Stage 3 - analyse internal school data, research and literature

Previous School Plan

Target - all staff demonstrate accomplished level of Gold Standard Project Based Learning (PBL) across Stage 5. Reflection: this target was not met and more PL is required on implementing PBL. PBL as a research-based program needs to be further developed within the school and used across both Stages 4 and 5.

There is a lack of centralised data to support student learning. All faculties have assessment data but there is a lack of registered formative data. To improve student learning a more consistent skills and learning challenge needs to be provided. This will also improve the students’ academic self-concept and their expectations for success. Learning support team, EAL/D, literacy team and numeracy team could not supply reliable data assessing students against the learning progressions using PLAN2.

A self-assessment against the EAL/D School Evaluation Framework determined a baseline level of delivering for both learning and teaching domains. The framework indicated that systematic collection and analysis of EAL/D student assessment data (including sliced NAPLAN data for EAL/D students), professional learning and collaborative practice were key areas for development to improve student outcomes.

There is a requirement to increase Year 7 NAPLAN Reading and Numeracy % in top two bands. Year 9 NAPLAN % in top two bands results are both low and lower than both state and like schools.

HSC results indicate under performance with an increase in the number of students in top 2 bands required. There has been a shift from Band 3 into Band 4. There is a need to continue this shift into Band 4 and 5. The targets for 2018-2020 were not met.

Improvement in attendance is also required as per system-negotiated target (below) and there will be a focus on improving student engagement in 2021.

Attendance: Baseline 72.3%, Lower 75.7%, Upper 80.3%

NAPLAN

Target for Year 9 of 62% of students achieving expected growth in Numeracy was not achieved. 11% of students were placed in the top two bands in Literacy and Numeracy and in Year 7 only 7% of students achieved within the top two bands. This is not only below state average figures but considerably lower than expected results. This again indicates a whole school approach to engage students is required. There is a lack of centralised internal data for Year 9.

Research conducted

  1. Literacy and Numeracy progressions for EAL/D students
  2. Australian Curricula - 'Students for whom EAL/D'
  3. Academia - 'Learning English as a second language'
  4. Reading 2 Learn – 'supporting students for whom English is a second language'
  5. Project-based learning
  6. Curiosity and powerful learning
  7. CESE – 'What works best'
  8. CESE - 'What works best in practice'.

Based on the above research evidence-based teaching strategies, including PBL and CPL, could be introduced school-wide focusing on improved engagement and enhanced student learning outcomes. These would support teachers to implement effective strategies to improve teaching and learning. Teachers would be collaborating across faculties, supporting teachers to become more skilled at explicit teaching techniques, data collection and authentication strategies. This would also introduce and further develop effective and positive classroom management with all classrooms managed within a school-wide approach with well-planned teaching in evidence.

To enhance research-based high-quality collaborative practice will enable teachers to demonstrate and share their expertise within the school. The school would embed explicit systems to facilitate professional dialogue, collaboration, modelling effective practice with the provision of specific and timely feedback between teachers. Student learning data would be collaboratively collected, understood and analysed. It can then be used to plot the growth path for each student.

To enhance student growth and attainment there is considerable evidence to focus on effective classroom practice with an emphasis on explicit teaching, the use of feedback and questioning techniques. Through improved assessment practices with a focus on formative assessment, monitoring of data and differentiation of the needs of learners can be met more effectively. A focus on effective EAL/D teaching strategies and adjustments is also essential. Data collection and use across the school for planning and teaching is an area that the research shows will enhance student outcomes. As staff collaborate to program, deliver and support each other to use the progressions student growth can be monitored and individually supported.

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