Establishment of the SAIP for 2024

After reviewing data from the Tell Them From Me Survey, NAPLAN, the data wall movement concerning Learning Progressions, and the focus of every Case Management meeting in 2023 around sentence structure, it became evident that there was a significant need to focus on improving student outcomes in sentence formation. Based on these findings, the School’s Annual Improvement Plan (SAIP) for Learning and Teaching was set to center on this goal. The Learning and Teaching Action Team, in consultation with staff and the Learning Collaborative Team, developed specific actions to address this goal and agreed on measurable indicators of success. The team also sought support from the Catholic Schools Office, which provided guidance and supply of some professional learning, recognizing that other schools in the region were also prioritizing similar goals around writing and sentence structure. Despite positive trends in the Diocesan writing data, the school acknowledged that continued investment in improving writing outcomes was necessary and as a result there would be funding for additional learning days and professional learning available. For St Agnes', the concept of the 4th Teacher—a strategy that leverages all available personnel, to meet diverse instructional needs—was introduced to foster flexible grouping and ensure targeted support for students. This approach allowed for a more personalized and dynamic learning environment, ensuring that both writing and Mathematics instruction was effectively tailored to student needs. The team also began working with new units of work, adopted from the Department of Education, with a focus on how the Assessment Waterfall Lens could be integrated into these units to assess and track student progress more effectively. Staff feedback revealed a gap in understanding how to teach different types of sentences, signaling a need for professional development to build teachers’ confidence and skills in this area. In summary, the school’s improvement efforts in 2024 are focused on enhancing sentence formation as part of a broader commitment to improving writing skills across the curriculum. This includes collaborative actions, tailored professional learning, and strategic use of personnel to address specific student needs in both writing and mathematics.

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