St
Joseph’s School Literacy Achievement Target 2018
OVERALL AIM OF
TARGET:
Accelerated progress
compared with previous progress for children with specific learning
difficulties or other diagnoses.
Accelerated (more than
a year’s progress) for others.
Acceleration towards
working comfortably at level 4 by the end of year 8.
Promoting equity
through identifying specific learning needs and direct teaching required using
SMART goals and Universal Design for Learning (UDI) principles which attends to
children at both ends of the “bell curve.”
Promoting
excellence - the type of curriculum and
learning experiences which will enable our children to be fully engaged in
learning to be “Confident, connected, actively involved, lifelong learners,
(the NZ Curriculum vision),” and “Reach for the Stars as Lifelong Learners in
the Catholic Faith, (our vision).”
MEASUREMENT OF
EXPECTATIONS AND PROGRESS
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> 20 wks
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>40 Wks
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>80 wks
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Year 3
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Year 4
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Year 5
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Year 6
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Year 7
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Year 8
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Year 9
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Emergent
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1B
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1P
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1A
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2B
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2P
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2A
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3B
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3P
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3A
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4B
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4P
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4A
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5B
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5P
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5A
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B= Beginning
Using a range of aspects
of the level but not consistently and confidently
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P = Proficient
Using all aspects of the
level but not consistently
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A = Advanced
Using all aspects of the
level consistently
NB: there is an overlap
between advanced and beginning the next curriculum level
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St Joseph’s Concurrence with Whitestone Kahui
Ako Achievement Goals for writing
Timeline: Year 1 to 8 Māori and
Pasifika Achievement
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Year
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Target
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Planned Actions
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2018
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To lift Māori
achievement in writing to 65% at or above the National achievement standards
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●
To continue to establish
consistent practices in moderation of written language.
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To begin to identify effective
practice within the CoL and replicate it.
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To set up structures for
collaborative groups of teachers with targeted students
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St Joseph’s
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Maori achievement at
the end of 2017 = 63.5% at or above.
Start of 2018 data =
76% at or above = 4 learners below:
4 Maori learners to
make accelerated progress towards the expected level compared with previous
progress.
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●
2 more Maori learners to have
individual education plans to address specific needs.
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2 to continue on IEPs.
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Pasifika achievement
at the end of 2017 = 50% at or above.
Start of 2018 = 70%
at or above = 6 learners below.
6 learners to move
2-3 sublevels to be at the expected level
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Engagement and motivation has
been established as the biggest barrier to literacy success for all learners
(see below).
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COL actions as above.
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Other individual or ELL actions
- see in-school plans for individuals.
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Identify main areas of weakness
on learning progression, prioritise, set targets with child and family and
address
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Continue to address attendance.
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Timeline: Year 1 to 8 Boy’s
Achievement
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Year
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Target
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Planned Actions
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2018
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To lift Boys
achievement in writing to 70% at or above the National achievement standards.
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Develop consistent writing
moderation practices across the CoL
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Introduce PaCT or Progressions
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Begin identify and share
teachers’ strengths in writing
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Set up focus groups on levels of
targeted students
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Improve teacher knowledge and
practice about how to best engage boys in the writing process
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Regular meetings, both
leadership and CoL wide, to develop shared understanding and collaboration
across the CoL
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St Joseph’s
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End of 2017 = 58%
boys at or above the National Standard.
Start of 2018 74% of
boys are at or above (turnover) which
is not significantly different from girls.
12 boys are below or
well below who have identified or suspected learning needs. 4 of these are ELLs.
6 of these will make
accelerated progress and reach their expected curriculum level.
6 (4 of these have
IEPs) will aim at accelerated progress towards their expected curriculum
level.
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●
Engagement and motivation has
been established as the biggest
barrier to literacy success for all learners (see below).
●
COL actions as above.
Individual
action plans to include ELL, learning or behaviour needs as required.
Identify
main areas of weakness on learning progression, prioritise, set targets with
child and family and address
Specific
individual plans identifying and prioritising areas of weakness.
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10 boys are below
and will aim to be accelerated to meet their expected curriculum level
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The
main identified issue is engagement and learning agency.
See
action plan below for addressing engagement + Identify main areas of weakness
on learning progression, prioritise, set targets with child and family and
address.
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NB: there is overlap with Maori/Pasifika and boys
Strategic Annual Plan Goal
To ensure every child
is fully engaged and empowered in learning for success:
Baseline Data:
An area of strength is the accelerated
progress in the junior school.
We have introduced phonics
and a schoolwide spelling program in 2017 which have caused big lifts in
spelling. This does not always transfer
to writing though.
Writing is an area of weakness,
particularly affecting boys. 65% of all
students were at or above the National Standard at the end of 2017 with 58% of
boys at or above. Our junior learners
typically (over the last 5 years) start slowly and make accelerated progress to
the point of most learners achieving at the expected levels by year 3. Then writing typically tails off in year 4
plus. We have previously had success
with raising writing achievement through our Learning and Change network focus
on engagement in 2012-14 and our Accelerated Literacy Learning program in
2014. We know from that writing improves for all writers when we have: -
specific direct teaching of writing skills, students are enabled to understand
and own their own learning pathways and students have real reasons for writing
whether it be informative or creative writing.
Maori learners at or above
the standard were 63.5% at the end of 2017 and Pasifika learners were 50% at or
above.
Teachers in years 4-8 have
identified lack of engagement and motivation as a major barrier to successful
writing. The majority of children find
writing boring and pointless and don’t want to do it. This is despite a wide range of motivations
provided.
NZCER - Me and My school survey. Emotional and Learning engagement are close to
norms or more positive. Cognitive
engagement is lower. Particular area of
concern = year 7 (for 2018) girls who have lower learning engagement. Aim: Raise cognitive engagement to reach
norms. Raise learning engagement beyond
norm.
Wellbeing survey - ethnic groups feel very positive at
school compared with norms. NZ/European
group particularly boys feel slightly less positive than norms and lack
engagement. Aim: Increase feelings of
wellbeing and engagement in NZ/European students particularly boys through
making learning interesting and meaningful to them.
Actions to achieve targets
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Led
by
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Budget
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Timeframe
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EXCELLENCE - ADDRESSING
ENGAGEMENT years 4-8 - Literacy
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Integrated curriculum to create authentic purpose for writing
and reading:
Main planning for teachers is in the inquiry curriculum
planning format with writing and reading included but secondary to the
driving curriculum need. Literacy is
still our priority but has to be seen by the children as serving a
purpose. Literacy learning objectives
are clear to the children and support the overall curriculum/project
objectives.
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SLT
SLT
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Whole year
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Stimulate student curiosity.
Take back some of student-led inquiry curriculum and have an overall
inquiry plan for the year driven in the the first instance by teachers
providing experiences which provoke curiosity and present problems to solve -
then moving out into student-led areas of interest. We need this because the students are not
self-motivated and their natural curiosity seems to have dwindled.
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SLT/Teachers
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Whole year
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Develop
STEAM integrated areas (Science, Technology, Engineering, Art & Design,
Maths).
Spare
classroom developed as STEAM and music centre.
Unit
given to create STEAM team with science coordinator to develop STEAM
practices and resources.
Develop
Science learning progression.
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STEAM team
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$1000 Science
$1500 tech
$1500 release
1 unit STEAM
½ unit science, ½ unit maths
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By end of term 1
By end of term 2
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Use
our local environment for real purpose:
Engage
with Waitaki Community Gardens more effectively.
Take
part in Enviroschools project (if it becomes available)
Make,
grow, build things for a purpose
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SLT
Environment teacher.
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Have in place by mid term 1
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Develop
computational thinking skills to solve problems. Principal introduce in Teacher Only
Day. Provide initial resources. Further developed through syndicates and
individual inquiries.
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Principal / SLT / teachers
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Term 1 and ongoing
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A
real-world need for writing is to have effective writing skills in order to
share knowledge. Children should learn
to write as an assessment tool for other curricular areas (essays). This should never be the only assessment
tool for the curriculum.
A real-world
need for reading is to gain knowledge:
Unpack
information literacy skills.
Investigate
how to teach whole class reading skills whilst accommodating differentiation.
Unpack
reading progression.
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SLT/teachers
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Whole year
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Increase
engagement through greater opportunities for enrichment.
Individually
interview year 7 class at the start of the year around learning and
engagement.
Leadership
half unit for enrichment coordinator to review and revive school enrichment
practices.
Enrichment
coordinator to source external enrichment opportunities.
Increase
staff use of SOLO for learning in order to provide within-in class
enrichment.
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Principal, enrichment coordinator, SLT, SENCO
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½ unit enrichment
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Start of year and ongoing
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EQUITY - ADDRESSING LITERACY NEEDS
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Ensure
good coverage through integrated inquiry curriculum
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SLT
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ongoing
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Continue
to use the writing learning progressions.
All
children, and particularly those not meeting expected levels or those
achieving above them, need to what
they have achieved and are yet to achieve on the progression. Priorities set between teacher and students
and goals set in order of priority. Parents
to be involved in setting goals.
Start
of year parent meeting to gather parent voice.
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SLT/teachers/children/whanau
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ongoing
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Specific
teaching on grammar and spelling and ensure this translates into the actual
writing and is not a standalone exercise.
To do this the specific teaching has to use the language of the
learning progressions so the students can clearly see where it fits into
actual writing and why it matters.
Teachers
need to be well versed in language structures - grammar and spelling to be
able to lead and unpack at any level.
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Principal / senior syndicate
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Term 1
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In
years 4-8 use the reading progressions more consistently. Unpack what they mean and what needs to be
taught to help the children to read to learn.
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Principal - senior syndicate.
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Term 1-2
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Teachers
and students keep track of when goals have been met and new areas of
development are marked off on the learning progression. Show evidence in syndicate meetings
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SLT / teachers
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Ongoing
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Continue
ELL programs, coordinated by ELL coordinator and delivered by teacher
aides. Continue staff ELL pd. Provide for a teacher to work alongside ELL
coordinator in order to sustain and transmit ELL expertise. Continue providing for a Pasifika
Coordinator.
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ELL Coordinator
ELL unit holder
Pasifika Coordinator
TAs
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1 unit
$6000 above ESOL grant.
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Ongoing
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All
children more than a year behind the expected level have individual learning
plans.
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SENCO/principal/teachers
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Leadership release
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Ongoing
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All
children more than two years behind the expected level or who have identified
barriers to learning have individual education plans with at least termly
team meetings to include parents in assessment reflection and goal setting.
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Wellbeing Team/SENCO/teachers
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Ongoing
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Yolanda
Sorryl program used effectively across junior school and implemented by a TA
where needed in seniors. New junior
teachers, SENCO and TA trained in program.
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principal/SENCO/teachers/TA
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$2200
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Term 1
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Teacher
Aides trained in 5 Plus reading program
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principal/TA
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$900
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Term 1
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Continue
to provide ELL and learning support through teacher aides ABOVE what we are
funded for in our Operations and ESOL grants.
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BOT
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$35,000
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WHITESTONE KAHUI AKO ACTIONS
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|
●
To continue to establish
consistent practices in moderation of written language.
●
To begin to identify effective
practice within the CoL and replicate it.
●
To set up structures for
collaborative groups of teachers with targeted students
|
Across and within school teachers
|
COL release
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Ongoing, start term 1
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●
Introduce PaCT or
Progressions - at St Joseph’s continue
to use and embed our progressions with new staff - we tested these against
PACT progressions at the end of 2017 and found ours to be sound and more
useful for teaching and learning.
●
Begin to identify and share
teachers’ strengths in writing
●
Set up focus groups on levels of
targeted students
●
Improve teacher knowledge and
practice about how to best engage boys in the writing process
●
Regular meetings, both
leadership and CoL wide, to develop shared understanding and collaboration
across the CoL
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Principal / SLT
Across school teacher, within school teacher.
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COL release for teacher inquiry groups = $5400
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Ongoing start term 1
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St Joseph’s School Maths Achievement Target 2018
Strategic Annual Plan Goal
To ensure every child is fully engaged and empowered in learning for success:
OVERALL AIM OF TARGET:
Accelerated progress compared with previous progress for children with specific learning difficulties or other diagnoses.
Accelerated (more than a year’s progress) for others.
Acceleration towards working comfortably at level 4 by the end of year 8.
MEASUREMENT OF EXPECTATIONS AND PROGRESS
Numeracy Expectations:
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Level 1
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Level 2
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Level 3
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Level 4
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Level 5
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Em
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1 - 1
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CA
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CAI
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AC
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EA
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AA
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AM
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AP
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After 1 year
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After 2 years
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After 3 years
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End of year 4
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Year 5
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Year 6
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Year 7
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Year 8
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Emergent
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Stage 1
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Stage 2
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1B/1P
Stage 3
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1P/1A
Stage 4
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2B/2P
Beginning Stage 5
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2P/2A
End of Stage 5
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2A/3B
Beginning Stage 6
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3P/3A
End of Stage 6
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3A/4B
Beginning Stage 7
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4P/4A
End of Stage 7
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B= Beginning
Using a range of aspects of the level but not consistently and confidently
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P = Proficient
Using all aspects of the level but not consistently
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A = Advanced
Using all aspects of the level consistently
NB: there is an overlap between advanced and beginning the next curriculum level
|
St Joseph’s Concurrence with Whitestone Kahui Ako Achievement Goals for maths
Year
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Target
|
Planned Actions
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2018
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To have at least 81% of all year 1 to 10 students achieving National Standards expectations in Mathematics by the end of 2018
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St Joseph’s
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At the end of 2017 81% of students in year 1-8 were at the National Standard. Pasifika = 65% and Maori = 75%.
At start of 2018: 83% of students in years 1-8 are at or above the standard.
4 of 17 Pasifka students from years 2-8 are below expected standard (equivalent with NS) = 80% at or above.
All 4 are one year below and will accelerated 2-3 sublevels to be at the expected level.
= 94%.
At start of 2018: 4 of 17 Maori students from years 2-8 are below expected standard (equivalent with NS) = 76% at or above. Three of these are on IEPs and will continue aiming at accelerated progress. The 4th will accelerate to the expected curriculum level = 82%
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See below
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Baseline Data:
Maths results have improved across the school. Maths at and above across the school is 79% at the end of 2017 and (due to student turnover) 83% at the start of 2018 which is up from 2016 when it was 75%. Year 4 and year 7 from 2017 are doing particularly well. Things that have made a difference are specific acts of teaching and assessment.
100% of Asian mathematicians are at or above the standard.
Boys are 84% compared with 81% girls.
The year 3 and 4 area has 89% at and above at the end of 2017. But the focus needs to stay on this area so that the seniors are set up for maths success without gaps.
Pasifika is lower with 65% at or above at the end of 2017 but due to student turnover 80% at or above at the start of 2018. We have had intensive targeted Pasifika maths teaching this year which has moved the younger children but there are other barriers for the older children.
Maori is lower at 75% at the end of 2017 (76% at the start of 2018) There is only one Maori learner who is identified primarily as Maori, below. The rest are identified first as European.
Targets:
We aim to raise the achievement of all our mathematicians through engaging in the Whitestone Kahui Ako actions.
Actions to achieve targets
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Led by
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Budget
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Timeframe
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ELL coordinator to provide ELL pd at staff meetings regarding consistent vocabulary
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ELL Coordinator
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Term 2
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Maintain focus on year 3-4 place value and fractions in order to ensure full numeracy understanding moving into the senior school. Repeat maths intervention from 2017 - assessment, peer coaching.
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Maths Coordinator
Year 3 & 4 teachers
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½ unit
10 hours release = $600
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Term 2-3
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Streamline maths curriculum from year 5 through to high school.
Re-introduce literacy teaching in maths problem-solving.
Ensure strands are the majority of learning time.
Ensure effective arithmetic strategies are in place for all learners to compute with large numbers and decimals.
Review maths curriculum/learning progression to give weight and balance to future maths needs - work with St Kevin’s to do this.
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Maths Coordinator
Maths Coordinator and principal
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2 days release = $600
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Term 2
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Develop and implement a consistent maths enrichment program for senior and intermediate students.
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Enrichment coordinator / principal
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½ unit
1 day release = $300
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Term 2+
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Whitestone Kahui Ako Actions
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Across and within school teachers
Maths Coordinator
STEAM team
Principal
All teachers
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COL release for teacher inquiry groups = $5400
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To Improve Transitions
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Review maths curriculum/learning progression to give weight and balance to future maths needs - work with St Kevin’s to do this.
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Maths Coordinator and principal
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