How To Improve Your School'S Learning

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1 PRINCIPALS: ANNE LEES, ROBYN DALZIEL GOVERNING COUNCIL CHAIRPERSON: JULIE FREUDENBERG School Context Craigmore South Junior Primary and Primary Schools are co located and work collaboratively. We have a combined enrolment of 355. Our schools are identified as a Category 5 on the Index of Disadvantage and recognised as low SES schools. We have had a significant increase in school card recipients. Of the students, 13 are Aboriginal, 15 are Non English Speaking Background, 5 are English as Second language learners, 40 are recognised under the policy as having a learning disability and 139 students are School Card recipients. Through BER we have a new library, refurbished teaching areas and improved play areas. Enrolments are stabilising for the first time in the past 10 years. We are focussing on promoting the schools learning programmes, ICT and grounds/facilities in the community. In May we participated in an SSI review and are actioning the following recommendations. Supporting Schools Improvement (SSI) Review: Summary of Recommendation Focus on Learning: The leadership team at Craigmore South Schools works with staff to establish, implement and monitor consistent agreements about literacy teaching and learning across the schools that ensure high expectations of collaborative learning culture of all learners through challenging, rigorous and differentiated learning opportunities. Attend to Culture: The leadership team at Craigmore south Schools works with staff to strengthen key processes in decision making, communication, professional learning and performance management to build a cohesive and collaborative learning culture. The leadership team at Craigmore South Schools works with staff to review current student behaviour management and wellbeing policies and practices to ensure they support a focus on improved learning. Set Directions: The leadership team at Craigmore south schools work with staff to refine the Site Improvement Plan to narrow the focus to a small number of strategically selected actions that relate directly to classroom practice to improve literacy learning outcomes for all students. Shared Leadership: The leadership team at Craigmore south schools develop an agreed leadership stance and direction, and a clear statement of their roles and responsibilities aligned with the curriculum and learning priorities in the Site Improvement Plan. The leadership team at Craigmore south schools works to develop and extend instructional leadership capacity across the staff with a focus on improving student learning for all students. STRATEGIC DIRECTIONS AND TARGETS Strategic Direction-Teaching and Learning Aims To improve learning outcomes for all students. To increase teachers confidence, skill and expertise in planning and programming using a range of resources. To involve all staff in analysing data and developing school plans. To provide access to knowledge and skills for students to equip them for the digital age, including the ability to be able to communicate effectively & creatively through self expression. Objectives To increase Literacy and Numeracy achievements in Years 3, 5 and 7 to reach or exceed the state average by To increase Literacy and Numeracy achievement of Year 3, 5, and 7, Aboriginal students to reach or exceed non- Aboriginal average. To increase the number of students moving to higher bands in Literacy and Numeracy To increase teacher knowledge and confidence in using pedagogies appropriate to improving Literacy and Numeracy.

2 Targets 100% of non Students with Disabilities Year 3, 5 & 7 students who participated in the NAPLAN tests achieve National benchmark in Literacy and Numeracy by end of % increase in number of students in upper 2 skill bands in Literacy and Numeracy. 10% increase in students in medium and high growth categories in Literacy and Numeracy. 25% increase in students reading at Benchmark (Rec level 3; Year 1 level 12, Year 2 level 20).. NAPLaN Results. Reading Year 3 mean is 36 below state. 62% are above NB, 28% at NB and 10% below NB Yr 5 mean is 32.7 below state. 80% are above NB, 10% at NB and 10% below NB. Growth from Yr 3-5: 39% are in the Low, 46% in Middle and 15% in the Upper. Yr 7 mean is 27.7 below state. 58% are above NB, 32% at NB and 7% below NB. Growth from Yr 5-7: 39% are in the Low, 46% in and 15% in the Upper. Running Records (Rec-2) : Our results compared to the State Year 1 19% in levels 1-5, 29% in levels 6-10, 23% in levels 11-15, 23% in levels and 6% in levels This indicates only 53% are reading at our site benchmark of level 12 plus by the end of the year. Year 2 8% in levels 1-5, 20% in levels 6-10, 18% in levels 11-15, 22% in levels and 32% in levels This indicates only 32% are reading at our site benchmark of level 20 plus. We need to increase the number of all students reading at benchmark by 30% in NAPLaN OUTCOMES: Year 3 Mean Scores Within this cohort there were 6 students verified as Students with Disabilities. 78% achieved Benchmark in Spelling, 58% in Grammar and Punctuation, 81% in Writing, 78% in Reading and 67% in Numeracy. Boys achieved a lower score in all areas except Numeracy, in which girls and boys achieved the same. The school means were below state and district in all areas. Year 5 Mean Scores Within this cohort there were 3 students verified as Students with Disabilities. 80% achieved Benchmark in Spelling, 86% in Grammar and Punctuation, 80% in Writing, 74% in Reading and 76% in Numeracy. Boys achieved a lower score in all areas except Numeracy, in which boys were higher. In Reading, 31% of students were in the lowest growth category, 46% in medium and 23% in high; in Numeracy 47% were in the lowest growth category, 53% in medium and 0% in high. Year 7 Mean Scores Within this cohort there were 7 students verified as Students with Disabilities. 87% achieved Benchmark in Spelling, 85% in Grammar and Punctuation, 85% in Writing, 87% in Reading and 90% in Numeracy. Boys achieved a lower score in all areas except Numeracy, in which boys were higher. In Reading, 51% of students were in the lowest growth category, 44% in medium and 5% in high; in Numeracy 23% were in the lowest growth category, 67% in medium and 10% in high. Analysis of the NAPLaN data highlights the need to address the learning needs of students achieving the middle bands for future improvement. Planning will focus on moving these students to a higher band. A significant number of our students have many gaps in basic Literacy and Numeracy skills and concepts. This provides the challenge for developing and enhancing knowledge and skills and using scaffolding strategies such as Bloom s Taxonomy to attain a higher level of students achieving above benchmark and increasing the growth between Years 3, 5 and 7. The SSI review highlighted the need to focus on a specific area, during the latter part of 2010 and in 2011 Reading Comprehension will continue to be the focus. SEA data - Reception : Students who began reception this year were assessed after 10 weeks at school. Compilation of the data indicates that reception children are mostly in the awareness and exploration levels. Some Key Strategies 2010: Literacy Participation in PD activities focusing on analysing and using data (both system and school based, e.g. NAPLaN, Literacy Continua etc.) to inform programming. Implementation of Reading Comprehension strategies, including Having a Reading Comprehension coach for 2 days/week most of Terms 3 and 4. Use of information to plan and programme for skill development in Literacy, particularly comprehension. Whole school pupil free day focussing on planning from data analysis, Reading. Purchase of targeted resources for comprehension.

3 Identify and support students reading skills through the Rapid Reading programme and 1-1/small group support. Developing comprehension skills in Science and Numeracy. Incorporating Higher Order Thinking Skills in all aspects of programmes. Focus Areas for 2011 Literacy : From our analysis of data it is clear that a strong focus needs to occur in Reading Comprehension. While students at Craigmore South generally perform well learning the mechanics of reading, many show they do not transfer these skills into broader learning areas. Staff have identified that greater improvement would occur if we can assist students to develop integrated concepts of all aspects of literacy and focus on key comprehension strategies and use these as scaffolds for developing comprehension abilities. Priorities Training and Development in the area of Reading Comprehension, including PALLs, and accessing regional professional development for staff, Continue to use information collected and collated from various sources (NAPLaN, Running Records, SACSA standards, school based Literacy assessments) to inform future planning and directions. Extend and monitor the use of site wide literacy continuum. Data is collected to track areas taught and attainment Planning with like Year levels and the Teaching and Learning Assistant Principal. To continue intervention programmes to support children using Special Reading programme, Rapid Reading. Continue to implement and monitor school based strategies Focus Areas for 2011 Numeracy : From our analysis of data, all areas of Numeracy need a strong, specific focus. Gaps in skills and concepts for the same areas e.g. place value, measurement and algebra are evident in all year levels. Staff have identified that greater improvement would occur if we can assist students to develop integrated concepts and skills across all aspects of numeracy. Priorities Staff participation in Mathematics PD so teachers are delivering effective pedagogies that support consistent improvement in Numeracy. Establish a documented, coordinated R-7 approach to the teaching and learning, assessment, recording and reporting of Numeracy with site agreed goals. Maintain and monitor the use of our site R-7 numeracy continuum and utilise other data that is collected to track areas taught and attainment. Maintain and further develop First Steps Maths Implement DECS Maths and Science Strategy Future Directions: Numeracy Continued inservice in consistency of judgment in assessment of outcomes. Continue to use information collected and collated from various sources (NAPLaN, First Steps Maths, school based assessments using continua, SACSA) to inform future planning and directions. Training and Development in the area of Mathematics. Planning with the Teaching and Learning Assistant Principal. and R-7 Curriculum Committee To continue supporting children using in school strategies, e.g. grouping, to develop conceptual understandings about the links between areas of mathematics and thinking mathematically. Explicitly use the language of Numeracy. Continue 2010 school based strategies. Strategic Direction : Site Well Being / Behaviour Education: Objectives: To further embed School Values, Program Achieve and the new behaviour code To provide T& D to staff re Restorative Justice and then introduce slowly the process to students re behaviour conferences and circle time in the classrooms Strategies: Implementation of a two week block called Friends, Fun and Fantastic learning to set the expectations and consequences for the year. This includes Program Achieve, Values, class expectations, conflict skills and behavioural choices and their consequences and then re visited regularly through the year. Identifying STAR students in their classes and having focussed discussions and activities that developed their area of their need using the circle of courage (belonging, mastery, independence, generosity). Staff participation in Restorative Justice professional development through on-going staff meeting sharing and training and development. Leadership began using the restorative process when dealing with students re their behaviour. Restorative actions were then done before the re entry into the class or yard. Most teachers use the

4 circle time to discuss the behavioural issues within their room. Students are using Restorative Justice to resolve their own problems/issues and assist other students to resolve issues. Continued development and implementation of a variety of teacher and student led lunchtime activities to develop peer mentoring skills, the teaching of social skills in a social setting and provide a greater student choice of activities during play period. Outcomes: The school had a common language and understanding of expectations, behaviour and consequences that was implemented by all. This created a culture of consistency whilst recognising our differences, of allowing mistakes to be made whilst reaching for a goal and of celebrating our successes. The STAR students mastered some of the skills they required and grew in both confidence and maturity as collaborative members within their classroom and school. They all became more resilient and bounced back with less behavioural consequences. Yard and Class Time Out attendance was reduced. The students learnt to deal with their issues in a less aggressive/more positive way and own their own behaviour as they were aware their story would always be heard. Students had more options during play periods and developed relationships with a range of ages and as stated above yard time outs decreased. Future Directions: Friends, Fun and Fantastic learning will occur again next year, however it will be run over a three week period and also revisited the first week of each term. STAR students again will work with the Circle of Courage. This year it will be Reception to 5. Restorative Justice processes will be integrated into our Behaviour Education policy. Student Wellbeing Objectives: Build resilience in students with low self esteem or relationship issues Build relationship skills with students with behavioural issues Develop peer leadership skills Strategies: Introduced and maintained programs that would enable identified students to increase engagement and increase and improve students self-esteem, behaviour and leadership. The programs included: Sports Challenge: All students in years 3-7 completed surveys which were then used to identify top 30 students at risk in relation to self-esteem. The program was delivered to these students by trained male and female sporting mentors with the aim of up skilling their capabilities to use more of their potential in dealing with peers, family, school and the wider community. Rock and Water for Middle School students to develop their ability to learn about being in control through grounding, being centred and mental focus Revved Up, MPower: The Revved Up program empowers boys with strategies to prevent bullying and violent behaviours in the schoolyard it encourages self-monitoring of negative reactions when aggressive feelings are mounting. MPower is designed to deal with issues of bullying, cliques and how girls relate to one another. Students were selected by class teachers and then involved in the program, generally on a weekly basis. Program Achieve R-7: the main focus for the school in 2010, teachers conducting activities in the classroom. Students were rewarded at assemblies with program achieve certificates. Program Achieve medals were also awarded at the Year 7 Graduation. Use of Activity Area by Junior Primary students as a safe lunch play area and provide opportunities to develop friendship skills. Student managed Yard Activities. Outcomes: The results from the Sports Challenge program showed that the selected at risk students made an improvement in overall self esteem and self concepts of 28%. The at risk students also made improvements in the four areas measured 1. Self and School (school and ability to achieve) an increase of 31%, 2. Self and others (peer interaction and acceptance) 25% increase, 3. Self worth (confidence in self and physical appearance) 34% increase, 4. Self and Home (family interaction and acceptance) 11% increase. Students who participated in the Rock and Water program displayed increased self-respect, self-control and self confidence in both classroom and yard play contexts. Students involved in Revved Up and MPower had developed strategies to deal with issues in the classroom and the playground. Some students also became leaders of the school in helping to establishing lunchtime activities including dance and games.

5 Program Achieve enabled students to develop a more positive mindset towards tasks and challenges and ultimately achieving success. The presentation of certificates at assemblies and medals at graduation was extra motivation for students to achieve in the various areas. In Circle of Courage the majority of students needed intervention in belonging. The school counsellor worked with the at risk students to help them achieve their sense of belonging. Once this was established it was found that these students also developed further in the other areas of generosity, mastery and independence. Future plans: Sports Challenge to continue at Craigmore South Schools using Alcopop funding. Students who were involved in the program in 2010 will become peer leaders and mentors for students who were selected in the 2011 program ICAN and Commonwealth mentoring strategies to be used to support identified students. Those students involved in Revved Up and MPower to continue being peer leaders through lunchtime activities. Teachers to identify students to be part of the programs in Program Achieve to continue in Teachers to share ideas and strategies on how they have been implementing the program in the classroom. Circle of Courage to continue in 2011 with a strong focus on the primary years (Years 3,4 & 5) Implementing the Personal Safety Program through the Smith Family The support of Relationship Australia who will be running two groups during the first term with students who are anxious, grieving or separation issues. REQUIRED DATA ANALYSIS Enrolment Year level ATSI NESB ESL Disabilities School Card R % 0.8% % 42.9% % 2.9% 1.0% 13.5% 40.4% The school population decreased slightly during Aboriginal student enrolment reached a high of 15 with little variation over the year. Numbers of students with disabilities remain stable. New developments in the Playford and Blakeview areas will impact on future numbers. On current predictions the school population will continue to decline over the next few years as new housing is not within walking distance of the school and the current population is aging. Attendance Data Reception Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Year % 87.1% 91.1% 90.8% 90.8% 88.3% 90.7% 93.2% Attendance rates were at state, district and index average. Follow up included contacting district office, home visits, providing transport and incentives, parent meetings and involvement of other family members. Our 2011 target is to maintain attendance rate above state average, reduce the number of chronic non attendees, increase Aboriginal attendance to state average and address the significant number of students across the school who attend regularly but are often late to school. Progression Ratios Year level Rec school DECS We have an increasingly transient population. While some of our families are choosing to enrol students in local private schools, this does not involve families moving homes. As we are a zoned school, this provides limited opportunities for families to move into housing within our zone and enrol in our schools. Hence, the number of students leaving is greater than that of students coming in. Parent Opinion Survey 8 Junior Primary and 10 Primary parents opted to complete the parent opinion survey. The small number made it difficult to identify trends of satisfaction /dissatisfaction.positive comments referred to positive interactions with staff, learning programmes in the school, extra programmes and resources. Issues raised included catering for individual student needs. Staff Opinion Survey Most Junior Primary and all primary staff participated in the survey. The area of decision making was highlighted by a person and behaviour management by another. Positive comments were made about collegiality, morale and school culture.

6 Student Satisfaction 39 students participated in the survey. The area of school tidiness was mentioned as a negative, relationships with teachers and students as a positive Teaching Staff Reporting Items Teaching Staff Attendance Teaching Staff Retention Teacher Qualifications Expenditure and Teacher participation in Professional Learning Student Attendance Comments Our staff attendance rate was high. All staff provided satisfactory reasons for absence. Of our total teaching staff we retained all permanent staff and lost 2 contract staff at the end of the year All staff met DECS and the Teacher Registration Board requirements All staff completed the required hours by attending in house and offsite conference s/ workshops. Budget allocation supports staff to cover costs. Our student s attendance has been above both District and state averages Value Added Student Reporting The junior primary school invested in interactive whiteboards and staff are in the early stages of working with them as a learning and teaching tool. The primary school has been using them since 2009 and a formative assessment tool was developed from an example from England. Students and teachers provided specific positive examples of the scope of the resource and ways in which participation and interaction in the learning process were enhanced. Student achievement in reading and proof reading own writing were assessed. Increased attainment in knowledge and skills have been documented in the short term with more specific data to be collected over the long term. The schools were fortunate to receive Commonwealth grants for National School Pride, Building Education Revolution and National Solar Schools Project. These have enabled our schools to be more functional, attractive and sustainable. G0VERNING COUNCIL REPORT Our Governing Council was proactive in the following ways enabled us to employ an additional teacher using SASIF funds to create a year 2/3 class. This benefited all classes across the site to begin the year with lower numbers. Directed fundraising funds to be used to purchase 2 portable stage units Directed fundraising funds to used to upgrade a toilet block with student consultation Supported clothing additions to the school uniform Organised and ran fundraising events for Mothers Day, Fathers Day s and Family Fun Day. APPENDIX School Summary Report 1819 (Junior Primary) School Summary Report 1449 (Primary) Site Improvement Plan

7 SCHOOL SUMMARY REPORT ORG UNIT NO: 1449 PRINCIPAL: Ms Anne Lees SCHOOL NAME: Craigmore South Primary School Craigmore South Primary School INDEX OF DISADVANTAGE: 5 REGION: Northern Adelaide LOCATION CLASSIFICATION: Metropolitan Enrolment Behaviour Management - Term 2 Enrolment Behaviour Management Students M F M F M F Suspension Exclusion Behaviour Management Ratio 2010 Students to Incidents No School Region DECS Suspension Exclusion Index Enrolment Enrolment (FTE) Specific Population Enrolment 2010 School Region DECS Index ATSI 4.3% 5.5% 5.1% 3.0% NESB 2.9% 14.4% 10.5% 5.9% ESL 1.0% 15.3% 13.6% 7.0% Disabilities 13.5% 11.8% 9.1% 9.3% School Card 40.4% 37.1% 28.3% 24.6% Apparent Progression Ratios 2009/2010 School Region DECS Index 03 to to to to

8 Attendance - Semester 1 Attendance Rate 2010 Absence Rate 2010 Intakes Intakes 2009 Origin No. Students School Region DECS Continuing Student 4.6% 3.1% From Interstate 22.3% 18.6% Further Education 0.1% 0.4% Home Schooling 0.3% 0.6% Non-Government School % 24.2% 24.7% Overseas - Full Fee 1.9% 5.8% Overseas - Other % 19.5% 24.3% Overseas - Part Fee 1.1% 1.4% Re-entry Student - Continuing 1.1% 0.8% Re-entry Student - Employment Paid 3.2% 4.4% Re-entry Student - Employment Voluntary 0.4% 0.4% Re-entry Student - Home Duties 7.9% 3.6% Re-entry Student - Other 4.0% 4.9% Re-entry Student - Other Re-entry School 0.3% 0.3% Re-entry Student - Unemployment 9.2% 6.7% Total 6

9 SCHOOL SUMMARY REPORT ORG UNIT NO: 1819 PRINCIPAL: Ms Robyn Dalziel SCHOOL NAME: Craigmore South Junior Primary School Craigmore South Junior Primary School INDEX OF DISADVANTAGE: 5 REGION: Northern Adelaide LOCATION CLASSIFICATION: Metropolitan Enrolment Behaviour Management - Term 2 Enrolment Behaviour Management Students M F M F M F Suspension Exclusion Behaviour Management Ratio 2010 Students to Incidents No School Region DECS Suspension Exclusion Index Enrolment Enrolment (FTE) Specific Population Enrolment 2010 School Region DECS Index ATSI 2.3% 5.5% 5.1% 3.0% NESB 0.8% 14.4% 10.5% 5.9% ESL 15.3% 13.6% 7.0% Disabilities 10.5% 11.8% 9.1% 9.3% School Card 42.9% 37.1% 28.3% 24.6% Apparent Progression Ratios 2009/2010 School Region DECS Index RE to to

10 Attendance - Semester 1 Attendance Rate 2010 Absence Rate 2010 Intakes Intakes 2009 Origin No. Students School Region DECS Continuing Student 4.6% 3.1% From Interstate 22.3% 18.6% Further Education 0.1% 0.4% Home Schooling 0.3% 0.6% Non-Government School 24.2% 24.7% Overseas - Full Fee 1.9% 5.8% Overseas - Other 19.5% 24.3% Overseas - Part Fee 1.1% 1.4% Re-entry Student - Continuing 1.1% 0.8% Re-entry Student - Employment Paid 3.2% 4.4% Re-entry Student - Employment Voluntary 0.4% 0.4% Re-entry Student - Home Duties 7.9% 3.6% Re-entry Student - Other 4.0% 4.9% Re-entry Student - Other Re-entry School 0.3% 0.3% Re-entry Student - Unemployment 9.2% 6.7% Total

11 Craigmore South Schools Site Improvement Plan : Improve comprehension particularly in literacy, science and numeracy Key findings from 2009 NAPLAN data and school running record data Plans for 2010/2011 Yr 3 Naplan. Reading - mean is 36 below state. 62% are above NB, 28% at NB and 10% below NB Yr 5 Naplan Reading mean is 32.7 below state. 80% are above NB, 10% at NB and 10% below NB. Growth from Yr 3-5: 39% are in the Low, 46% in Middle and 15% in the Upper. Yr 7 Naplan Reading mean is 27.7 below state. 58% are above NB, 32% at NB and 7% below NB. Growth from Yr 5-7: 39% are in the Low, 46% in and 15% in the Upper Yr 1 Running Records need to increase by 25% students at level 9 By end term Yr 2 Running Records need to increase by 30% students at level 17 by end term 3 Key Strategies: The key actions that staff teachers, SSOs, leaders commit to do so that learners are supported at classroom level to achieve the Targets Professional learning that builds teachers capacity in instructional strategies to improve reading comprehension across the curriculum Consistent approach to assessing, monitoring and planning Coherent school approach to improving reading comprehension enacted in the classroom particularly in literacy, science and numeracy Engage in regional professional development to inform staff pedagogical practices Learning Teams utilize Literacy Coach, Strategies that Work as basis to engage in Professional Dialogue Moderate student work in Learning Teams Teachers use running records data to program and plan targeted reading instruction and to track student progress. Staff research and develop agreed methods of assessing comprehension in numeracy and science Develop and use cross site rubrics to engage students in improving their standard Analyse NAPLAN data at individual and class level to inform practice and priorities. Teachers trial, share, reflect, adapt to improve reading instruction and learning Implement individual learning plans in classes through differentiated tasks Explicitly teach problem solving skills through Bloom s Taxonomy. Targets: Agreed, specific targets that clearly indicate what improved outcomes learners will achieve or demonstrate 100% of teachers can articulate new learning and apply it. 75% of students are able to synthesis and connect key ideas and correctly answer inferential comprehension questions as measured by the 2010 NAPLAN reading test Improve year 3 and 5 mean scores by 40 points and year 7 mean scores by 30 points In % of all year levels meet reading targets All teachers R-7 provide problem solving comprehension opportunities in Literacy, Numeracy and Science Evidence and Evaluation: The processes, data and timelines to be used to monitor / measure / evaluate progress towards achievement of the Targets and/or implementation of Key Strategies Staff demonstrate increased deep understanding of instructional strategies in reading comprehension Performance management discussions Staff regularly collect and analyse multiple measures of data to monitor progress and evaluate the effectiveness of strategies in achieving outcomes. Strategies are then refined to deliver further outcomes. Whole school analysis of running record data week 6 each term Analyse 2010 NAPLAN Data Perception survey of teachers confidence and competence to teach reading comprehension A broader range of teaching strategies evident in teachers programs Evaluate effectiveness of improvement approach using DIAF self review Focus on learning and make data count

12 VISION: Improve comprehension for all students particularly in literacy, science and numeracy CRAIGMORE SOUTH SCHOOLS SITE IMPROVEMENT PLAN COMPREHENSION VALUES: COLLABORATION,RESPONSIBILITY, RESPECT,DIVERSITY,INTEGRITY Professional learning Professional learning that builds teachers capacity in instructional strategies to improve comprehension across the curriculum Use Learning Teams to develop teachers knowledge and capacity to teach reading comprehension (literal and inferential), fluency, skimming, scanning, summarizing, synthesizing Engage more deeply in regional professional development eg drawing conclusions from texts, finding supportive arguments with evidence to inform staff pedagogical practices Assessment, Monitoring & Planning Consistent approach to assessing, monitoring and planning Use running records analysis (Syntax, Meaning, Visual cues) to program and plan targeted reading instruction and to track student progress Research and develop agreed methods of assessing comprehension in literacy, numeracy and science Apply professional learning in collaborative planning Implementation and Evaluation Coherent school approach to improving reading comprehension enacted in the classroom Trial, share, reflect, adapt to improve reading instruction and learning Implement individual learning plans in classes through differentiated tasks Evaluate effectiveness of improvement approach.