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1606 Special Rights - 1 June 2016

Special Rights Report - 1 June 2016

The Principal is required to:

  • Identify students at risk of not achieving and students who are gifted and talented and implement teaching and learning strategies to address needs.


Identified Students

  • Each fortnight at Senior Management Hui, Kaz shares with team an update on children with special rights, any new enrolments, teacher aides and funding.

  • Teachers have been asked to identify in their planning a group of target children also that may include children with special rights in their room depending on the level of need and support.

  • We also discuss at meetings which children may need extra support over and above their classroom programmes. Kaz’s role is flexible to be able to be on hand for learning and behaviour and to coordinate all the different agencies and people that are involved with our behaviour and special rights children. Her timetable needs to be flexible and specific to the needs of who she is working with.

  • We rely on class teachers to ensure they know their learner therefore their planning should reflect specific needs of children who are at risk of not achieving a National Standard.

  • Planning checks, walkthroughs, viewing of children’s books, regular assessment all contribute towards ensuring we are clear about children requiring extra support.

  • Kaz keeps Etap updated with any information re children/special rights/programmes and interventions.. Also, staff have been notified of a simple way to request support to SENCO through Etap so it can be actioned asap.

  • Services we can access are PHN (Public health nurse), SWIS (Social worker in Schools), GSE (Group Special Ed), RDA (Riding for the Disabled), IRF (Interim Response Fund), BEH (Behaviour Hours, GSE), RTLB (Resource Teacher of Learning and Behaviour), RTLit (Resource Teacher of Literacy), SLT (Speech Language Therapist)

  • Each syndicate has an identified group of children that they are targeting to raise achievement in literacy and numeracy.This is monitored by the Syndicate leaders and reported back to Senior management on a regular basis.

  • We are also aware of children who have been identified as achieving well above their peers and these children are also monitored through Syndicate hui and at Senior management hui.

Children with a high level of Special Needs

  • The Ministry of Education’s Ongoing Resourcing Scheme (ORS) funding contributes towards covering the cost of a teacher aide for the children that have high needs. Each child also comes with a small amount for resources and consumables. Funding is allocated to employ a teacher aide but also measured to ensure other costs are covered such as holiday pay and overtime for camps, Individual Education Plan meetings and other school excursions or meetings that a teacher aide may be required to attend.

  • High funded children come with .1 Specialist teacher time and Very high .2. This funding ensures we have a full time SENCO who can cater for needs by keep regular contact with agencies, fund providers, whanau, teachers and support staff.

  • We currently have six ORS funded children, a high health needs student, HH needs application pending and a child funded by the Accident Compensation Corporation (ACC). Some children are also funded through other avenues such as Resource Teacher of Learning and Behaviour (RTLB), Child Youth and Family Services (CYFS), Interim Response Fund (IRF), RTLB Learning Support Fund (LSF), English for speakers of other languages (ESOL) and the Ministry of Education’s Group Special Education. These are usually short term funding solutions while a child transitions or they are assessed further. All children continue to be mainstreamed with Kaz (Special Educational Needs Coordinator)(SENCO) supporting teacher aides and teachers. The Ministry of Education in Kaikohe provides support with Individual Education Plans, applications and development of learning programmes.

  • We currently have 15 teacher aides, 2 who are fulltime permanent and 13 fixed term who are employed as additional TA support for classrooms, behaviour needs and ORs children.

  • Kaz meets with all support staff once a fortnight.

  • Ongoing professional development is a challenge to source for our teacher aides and teachers with regards to behaviour and special rights children, however, we endeavour to source PLD opportunities as they arise and if they fit within the budget.

  • While our school manages well with all students our dealings with MOE/RTLB can often be very frustrating particularly when we are seeking better funding and outcomes for ORRS funded children and children with high end behavioural needs.  Increased funding can ensure more, better and targeted support for those children who need it. We are very appreciative of all the work and effort Kaz puts into meetings that are necessary to ensure we are heard and successful in supporting classrooms.

Data

  • At the beginning of each year we identify the children at risk of not reaching the National Standard by the end of the year:

Reading



Expected Level

Number of children at risk of not reaching NS in 2014

Number of children at risk of not reaching NS in 2015

Number of children at risk of not reaching NS in 2016

End of 1 year at school

5.9-6.0 yrs

Level 12-14

11



End of 2 years at school

6.5-7.0 yrs

Level 17-18

18

11

5

End of 3 years at school

7.5-8.0 yrs

Level 21-22

4

10

9

End of Year 4

8.5-9.0 yrs

Level 23-25

15

6

3

End of Year 5

10-12 yrs

Level 27-30

15

4

5

End of Year 6

10-12 yrs

Level 27-30

7

8

8

Writing



Expected Level

Number of children at risk of not reaching NS in 2014

Number of children at risk of not reaching NS in 2015

Number of children at risk of not reaching NS in 2016

End of 1 year at school

5.9-6.0 yrs

1p (1ii)

4



End of 2 years at school

6.5-7.0 yrs

1a (1iii)

17

12

7

End of 3 years at school

7.5-8.0 yrs

2b (2i)

10

18

13

End of Year 4

8.5-9.0 yrs

2p (2iii)

12

3

4

End of Year 5

10-12 yrs

2a-3b (2iii-3i)

9

7

15

End of Year 6

10-12 yrs

3p (3iii)

9

8

17

Maths



Expected Level

Number of children at risk of not reaching NS in 2014

Number of children at risk of not reaching NS in 2015

Number of children at risk of not reaching NS in 2016

End of 1 year at school

5.9-6.0 yrs

Stage 2 or 3:

Count from one

2



End of 2 years at school

6.5-7.0 yrs

Stage 4:

Advanced Counting

8

9


End of 3 years at school

7.5-8.0 yrs

Early Stage 5:

Early Additive Part Whole

5

5

7

End of Year 4

8.5-9.0 yrs

Stage 5:

Early Additive Part Whole

7

6

1

End of Year 5

10-12 yrs

Early Stage 6

Advanced Additive Early Multiplicative

10


4

7

End of Year 6

10-12 yrs

Stage 6:

Advanced Additive Early Multiplicative

12

6

9

What teaching and learning strategies are being implemented to address their needs?

Writing

  • because we have a specific school goal around writing, the teaching and learning strategies being implemented are reported in that report.

  • samples are moderated at syndicate level

  • A literacy SIT team has been set up to look at literacy development over the whole school.

  • The school is involved in the ALL Programme which supports teachers to take about 6 children every day for 30 minutes to accelerate their writing and reach the National Standard. This is currently being followed by one teacher as a trial and will, later on, be implemented by at least two other teachers.

  • Vera has been very involved in PD with all staff around writing

Reading

  • Most teachers organise to have support staff time during the literacy block.

  • Some support staff, in the juniors, have received PD from Joan and/or Jan

  • The RTLit has two pupils she works with most days

  • Two teachers are training in reading recovery.

  • 6 year nets have been carried out more regularly and the results collated to find out where our younger readers are falling down. What specifically is the area we need to strengthen?

Maths

  • Walkthroughs continue to show that in every class grouping is based on data

  • All classes take numeracy in the middle block

  • The school is involved in the ALIM Programme which supports teachers to take about 6 children every day for 30 minutes to accelerate their maths learning and reach the National Standard. This is currently being followed by one teacher as a trial