ANNOTATION

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The ‘I Can’ booklet is used across the Stage 1 and Stage 2 classes. Teachers present the individual booklets to their students once a fortnight (or when required.) Students use the booklets to demonstrate their progress or readiness  across the literacy continuum.The idea of the ‘I Can’ booklet was presented to two of our teachers who visited local schools at Tabulam and Mummulgum earlier this year.  

 

The high school transition program is coordinated between the Principal, Year 6 teacher and staff at Maclean High School. Year 6 students attend high school for one day each term. They complete 8 activities (2 per visit) from the various KLA teaching staff. During the fourth term the Year 6 teacher will meet with MHS staff to discuss classes, individual needs and other student  requirements. A Transition Education Package for all new enrolments is given to all students throughout the year. It contains; a booklist and uniform details, a Year 7 students & parents handbook, a confidential student enrolment form, parent information evening details so that parents can be introduced to key personnel at MHS. This information enables them to find out about the curriculum and organisational structures of the school and ask questions about school policies and procedures. Aboriginal students attending IPS are also invited to attend another day to familiarise themselves with the MHS and meet other Aboriginal students from other smaller schools.

 

IPS offers the opportunity for all parents and students from our three different preschools to be involved in the Transition Program from the beginning of Term 3. Parents and children starting their transition into kindergarten at school can get a closer look and feel of the school by attending six classroom (half-day) lessons and our expo/information  night. Here, parents have the opportunity to meet all of our teachers, meet our senior students who talk about a variety of school programs and see our flexible learning spaces. These sessions will also provide opportunities for children to familiarise themselves with the kindergarten learning spaces and IPS playground.

 

A range of beneficial resources and services are available and used by IPS to support children and young people with disabilities as they undertake the important transition into IPS or MHS. Childhood services, include an early intervention that starts early in Term 3, local field officers from the DOE and various organisations such as Cranes and FACS, Counsellors and schools all assist with implementing a plan to support a successful transition for these children and their families.

 

The Parent-kindergarten teacher Best Start / PLAN program interview is a great way to find out how their child has started the year off. Parents are encouraged to show their support and get involved in their child’s learning and school life. IPS invites all kindergarten parents to interviews once or twice during term one.These interviews are usually just short meetings (about 15-20  minutes) between the parent and kindergarten teacher. IPS ensures all parents have the opportunity to attend. Interviews might be held during school hours, before or after school, or in the evening. Children take a note home that outlines the available times with the aim of getting both parents in attendance.

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Student reports are written to inform parents and carers using a five point rating scale (1 to 5) and to show student effort and an A to E scale to show academic progress. The only exception to this is in specific instances where students are on an ILP and this has been determined by schools, in conjunction with parents. Reports are sent home twice a year at the end of each semester. Parents are also offered the opportunity to participate in a 10-15 minute parent-teacher meeting to discuss their child’s progress. IPS ensures reports on student learning are clear, individualised and provide accurate information about student learning progress related to the NSW Curriculum. In the IPS  report, areas of strength and areas for improvement for each individual student are clearly outlined.

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Staff meetings are held on a Monday afternoon at 3.15. They are short and effective. A more relaxed staff meeting can sometimes be organised later in the week at 8.20am. At the meetings (which can involve the SAM, LaST and teachers) arrive prepared, with one staff member to write, type and publish the minutes. Staff are engaged at the  meeting because there is a set agenda and format to follow. All staff are given the opportunity to speak under ten separate areas. This includes an area where the LaST has the opportunity to discuss individual students on ILP’s  (academic, social and emotional wellbeing). The principal and staff agree on who shall be assigned tasks or who will report on current issues. New and unrelated topics do come up. To keep the meeting on track, new items are either quickly discussed or held over to the following week.

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ANALYSIS

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Under the elements of Learning, it was decided that Iluka Public School best meets the Sustaining and Growing outcomes for Learning Culture SG1, SG2 and SG3 and Curriculum and Learning SG1.

 

IPS teachers have been sharing ways with each other that identify, address and monitor student learning needs. For example, staff differentiate classroom instruction and conduct assessments for their students across the literacy curriculum using the I Can booklets. The booklets are a useful diagnostic tool used to observe and track students’ progression and understanding of the essential aspects of literacy, as they move from preschool, into Kindergarten and through to the middle years of schooling. IPS teachers work with their students and their parents when assessing and developing their skills along each important aspect of the literacy continuum. Teachers use the ‘I Can’ statements in conjunction with the Continuum document itself, and not in place of it. The booklets simply provide evidence of what students might demonstrate at each level along the continuum.  IPS teachers still ensure they are directly referring to the detailed diagnostic descriptors in the continuum document, as well as referring to the NSW English syllabus, when formally assessing children’s progress in literacy.

 

A series of professional learning sessions and reciprocal visits as well as an Expo evening demonstrated a commitment within the school community between the Principal, the Iluka Preschool Director and the IPS teachers. The ideas strengthened and delivered in relation to the school learning priorities of the 2015-2017 school plan.  The meetings, planning and organisation are concerned with the transition to school processes for young children and their families of our local area. The information and data collected at the meetings helped the kindergarten teacher understand the children entering her class,  before they started and helped her plan for each child’s learning and development when they started school. PLAN parent-teacher interviews also gave kindergarten parents the great opportunity to learn more about their child’s academic, emotional and social development. Parents had the opportunity to meet the kindergarten teacher as well as the teacher having the opportunity to get to know the parents. The partnership between home and school could ensure consistent support for each student, with the intention of positive relationships all round.

 

During weekly staff meetings the principal established and ensured each staff member’s commitment within the school to strengthen and deliver on the school learning priorities of the 2015-2017 school plan. Collaboratively, staff communicate ideas and feelings accurately and clearly. Staff are respectful, professional and  willing to listen, question, and speak. Together, we encourage each other to actively participate and we acknowledge others' contributions. As a small school, we influence each other based on experiences and expertise. All staff share and have access to the  School Plan and Milestones. . Importantly, we establish and maintain harmonious interpersonal relations, based on understanding and respect for differences.

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In the domain of Curriculum and Learning it was determined that Iluka Public is Sustaining and Growing. IPS provides curriculum support to students to successfully transition into kindergarten. The photos show the Preschool students spending time familiarising themselves with the school environment and making friends with other preschoolers who will be in their kindergarten class. This has helped to ease nervous feelings towards ‘big school’ and to foster a smooth transition. IPS had monthly transition visits from Iluka Preschool where a group of 20 preschool students would join IPS for lessons and lunchtime activities. The program allowed teachers to get to know students and see how they interacted in the classroom before they begin school. The program also allowed the preschool students to become familiar with the primary school setting and develop greater confidence before starting school.

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It was determined that within the Teaching element of Data Skills and Use SG1, SG2, Collaborative Practice SG1 and Learning and Development SG3 , Iluka Public is Sustaining and Growing.

 

Teachers in Stages 1-2 use the ‘I Can’ work books to easily incorporate data analysis in their planning for learning.  The booklets provide feedback to the teacher that is explicitly linked to the learning outcome. Teachers can quickly assess and report on whether the individual student has achieved their learning goal. The learning goals used in classrooms across the school is an example of the effective assessment instrument utilised to help monitor student learning progress and to identify and target areas for improvement. Teachers utilise the booklets in literacy lessons and students are motivated to work towards achieving their next learning goal. Systems for displaying progress and current goals differ between classes. Examples include wall charts and display boards.

 

Additionally, IPS staff demonstrate effective Collaborative Practice and Learning and Development. Teachers are working together and specific expertise is identified within the  staff and utilised accordingly. For example, the ICT coordinator is actively engaged in the professional development of staff through sharing the learning of Google drive, video making and apps to further develop the skills of the staff  as requested in their PDP's or by the Principal. When allocating roles and responsibilities at the beginning of the year, the school identifies expertise within its staff and allocates roles accordingly. Discussions around expertise is beneficial in enabling staff to share a particular skill with others.

 

Within the element of Leading, under the domain of Leadership, it was decided that Iluka Public School  best meets the Sustaining and Growing outcome.

In 2015-6, a meeting was arranged by the Principal with the Preschool director to gather feedback in regards to the transition program. As a result a stronger relationship between the Iluka Preschool and IPS has been forged. A longer and smoother transition from the home to school program was redesigned. Preschool students now attend six sessions at the school. The school also held a parent ‘expo information night’. The focus of the night was to network with the parents and share the school’s strategic direction, vision, curriculum and routines. Local businesses, industry and community organisations were invited to participate in the evening.  As well, the Year 6 students of 2017 will visit their new buddies at the preschool during term 4. The kindergarten teacher and principal will be able to assess student needs and help alleviate any anxiety about coming to school. IPS also has continued a productive relationship with  Maclean High School (MHS). An active and successful MHS transition program is consistent across the four terms of the year and achieves the aim of helping Year 6 students feel comfortable about beginning high school.