.
Lit/num coordinator ====== ======
K-6 teachers Maths committee
R1
R4
T1-4
Term 1-3
Term 4
Committee time
All students participate in daily Number activities to increase knowledge of number facts and timetables.
TPL and implementation of ‘Number Mania’ program.
Review implementation.
Maths committee
K-6 teachers
R4
Term 1-4 ====== ======
Term 4
Committee time ====== ======
All classes use formal assessment at the end of each week and track student progress
Assessment data from ‘Number Mania’ quiz used to track students.
Class teachers
Grade supervisors
R5
Term 1-4

94% percent of students performing at grade standard
in Years K-3
CMIT follow up in Year 3. Record CMIT levels.
PSP staffing and 1 day PSP funded, focus on K-3 interventions.
Maths committee, K-3 teachers
R3
Term 1-4

94% percent of students performing at grade standard
in Years K-6
Teaching strategies focus on times tables and number facts at grade level.
Maths committee, K-6 teachers
R4
Term 1-4 ====== ======
Committee time
94% percent of students performing at grade standard
in Years K-6 in Number
Teaching strategies focus on Multiplication & Division and Fractions & Decimals at grade level.
Maths committee, K-6 teachers
R4
Term 1-4 ====== ======
Committee time
Students engaged in quality maths activities.
Plan Maths Fun Day activities.
Maths committee
R4
Term 4

All classes with IWB integrate the use into maths lessons
TPL to develop and integrate IWB into maths lessons. Increase use of school resources
Eg: Rainforest Maths, Nelson Maths software, Maths Plus Interactive resources.
Purchase IWB and software
Peer demonstration lessons.
Resources
Unit development and documentation integrating IWB in mathematics.
Lit/numeracy Coordinator ====== ======
Lit/numeracy Coordinator.
K-6 teachers
R4
R3
R4
Term 1-4 ====== ======

Provide support for identified students experiences difficulties in learning numeracy in early years.
Targeted Early Numeracy program.
K-2 teachers Numeracy coordinator
R5
T1-4



2011 School Plan


School Priority Area: Connected Learning, Student Engagement and Retention

4. Improved connected learning, student engagement and retention
4.1 90%of students applying relevant ICT skills as described in school scope and sequence
4.2 Culturally inclusive programs included in school plans
4.3 Programs to strengthen links between school and home
Indicators
Strategies
Responsibility
NP Reform
Time Frame
Resource Allocation and Funding Source
90% of students applying relevant ICT skills as described in school scope and sequence and engaged in learning
90% of teachers effectively integrating IWB technology in teaching and learning in rooms with IWB.
Literacy/numeracy coordinator provide TPL for staff to integrate ICT across the curriculum.
Access and management of IWB software.
All staff using the school grammar IWB flipcharts to explicitly teach grammar in reading and writing.
Purchase IWB, laptops, PC and software
Regularly update the ICT boxes for each stage – digital resources.
Stage 3 staff and students using E blogs to assist learning.
Lit/num coordinator Technology team
R4
R4
R4
T2-3
T1-2
T1-4
$6,000 TPL
$22,838 NP Resources
Identified gifted and talented students extended in selected classes and activities
Professional learning for staff and regular time for staff to meet for planning G&T classes
Review TOM
G&T co-ordinator
R4
T1-4
$1,200 TPL
Maintain high expectations in the school and wider community.
AP ensure class programs deliver appropriate content, address student needs and challenge all students.
Teacher mentor to provide TPL for all teachers to develop consistent feedback strategies to be included in classrooms and lessons.
AP
Teacher mentor
R4
R4
T1-4
T1-4

Identified student learning needs addressed through remedial intervention.
Professional learning for staff and regular time for staff to plan intervention strategies and class organisation.
Lit/num co-ordinator, LST
R4
T1-4
$1,200 TPL
Stronger home-school links and promote and inclusive school culture.
Parent information meetings to inform literacy and numeracy teaching.
Parents workshops in use of technology in education and student welfare policies
Activities to promote home/school links, such as Kids and Dads evenings.
Grade teams
Literacy/numeracy coordinator.
Technology team
Communities for Children coordinator
R6
T1-3
PSP $1,000






2011 School Plan


School Priority Area: Teacher Quality
5. Teacher Quality – annual curriculum review, Aboriginal Education and professional learning
5.1 Increase staff performance through supervision and support
5.2 Review National Curriculum and plan implementation
5.3 Include Aboriginal Education activities for all classes
5.4 Programs to strengthen links local schools
Indicators
Strategies
Responsibility
NP Reform
Time Frame
Resource Allocation and Funding Source
Plan for the implementation of National Curriculum
English curriculum review
English committee

Term 2-3

Aboriginal Education policy implemented K-6
Improved learning outcomes for Aboriginal students
Aboriginal Education perspectives in all teaching programs. IEPs for Aboriginal students.
Aboriginal speaker for K-6 classes. Liaison with local AECG.
DP

Term 4
T1-4

Increase staff performance through supervision and support
· All staff to complete ESL pedagogy professional learning.
· Teachers document professional learning plans linked to school priorities and Teaching Standards and review progress with executive staff as part of TARS review each term.
· Executive staff to provide in-class professional learning to supervised staff through team teaching
· Employ a teacher to release 5 executive staff one day each week. 0.75 NP & 0.25 PSP
· Organise classes in each grade to target students performing below grade expectations in Year 1-5
· Increase support for students in targeted classes; including employment of 4 community members as School Learning Support Officers to assist implementing individual and small group literacy and numeracy programs.
AP lead professional learning sessions AP
Principal Principal
Principal
R4 R2
R3 R4
R3
R3
Term 2-3 T1-4
T1-4 T1-4
$26,774 PSP
$80,132 NP
Staff Required
$191,496
Strengthened links between Year 6 and Year 7
Develop program linkages in Y6-Y7 in English and Mathematics with Westfields High School
Professional learning on Stage 3-4 curriculum and Quality Teaching for Y6-Y7 teachers
Lit/num coordinator, Y7 coordinator

T2-4
$4,000 TPL
Strengthened professional links with local schools by establishing an executive network
Explore literacy and numeracy programs implemented in Bonnyrigg and King Park P.S.
Provide opportunities for teachers to engage in professional dialogue across schools.
Share data analysis procedures and planning.
Work with executive from King Park and Bonnyrigg P.S. to develop strategies that monitor and record consistent teacher judgement.
Professional learning for school leadership teams
One day each term release for executive to attend combined professional learning.
Teacher mentor, lit/num coordinator and executive work with executive staff from local schools to develop successful strategies that enhance staff performance in delivering high quality literacy and numeracy programs
Principals, executive of FWPS, King Park and Bonnyrigg P.S. and Canley Vale P.S.
R3, R4
T1-4
T2-3
$6,000 NP Professional Learning Contract Non Payroll Staff
Teachers implement high quality programs across the curriculum
Professional learning planned to support the implementation of priorities areas; Literacy, Numeracy, ICT, National Curriculum, G&T and Remedial intervention.
Principal, DP, Executive, Teacher Mentor and Lit/num co-ordinator
R4
T1-4

Teacher capacity developed to improve student learning outcomes
Employ a full time teacher mentor to deliver a structured induction program and professional learning programs that support the achievement of the NSW Professional Teaching Standards.Teacher mentor assist teachers to develop quality classroom practice and provide feedback on effective teaching.
Lit/num coordinator provide TPL in use of SMART data, NAPLAN analysis and the use of NAPLAN teaching strategies to improve student performance.
Principal, DP, teacher mentor and literacy/numeracy coordinator
Teacher mentor
Lit/num coordinator
R1
R2
R4
T1-4 T1-4
T1-4
NP $107.095 Staff Required