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1203 Goals 2012

Kaikohe East School Goals for 2012

 

Focus:                         Reading

 

Strategic Aim:              To create a community of learners with high academic achievement in literacy 

To create a community of Maori learners with high academic achievement in literacy

 

Annual Aim for 2012:   To raise the percentage of Year 6 pupils reading at or above the National Standard

To raise the percentage of Year 6 Maori pupils reading at or above National Standard

 

Rationale: 2011 results showed that our children are often slow to make early progress in reading but most (65%) are achieving by the end of year 6. If we could accelerate their progress earlier than year 4 or 5 we should be closer to achieving our aim of creating a community of learners with high academic achievement in literacy.

 

Measurable Targets: To increase the percentages of pupils reading at or above the National Standard to

·       For year 2, from 29% in February(17 pupils) to 50% at the end of the year (29 pupils)

·       For year 4, from 44% in February (19 pupils) to 60% at the end of the year (23 pupils)

·       For year 6, from 65% in February (20 pupils) to 75% at the end of the year (24 pupils)

 

Actions (what we will do)

Outcomes (what we expect to happen)

The Reading Together Programme will be made available to whanau.

Whanau  members will be actively involved at home with pupils’ reading.

Reading will no longer be seen as purely an “at school” activity.

Release a teacher to work alongside the classroom teacher with groups of pupils identified as being in need of accelerated learning

At least 24 pupils will get extra help, in class, for three sessions a week.

Encourage teachers of identified pupils to make use of selected on-line programmes such as Reading Egg.

Each reading group will be able to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their reading.

·       Community members (parents, grandparents etc) to be invited in on a daily basis to read with children in the classroom setting. Investigate restarting PPP/HPP

·       Teach senior pupils the skills of buddy reading and set up a timetable.

Children will have more practice, reinforcement and exposure to text.

Refer at least 12 of the pupils to RTLit

Refer pupils to RTLB, SLT etc as appropriate

Pupils will have accelerated progress of 2 years during 2012.

Teachers to visit and observe teachers in other schools or classes in KES using their CRT

Walkthroughs by senior staff will show that:

·       Teacher pedagogy will improve

·       Reading lessons will be enhanced.

The Literacy Team will seek out experts such as Vera to walk through and model reading lessons.

The Literacy Team will go on walkthroughs. These will involve reporting back to the class teachers and:

·       Will ensure reading is taught daily and uses appropriate resources.

·       Highlight teachers who have excellent pedagogy and techniques that can be shared.

·       Highlight where and who to target PD.

·       Shared reading, guided reading and independent reading will all be part of the programme

·       Comprehension strategies will be covered

·       The level, activities and teaching topics will be derived from reliable assessment.

·       Reading will be interesting and relevant to the child.

·       An overall picture of how well we teach reading at Kaikohe East School will emerge.

·       Relevant PD for teachers who most need it will be sourced

·       TEAM Solutions or other agencies might need to be employed to carry out some of the PD

·       Teaching strategies will be shared.

·       Teacher driven workshops will be held after school covering specific skills. Walkthroughs and staff requests will dictate the topics covered.

Following the walkthroughs, the literacy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·       Progressions and sequencing of skills and knowledge

·       Assessment tools and their use.

·       Exemplars of a quality lesson.

·       Short and long term planning

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·       Reporting to parents

·       Reporting to the BOT, the MoE and the community

·       Identifying next steps

 

 

 

Focus:                          Numeracy

Strategic Aim:              To create a community of learners with high academic achievement in numeracy

To create a community of Maori learners with high academic achievement in numeracy

Annual Aim for 2012To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

·       Presently the percentages of pupils who are assessed at achieving at or above the National Standard in maths are 19% for year 2, 49% for year 4 and 90% for year 6.

·       2011 results show that while most of our pupils have little or no understanding of maths when they first start school, they catch up in the middle years. While we are happy with the percentage achieving “at” expectations, we have virtually none achieving “above” expectations. We would like to lift some of our achievers to high achievers.

·       In previous years we have concentrated our data collection on the understanding of place value. National Standards expect that, although 80% of our teaching will centre on the number strand, assessment must also take other strands such as geometry and measurement into account.


Measurable Targets: Move some of our pupils from “at” to “above”  the “above National Standards” category.

·       For Year 2 from one pupil  in February to 10% at the end of the year (approx. 6 pupils)

·       For Year 4 from no pupils  in February to 15% at the end of the year (approx. 6 pupils)

·       For Year 6 from no pupils  in February to 20% at the end of the year (approx. 6 pupils)

Actions (what we will do)

Outcomes (what we expect to happen)

Revision of PD covered in the Numeracy Project.

Teachers will become familiar again with the booklets

The use of BSM will be revised

Teachers will be familiar with the resources available in BSM and how they fit into the school programme.

Staff directed workshops will be organised for after school. This might draw on staff strengths and could make use of experts already in the school as well as outside advice.

·       Be more aware of the sequence and progression of skills and knowledge to be taught. (including maths language)

·       Walkthroughs and staff requests will dictate the topics covered.

Walkthroughs

·       will ensure numeracy is taught daily and uses materials.

·       Ensure non-number strands are incorporated into each class’s programme.

·       Basic facts will be practised daily.

·       Problem solving will be part of the programme

·       The progression of materials / imaging / abstract will be emphasised.

·       An overall picture of how well we teach numeracy at Kaikohe East School will emerge.

·       Relevant PD for teachers who most need it will be sourced

·       Karen Major and/or Diane Ogle could be booked to work with teachers.

Following the walkthroughs, the numeracy team will collate our strengths and weaknesses as teachers.

A booklet will be produced that sets out the school’s expectations for;

·       Progressions and sequencing of skills and knowledge

·       Coverage of the strands

·       Assessment tools

·       Development of maths language

·       Short and long term planning

The inquiry approach will be integrated into the maths programme.

 

We will encourage communication with local pre-schools to improve transition.

Transition from pre-school to our school will be smoother.

Assessment tools will be sought that better improve teacher practice.

Classroom activities will be based on pupils’ next steps derived from reliable formative assessment.

Better use will be made of the information gained through the place value test (either Karen’s or IKAN) and GLOSS

An inventory of quality websites, CDs and activities will be made available classified by the concept covered.

Each pupil will have the opportunity to spend regular quality time at the computer working at meaningful tasks and activities that will enhance their maths.

Professional Development will be organised to explain, clarify, develop and moderate the use of OTJs

All teaching staff will be consistent in their expectations and understanding of what constitutes “on track”

OTJs will become reliable and useful assessment for:

·       Reporting to parents

·       Reporting to the BOT, the MoE and the community

Identifying next steps

 

Focus:                         Written Language

 

Strategic Aim:              To create a community of learners with high academic achievement in writing.

      To create a community of Maori learners with high academic achievement in writing.

 

Annual Aim for 2012To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

 

Rationale:  2011 results showed that we need to concentrate our literacy efforts on written language. Very few of our pupils are achieving at or above the national standard for writing and this will need to be an area for our staff to focus on in 2012. Presently the percentages of pupils who are writing at or above the National Standard are 18% for year 2, 3% for year 4 and 19% for year 6.

 

Measurable Target. To increase the percentage of pupils writing at or above the National Standard:

Writing goal for 2012. To increase the number of pupils writing at or above the National Standard

·       For year 2, from 27% in February (12 pupils) at the start of 2012 to 48% (24 pupils) at the end of 2012

·       For year 4, from 43% in February (18 pupils) at the start of 2012 to 60% (24 pupils) at the end of 2012

·       For year 6, from 36% in February 10 pupils) at the start of 2012 to 70% (20 pupils) at the end of 2012

 

Actions (what we will do)

Outcomes (what we expect to happen)

Analysis of data:

-        Use the national standards/literacy progressions to identify where our children are and where they should be

-        Make templates for marking writing samples against national standards

-        asTTle

-        Exemplars

-        Writing samples

-        Moderation

Teaching will be informed by data.

Walk throughs  by senior staff

-        Opportunities to walk through each other’s classrooms

-        Host meetings in different rooms

Strengths and weakness of teachers will identified and PD will be targeted to areas of most need.

Feedback will be provided  to help teachers improve their practice.

Resources:

-        Models of authors writing/other students’ writing (journals of young person’s writing)

-        Print rich classroom environment

-        Family words/group words (brother, sister, mother etc) (when, what, why) (day, month, year) etc

-        Writing exemplars

Walkthroughs will show that teachers and pupils will know what good writing / levelled writing looks like.

Children will be more likely to follow a model.

PD

Following walkthroughs, PD will be sourced to target areas, skills etc where management feel it is needed.

Teachers will be able to access PD lo lift areas of interest or need when available.

Management will attempt to bring in “experts” where a need is identified.

PD will be targeted at teachers and areas identified as in need of improvement.

Walkthroughs will identify improved pedagogy and enhanced class programmes.

Topics of interest:

-        Relevant topic – brainstorm interests in classroom, children’s activities and experiences and list them

-        Provide experiences for children to write about

Evidence says this will lift levels

Talk:

-        Talk about words, alternative words

-        Create opportunities for children to talk

-        Foster quality language

-        Speak in a full sentence – extend the sentence

-        Encourage questioning, open questions

-        Small discussion groups/answer a question etc then report back

Specific teaching of writing:

-        Components of a piece of writing e.g hook, structure, introduction, body, conclusion, paragraphs, sentences, surface and deeper features, feeling, emotion, audience interest etc

National standards:

-        Analyse the national standards expectations and identify the steps to reach those standards

-        Have national standards blown up and displayed in class to refer to

OTJs will reflect the writing progressions and be consistent across the school

Organise a hui with our families  to share writing goals, national standards and literacy progressions

The community will be able to better interpret the school wide and individual reports

Cover  different text formats such as poetry, recounts etc

 

 

 

Focus:             Attendance

 

Strategic Aim:  To create a community of Maori pupils fully engaged in education.

 

Annual Aim for 2012To improve the percentage of pupils attending school.

 

Rationale:

·       There is a direct relationship between attendance and achievement.

·       Our 2011 figures showed we had an absence rate of over 17%. This means that on a normal day we have 39 pupils absent. The Ministry, however, had a much lower figure of 72%. We think this came from inaccurate roll marking.

 

MeasurableTarget. To finish 2012 with a whole-school attendance rate of 85% or better.

 

Actions (what we will do)

Outcomes (what we expect to happen)

Ensure the electronic attendance registers are marked with 100% regularity by

·       Having someone check on e.tap each morning and afternoon and send a reminder if the roll is not marked.

·       Ensure rolls are marked when relievers are employed.

·       Organise a system to cover trips, camps etc

100% accuracy in electronic roll marking.

More interesting programmes

·       Advertise events such as: Breakfast in schools, lunchtime sports programmes and music club.

·       Share the exciting things that are happening in classrooms via the school newsletter and on the school website.

Children will attend school more often because they are aware of programmes  being offered

Whanau will be kept informed of these programmes and volunteer to come and help

Whanau  feeling welcome and becoming involved

·       Letting whanau know about justified and unjustified reasons for not attending school

·       Provide food, raincoats and shoes for whanau

·       Provide a warm comfortable school environment

Children will come to school in the wet, the cold and when they are hungry

By 10 every morning the administration officer will phone whanau of children who are away.

Principal to follow up recidivist whanau and utilise Social Worker in Schools if appropriate

Whanau who have a history of poor attendance will start sending their children to school

Whanau will feel supported by the SWIS

 

The system of awarding purple cards each week to pupils who have attended every day will continue. 6 pupils have their cards drawn from the box at assembly and receive a Duffy book.

Children with 99-100% attendance over a term will be acknowledged through the end of term assembly and the school newsletter.

Pupils who attend regularly will be acknowledged and held up as role models.

 

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