1. Redcliffe State High School
High Reliability School
PLT
Intervention

2. Levels of Operation for a High Reliability School
The five levels of the framework are a bit like Maslow’s Hierarchy in that Levels 1 – 3 are the basic levels – you cant achieve the other levels if these basic levels have not been achieved.
We are using HRS as our planning framework – Levels formed the basis of our Quadrennial School Review last year. The work we are doing at the moment is directly related to Levels 1 – 3.
Levels 1 – 3 form the basis of our 4 year strategic plan and strategies within that plan, including the HRS trial that has been happening in Term 2,3 and 4 which is addressing Proficiency Scales and assessment.
Proficiency Scales are a crucial aspect of Design Question 1 in the Art and Science of Teaching – this is Level 2 effective teaching in every classroom.
But the trial shows that PS also relate to curriculum and assessment so it draws in Level 3 and to Level 1 through the collaborative nature of the work required.
Currently we are using HRS as a framework – we are not seeking accreditation at this stage.
Focussed on Level 1 - 3

3. Redcliffe
Every teacher will effectively use Learning Goals every lesson for all year levels
PLTs will operate using the Meeting Norms, PLT Protocols, PLT Learning Cycle and the Collective Commitments
Common PLT data sheets to be established and used in all PLTs.

4. Make a distinction between learning goals and learning activities.
Still an Issue

5. PLT Planning Meetings Faculty Planning Day Last 2 weeks of the year
Whole faculty involved
2.5 hour planning meeting each term
Week 6 each term (SFD afternoons)
Planning for the following term
Weekly PLT Meetings
60 – 70 minutes per week
Friday afternoon
Students finish school at 1.10pm or go to AIR

6. PLT Meetings Faculty PLT Planning Meeting (Whole Day)
PLT members will develop the curriculum, by:
collaboratively developing an understanding of the ‘essential’ knowledge and skills needed by students across the year by use of curriculum and mapping from previous year to next year requirements.
developing summative assessment – what and how
creating Learning Goals based upon this essential knowledge.
creating Proficiency Scales for each Learning Goal, including vocab / spelling list

7. PLT Meetings 2. Planning Meetings (2.5 hour)
Meeting Agenda will include:
The team identifies/reviews the essential ACARA objectives for the unit/s
The team determines/adjusts/reviews the summative assessment, using essential knowledge and/or skills
Determine what an A and C exemplar would look like based on the criteria
Review the Learning Goals based around the identified essential knowledge that lead toward assessment
The team to have robust conversation about identifying the essential curriculum including:
literacy and numeracy priorities, resources and support
spelling
vocab words
what NAPLAN resources you might be able to use (if relevant)
what CCEs covered (if relevant)
opportunities to embed indigenous perspectives in a genuine way
sequence of learning
Team to ensure that each LG has agreed upon Proficiency Scales which are scaffolded
Determine the best pedagogical strategies to ensure student understanding for each learning goal
Determine how to use proficiency scales and other resources to check understanding
Use data from previous units to provide feedback on changes needed
Determine how to assess student understanding and progress
Creation of resources

8. PLT Meetings
Weekly PLT Meetings: Timetabled Time / Friday 1.40pm – 2.40pm
The weekly PLT groups are generally smaller year level groups (this is at the discretion of the HOD). They:
fine tune and monitor implementation of planning and resourcing
critically reflect on what is and is not working
review data gained through formative testing and other means
amend/monitor intervention strategies
Discuss pedagogical approaches
Use PLT Protocols
PLTs involve ALL teachers – it is timetabled time.
(except teachers rostered on to AIR)

9. The Six (5) Weekly PLT questions
What is it we want our students to know and be able to do? Guaranteed and Viable Curriculum
How we will know if our students are learning? Assessment
How will we respond when students do not learn? Instruction
How will we enrich and extend the learning for students who are proficient? Instruction
How will we increase our instructional competence? Teacher Development
How will we coordinate our efforts as a school? Leadership+
These 6 questions not only offer a new perspective on the PLC process but can also serve as transformational forces when answered in specific ways.

10. Redcliffe
Every faculty will implement Proficiency Scales in Yr 7, 8 and 9 using the SABER Scales.
SABER Proficiency Scales – 5 levels
All PLTs are to use vocab and essential learnings to determine baseline when determining/reviewing Proficiency Scales.
Plus levels to be included in the Proficiency Scales (ONLY between S – A = A+, A – B = B+ and B – E = E+)
SABER Spreadsheet used by all.

11. SABER Proficiency Scales
Soaring
In addition to exhibiting ‘Above’ performance, in-depth inferences and applications that go BEYOND what was taught in class.
Above
No major errors or omissions regarding any of the information and/or processes (simple or complex) that were explicitly taught.
Baseline
No major errors or omissions regarding the simpler details and processes BUT major errors or omissions regarding the more complex ideas and processes.
Experiencing Difficulty
With HELP, a partial knowledge of some of the simpler and complex details and processes.
Really don’t understand
Even with help, no understanding or skill demonstrated.

12. Five Levels of Performance Related to EVERY Learning Goal:
2 x BEYOND the learning goal
AT the learning goal
2 x BELOW the learning goal

13. Redcliffe
First formative test (pre-test) to focus on pre- requisite knowledge and vocab – (B or E level) – baseline level.
Distributed a tool which analyses the vocab and provides guidance on the age readiness for the text.
PD/Observations on Assessment types
Trial Student Generated Assessment. PD based around the three types of assessment.

14. Professional Development
PLT observations and Critical Friends
HOD lead internal PD
Research and visit other schools
External: Solution Tree is offering PD - High Reliability Schools Institute
Virtual: Virtual PD opportunities: 3 sessions
How a PLT functions/Leading a PLT
Assessment and
Level 2 & 3 Intervention
Session 1 – Tuesday 13 June (3-4pm) – Colin Sloper

15. Response to Intervention
Tier 3 – School-wide AIR processes.
Tier 2 - The Faculty challenge to provide ‘iTime’
Tier 1 – Classroom Differentiation

16. ACADEMIC INTERVENTION AND RESPONSE (air)
Designed to address students who :
struggle in class – teachers provide a reteach
low literacy and numeracy
miss assessment
truant from class – behaviour intervention
enrichment courses – writing , IT, personal development
are senior students of concern

17. ACADEMIC INTERVENTION AND RESPONSE (air)
Re-teach Sessions:
Students identified by teachers during PLTs
Re-teach times also determined via PLT meetings
Opportunity to have a smaller group and put expert teacher on the re-teach

18. ACADEMIC INTERVENTION AND RESPONSE (air)
Administration/Organisation
Teachers refer students via a forms – and provide assessment or work
Must have completed Tier 1 and 2 intervention
Evidence of contacts home must be on One School
One Teacher Aide who compiles lists and rolls
Where parents refuse assistance we get this in writing to put on the student’s file