LIGHTNING REEF PRIMARY SCHOOL

Numeracy and Mathematics Plan

2011-2012

SCHOOL Lightning Reef Primary School

INTERIM PRINCIPAL Dzintra Martin

NUMERACY CO-ORINATOR Jodi Woodward Geoff Scown

NUMERACY CONSULTANT Joanne Ryan

NUMERACY PROFESSIONAL LEARNING TEAM Jodi Joanne Geoff Dianne Katrina

OTHER

School ContextEnvironmental Context: Lightning Reef Primary School was formed in 2011 as the result of a merger between the former Comet Hill PS and Bendigo North PS. It currently operates as a Prep- Grade 6, two campus model - Holmes Rd and Nolan St. Social community and demographics 97.5% of families receive EMA with high levels of generational unemployment at Holmes Rd campus and 64% at Nolan st campus. ESL population at Nolan St campus is 10%.............. School enrolment has decreased- across both campuses- presently Many families are experiencing generational poverty; however, they feel strongly supported by the school. A Primary Welfare Officer has a significant role at the Nolan St campus and a Social Worker is employed 2 days per week at the Holmes Rd campus. Absence and lateness have been targeted with strategies implemented resulting in a significant boost in attendance High level of Students with Disabilities- 11%- ( 9% at Holmes Rd and 2 % at Nolan St ) have been identified through a thorough screening process with quality programs developed 20 % of students are Koorie and work regularly with a Koorie educator The school offers the Active After Schools Communities program. The school conducts a Breakfast Program at the Holmes Rd campus- with support from the local community Educational Introduction of VELS has improved connectedness between the disciplines and strengthened the use of the Autonomous Learner Model Significant, measurable improvement from Prep to the end of Yr 2 in language development continues as many Preps start with low levels of Oral Language The school employs a Speech Therapist to work across both campuses- strongly supporting Oral Language development Art and PE have a high profile and are areas thoroughly enjoyed by students We have a numeracy Coach attached to the school that works on

Technological Classrooms are equipped with computers (quality) at a ratio of 1:5, supported by the netbook programme in Grades 4-6. All classrooms have electronic whiteboards and digital cameras. A multi media unit is available for whole school use. This has resulted in increased engagement and high use of software applications PowerPoint, KidPix, Inspiration, Internet, Ultranet. Environment The school is working towards developing learning areas, team teaching and individualised learning. The Holmes Rd campus is next to the Bendigo Showgrounds we benefit from privileged use of the grounds and access to events School Numeracy Targets
Student Learning Outcomes- (from AIP)

80% of students achieving at or above the expected VELS standards for number.
90% of students will reach Statewide benchmarks for the Mathematics Online Interview by the end of their first year of school. 90% of students will reach Statewide benchmarks for the Mathematics Online Interview by the end of their second year.

To improve attainment and student outcomes in Maths particularly in years 3-6. Using Mathematics On line Interview Counting component, at least 80% of P-2 students show at least 0.6 VELS growth from Feb to Oct. Using Mathematics On line Interview Place value component, at least 80% of P-2 students show at least 0.6 VELS growth from Feb to Oct. Using Mathematics On line Interview Addition and Subtraction, at least 80% of P-2 students show at least 0.6 VELS growth from Feb to Oct. Using Mathematics On line Interview Multiplication and Division, at least 80% P-2 students show at least 0.6 VELS growth from Feb to Oct. Using On Demand Numeracy data, - 80% of Yr 3-6 students achieving at or above the expected VELS level At least 15% of Yr 5-6 students achieving above expected levels in Numeracy using On Demand Data.

Component Whole School Approach Establishing and continually refining a culture conducive to school Numeracy and Mathematics improvement Effective use of school resources Organizational structures and processes must be aligned: performance plans, professional learning, assessment schedule, AIP Shared vision about desired numeracy outcomes for the school Common language about numeracy learning and teaching

Plan for Improving Numeracy/Mathematics Outcomes-2011- 2012 Focus [Prioritised] Action; What [prioritised] Resources/ Who/Budgets How, When? 2011 2011 2011 The area of Numeracy will Numeracy PD schedule in place Regional Coachbe a Teaching and Learning for Terms 3 & 4 including peer Joanne Ryan priority and for the Terms 3 coaching and regional coaching & 4. around numeracy Jodi Woodward (Create a shared
understanding of continuous improvement in teaching and learning in numeracy and mathematics.)

Success Measures 2011 On Demand test results Yr 2/3 -6 Numeracy Interview and Growth Points data Moderation around student work samples embedded practice. Improved outcomes and data indicators ILPs are formulated and updated as required by staff.

Moderation (sharing and discussion of students work samples) as part of assessment and for scaffolding of instruction.

Time allocated for moderation and learning discussions on Professional Learning Team agenda fortnightly.

Classroom teachers Team leaders

Continuation and consolidation of maths and language focus.

Mathematical language to be common across all classrooms within the Review and development of school LRPS Scope and Sequence P-6 Numeracy Survey conducted by Numeracy team Numeracy Merger Team and all Merger Teams to discuss accurate use of data to inform planning and track attainment. (facilitated by Numeracy

Classroom Teachers

All Staff are committed to ensuring that all students are numerate.

Classroom teachers Regional CoachJoanne Ryan Jodi Woodward Classroom

Use of Numeracy Interview

and analysis of growth points in P-3. Principal ensures P & D goals reflect numeracy focus identified in AIP Embed an schedule assessment

Coach) Create VELS based Term Planners with key elements that need to be evident in each plan Implement a NAPLAN preparation strategy.

teachers Regional CoachJoanne Ryan Jodi Woodward

Team Planning documents Principal Performance Plan and Teacher Performance Plan to reflect Numeracy Plan.

Building Leadership Capacity Effective leaders identify crucial elements to school success: how we teach and what we teach Alignment of numeracy and mathematics leadership: state, region, network, principal, numeracy/mathematics coordinator, staff Principals support numeracy and mathematics improvement through prioritising professional learning, allocate sufficient time to numeracy and mathematics coordination Leaders act as mentors, coaches and lead learners

2011

2011

2011 Regional supportNational Parnterships and Regional Coaching initiative Network PLT RNL Numeracy Co-ordinator Numeracy Coach Numeracy Coordinator

2011 Staff have a sound understanding of moderation and use it to guide their planning

Continual analysis of a range of school wide data to guide AIP. Targets, allocation of physical resources to develop teacher capacity. To have the language of mathematics understood and used school wide.

Numeracy Co-ordinator to lead Professional Learning in conjunction with Numeracy Coach. Numeracy/Mathematics a priority in Strategic Plan Numeracy Co-ordinator to lead/ facilitate understanding of what moderation might look like and how it can be used to guide instruction. Numeracy Co-ordinator and Numeracy Coach to monitor outcomes of data

Increased analysis of all data sources for school improved and class targets set

Building Teacher Capacity All teachers have Detailed understanding of how children learn Mathematical concepts. well developed classroom routines, structure and management the ability to motivate and engage students using a range of numeracy and mathematics practices and strategies Evidence based curriculum and assessment

2011 On-going Professional Learning in house and externally Teams to moderate and plan future learning with the use of student samples and a review of NAPLAN results- Term 1 Teachers to share skills and understandingsie.Peer Observations Consistent understanding of mathematical language developed. Assessment in each classroom to drive teaching Teams to moderate and plan future learning with the use of student samples Teachers articulate explicit focus of Numeracy instruction Ensure uninterrupted 1 hr numeracy block daily Teachers plan and reflect in PL session and at PLTs

2011 Maths Co-ordinator and Regional Coach to lead training of teachers around moderation, scaffolding and the meanings of mathematical words and phrases. Michael Ymer to conduct further staff PD Sharing sound practices with teachers from other merger schools. 2011- Merger Numeracy Plan
implementation Peer Coaching focus: Numeracy Instruction and Numeracy Interview Using Coaching/ Mentoring to establish reflective cycle. Ensure coaches support other staff Commitment to 1 hrs Numeracy instruction per day Network coaching

2011 Maths Coordinator and PL Team members Combined PLT , PD sessions DEECD Continuum Use of Mathletics in classroom planning Maths working walls in all classrooms

2011 Staff moderation on a variety of student samples Student learning will be systematic and tasks will be strategic Teachers, students and community using mathematical language with understanding.

Effective use of Student Data Standards and targets are clearly understood and

2011 & 2012 On-demand testing, Naplan testing and classroom based assessments used to

2011 - Moderation around student work samples within and across teams - Implementation if ILPs

2011 PD meetingswithin teams and across teams

2011 Improvement in data Improvement across levels via Maths data tracking sheet

defined Data is used to inform teaching Assessment as, of, for Monitoring and tracking student progress at multiple levels.

determine levels achieved and to inform teaching Assessment type and timing included in Term planners Evidence of student work (work samples) collected, which would indicate the need for intervention P-2 Early Numeracy Interview Tracking at classroom level via Maths data sheet

( inc Koorie) for Maths 2011- ILPs generated with Maths focus. - Seamless transition of Mathematical Language use and understanding by Students and teachers - Continuation and consolidation. - Other areas of the Mathematics curriculum investigated more closely.

ILP meetingsincluding KESO

Teachers confident to
look for ways to personalize learninginclusive of ILPs.

2011continuation and consolidation.

Student Intervention Targeted small group intervention Effective use and training of support staff Intensive individual assistance for short periods of time.

2011 & 2012 Every teacher is responsible for intervention. Identify and track all at risk students Maths groups reflect personalised learning approach. Assessment for identifying students at risk and reporting. Ensure effective use of ILPs ( Koorie/ PSD/ Identified group)

2011 Staff discussions around work samples, sharing ideas of where to next for that child/ children Identify and track students- use of NAPLAN data & HolmesSmith analysis ILPs for all students 1 year above or below expected level ( identified On Demand and RR levels)

2010 & 2011 Professional Learning Teams. Fortnightly PD sessions Use of the DEECD Maths continuum

2011 Student data for Number improved On Demand test results Yr 2/3 Numeracy On Line data Yr P-2 Team Planning documents

Partnerships for Schools and Communities

2011 & 2012 Parent information sessions where Mathematical Language is explained at each team level. Newsletter Maths focus for Learning Hub news. Facilitate links with Koorie Educators Extend links through Parent Participation Programmes Promote Numeracy through DEECD events.

2011 & 2012 Information sessions Maths items in team sections of newslettertopics currently being covered, puzzles, games, ideas for helping your child in newsletter

2011 & 2012 Information sessions at beginning of year Maths Co-ordinator/ team representative

2011 Parents more informed and confident Parents understanding and giving their child assistance with Maths concepts more frequently at home