Emerging Review Update - Term 1 2018 - Behaviour
Present Review Cycle
Changes proposed on the basis that if we are going to do something as a result of the review process it takes time and focus to implement change and development. On the present cycle we could end up with 11 action plans each year.
REVIEWS in 2017 (see below for major emerging reviews in 2017 on behaviour and student monitoring)
Analysis of Variance
National Standards Analysis - based on Senior Leadership Team analysis and Board review (above)
Spelling Board Report - Spelling Board Self Review
Self Review Sept 2016-July 2017
Health & PE self review 2016
Check review actions from previous year included in plans
End year data – analysis of variance
Integrated inquiry curriculum
Mid year progress:
Technology and visual arts
Health & Physical Ed
Equity and acceleration – including special education needs
Behaviour and Wellbeing
All of the review and actions taken from the start Term 4 2016 to the end of 2017 is part of the principal's action plan.
Initial responses from parents regarding addressing behaviours and respect were very positive (see parent surveys in term 4 and also individual emails to principal)
This was re-developed for 2017. Our younger and new staff had no guidelines in 2016 and using the staff handbook, the Principal and emerging Senior Leadership Team have worked hard in 2017 to ensure basic staff expectations are being consistently met.
Reports and Self Review on Emerging Review - Behaviour 2017
May 2017 - Behaviour Report - staff self review
Student Wellbeing Survey June 2017
Wellbeing self review June 2017
Wellbeing survey follow up year 4 week 2 term 3 2017
Behaviour report update #3, Behaviour Self Review 2017 - September 2017
Wellbeing Survey (MoE Wellbeing@school) Report October 2017
October 2017 - student engagement
Year 7 & 8 Me and My School NZCER survey
Year 4-6 Me and My School NZCER survey
Staff inconsistency leading to higher level behaviours addressed by principal and plans put in place agreed by all staff - Beyond IY
New procedures for Relationship Management and Wellbeing Mid 2017
What difference have we made?
We have increased sense of safety and wellbeing in students evidenced in the student wellbeing surveys in October 2017:
- Community connections and home family partnerships are strong, respectful and positive.
- Children know bullying is unacceptable at our school.
- Children say they are taught what behaviours are OK and not OK.
- High inter-cultural respect
- A big social skills and self control intervention in the year 4 class in term 2 this year has paid off with year 4 more positive than the norm and more so than the rest of the school in all areas of wellbeing.
Children have said from multiple areas in the school, "We are kinder to each other now." and "We are able to learn." Little gauges indicate we are in a better place - e.g. all the children wear hats without argument.
We know from multiple sources - surveys, student voice, observations and our ongoing reflections through 2017, summarised in the engagement survey (see below) - that we need to address engagement in learning. Making the curriculum relevant and interesting, giving more control to learners (all of which had to be taken back in 2017 in order to get things in order) and doing it in a scaffolded and supported way with a sense of order and support. This ties in perfectly with our charter goal for 2018. It ties in perfectly with what our Community of Learning is working on. We now need to balance the work we've done on behaviour and wellbeing with giving more control back to the students, fostering emotional and cognitive engagement. These levels are not low and are close to or above national norms. But we know we can do more and better. We know there are some small pockets in the school where unkind things are said between children out of teacher earshot. We know there are some isms in the school - I (principal) have addressed this to some extent and named it. But in 2018 we need to take it out of the dark, like we did with the higher level behaviours in 2017, and address it head on. We will be kind and respectful to each other at St Joseph's even when no-one's looking.
Next steps from Wellbeing survey:
Students record that student-initiated interactions are more disrespectful than the norm, particularly name calling and putdowns. Many staff have worked very hard this year to reinforce that this is NOT the culture at St Joseph’s. We believe over time we will be able to reinforce this more and more as children who have become accustomed to this sort of interaction leave the school. There are positive plans in place for 2018 to address this - guidelines on bullying, and focus on Teaching Positive Behaviour.
Monitoring student progress and planning for acceleration
Plan for improving learning monitoring systems
Background reading on best practice in learning support.
Best Evidence Synthesis for Diverse Learners - BES Diverse Learners
Background on competing systems - so we can justify our choice of practice
SJH & LFR
By week 3 term 2
Review policy and procedure, flowchart etc to link our practice with identified best practice. Write "Learning Support Procedures at St Joseph's School."
LFR & SJH
Week 4-5 term 2
Revise tracking systems - make a whole approach tracking - keep all student records together, track over years. Individual tracking for at risk learners.
By week 2 term 2
In week 2 staff meeting: Share tracking systems with teachers and explain the process -
Stage 1 - ensure all learners’ initials are in the correct starting place & start to work on individual and group strategies. Copy group strategies from monitored students’ forms.
Focus on one thing to address for individual strategies
Teachers add to collaborative documents on ideas for interventions
Week 2 term 2
Follow up to support teachers with in class programs
Follow up for teacher aide training/support to add to programs
Continue to look into further options
One on one appraisal meetings 90 minutes - detailed analysis of student goal-setting and capacity for meeting goals.
Classroom observations - systems for diverse learners
Plan for further staff pd in specified areas for 2018
By term 4
Identify future resources for 2018 budget
By term 4
What difference has it made?
There are clear areas of accelerated progress. We reached our 2017 targets, except for writing where substantial acceleration happened even though the National Standard goals weren't reached.
We have upturned our declining achievement results in reading and maths.
We have consistent practices for engaging with whanau around achievement of priority learners.
Main target focus in 2018 is on writing.
Over the Summer vacation, I (LFR) have revamped the monitored student forms to include the whole class. We are now looking primarily at progress towards the expected level. Apart from junior running record tracking, MUSAC Edge (our Student Management System) does not provide us with the tools to monitor progress effectively so we have had to make these ourselves.
Based on all the review we have done in 2017 we know that we need a more integrated curriculum and so that we can provide a more holistic approach and teach literacy (in particular) in the context of the curriculum. We know we are on the right track because our charter for 2017-18 has achieved what we hoped we would achieve in 2017 and it lead naturally into our plans for 2018. These are outlined in detail in our 2018 annual plan, achievement targets and community of learning focus.
POLICY REVIEW CYCLE 2017