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1203 Variance Report 2011

Kaikohe East School Analysis of Variance for 2011


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 2011: To improve the percentage of Year 6 students reading at or above the National Standard
                                      To improve the percentage of Year 6 Maori students reading at or above the National Standard
Measurable Targets:   Using PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their           chronological age.

Baseline Data:            (Beginning 2010) 20 (60%) of year 6 children were reading at or above their chronological age.

 

Measurable TargetsUsing PM Benchmarks as a measuring tool, by the end of 2011 at least 80% of year 6 children will be reading at or above their chronological age

 

National Standard

After  2 years at school

End of year 4

End of year 6

Above National Standard

16%

32%

18%

At National Standard

13%

12%

47%

Below National Standard

71%

56%

35%

At the end of 2011, 65% of year 6 pupils were reading at or above their chronological age

The literacy team are aware that the 2011 literacy goals concentrated only on the reading level.

We are aware that the National Standard in reading comprises more than just a reading age. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6. A written language goal needs to be included in 2012.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

At the start of 2011 the school re-organised from being “syndicate” based to being curriculum based.

The philosophy behind the move was:

·       A desire to remove senior and junior syndicates to create a whanau atmosphere where tuakana and teina would interact more.

·       A desire to create school wide programmes more closely aligned with the pupils’ actual progressions than age-specific expectations.

·       To create an opportunity for staff to follow their area of interest and/or expertise and thereby influence the whole school.

Three curriculum teams were created.

The Literacy team met fortnightly and minutes were circulated to all teaching staff as well as being posted on the server.

Meetings covered;

·       Spending

·       Integration of ICT

·       Leading staff meetings and workshops on literacy matters

·       Examination and analysis of data.

·       Evaluation of resources including ICT.

·       Beginning an inventory of resources we already have available and beginning to weed out unsuitable resources.

·       Provide assistance with report writing.

·       Report to BOT

 

 

The literacy team were happy with the structure of Curriculum Teams and felt they were making a bigger contribution to the whole school.

The structure will remain for at least 2012 and we will analyse our contribution early in 2011 so we can improve.

·       Referring to The Literacy Learning progressions to effect programmes.

·       Utilizing other resources such as Effective Literacy Practise

·       Developing school based curriculum in line with the NZC

·       Attending and organising relevant pd.

Three teachers attended a two day course by Sheena Cameron at Kohukohu.

One teacher attended the Te Tai Tokerau Reading Association weekend at Kamo.

 

 

Relevant PD will be sourced and provided for selected teachers.

Continuing with KPal cluster programme and action plans formulated.

While the cluster no longer exists, the school continued to encourage the use of formative practice and analysis of data.

The KPal programme was discontinued when funding from the ministry ceased.

 

Sharing good practice as a school, visiting other schools/classes to observe Literacy programmes.

We had a staff meeting after each walkthrough where teachers shared an aspect of their programme that was identified as being good teaching practice.

 

Staff will be encourage to use either CRT or literacy relief time to visit other classes within our school or schools within our area. We might need to rely on agencies such as TEAM Solutions to point us in the right direction.

Walkthroughs to provide feedback and feed forward – develop focus areas.

Walkthroughs were completed by the principal and the DP (as literacy leader). Feedback was given both verbally and orally.

 

 

Appraisal system.

All teaching staff had a personal appraisal goal that related to the literacy goal.

Appraisal observations and reflection happened.

Teaching Staff will include at least one literacy goal in their appraisal cycle.

Ensuring ICT component within Literacy as appropriate.

Involvement in Kai-oro-hoki ICT Cluster and progressing individual action plans.

Release time provided.

We purchased 80 licences for Reading Egg. Rebecca ensured Reading Egg was set up on the class computer for children identified as being most at risk.

Graeme (DP) visited Pakaraka School to check out which programmes they used and felt were successful.

Three teachers went on a 3 school observation day looking at the integration of ICT with literacy

A couple of rooms underused ICT because they had technical difficulties. The most common being:

·       Virtual Networks are very temperamental.

·       If too many computers are on line at once, the connection gets too weak to work.

While we really liked Reading Egg, the new owners of the programme have priced it out of our range ($2000 a year) so we will be looking for an alternative.

We will look at the use of flat screen TVs as a alternative to projectors and screens.

$800 has been budgeted for computer programmes.

$3100 has been budgeted to cover listening posts and CDs and texts to go with them.

Teacher Aide support in programmes.

Support staff were employed to allow sufficient help in all classes.

All teachers used the support staff hours during literacy time.

An increase in the school roll resulted in an increase in TA hours being provided.

Continue to provide support staff time for teachers at or above the present rate.

Camera purchases 1 between 2 rooms.

Cameras were purchased

These were mostly used for written language rather than reading.

ICT peripherals will continue to be upgraded.

Needs based teaching will occur.

Children will be grouped accordingly.

 

 

Walkthroughs showed that all teachers group children for reading and that activities are generally appropriate to their needs.

 

Purchasing relevant and appropriate text and materials to support programmes and pd.Selection of appropriate texts will occur to motivate and engage children.

$3000 was spent on reading resources and texts.

We also did an inventory of the big books available to teachers.

 

We have identified the reading levels most in need of building up and have budgeted $2220 for texts alone.

Six year net results and next steps will be shared

Six year nets were taken with about 60% of pupils

We had a very large number of children who turned 6 during 2011 (around 50 pupils) and we didn’t allow enough time for all pupils to be assessed.

Allow  more time for 6 year net testing.

 

Planning and preparation towards National Standards – attending pd sessions organised locally to increase understanding and ensuring effective delivery to staff.

 

We began to plan PD for 2012 to clarify expectations, moderate OTJs and settle on reporting procedures.

We met with Ministry representatives but it was almost the end of the year.

One TOD with Bev Shepherd was held before school started and three more are planned for the year.

RTLit, Reading Recovery tutor expertise and support will be sourced as appropriate.

 

9 pupils were referred to RTLit in term 4

Our RTLit was on leave for 2011 and the reliever was only available for part of the year.

The Literacy Team leader will refer selected pupils to the RTLit.

The Reading Recovery Tutor will be invited to help with selected pupils in thye junior classes. 

Planning for 2012

·       The literacy team are aware that the 2011 literacy goals concentrated only on reading and that a written language goal needs to be included in the 2012 Goals.

 

 

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 2011:     To improve the percentage of Year 6 students working at Stage 5 or above in place value. (stage 5 equates to the national standard for year 6 maths)
Targets:                            Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above
Baseline Data:                 (Beginning 2010) 8 children(19%) were at Stage 5 EA and 34 children were at Stage 4 or below (81%)

 

Using the Place Value test developed by the numeracy cluster,75% of year 6 children will be working at Stage 5 or above

 

National Standards for…

End of 2 years at school

End of year 4

End of year 6

Above National Standard

3%

0%

0%

At National Standard

16%

49%

90%

Below National Standard

81%

51%

10%










At the end of year 6 all non_ORRS pupils were at stage 5 or above in place value.

We are aware that the 2011 numeracy goals concentrated only on the pupils’ understanding of place value.

We are aware that the National Standard in maths comprises more than just one aspect of one strand. We are having PD to cover assessing and moderating OTJs.

In 2012 our measurable targets will cover years 2, 4 and 6 rather than just year 6 and include other aspects of numeracy, strategies and the other strands of measurement, statistics, geometry.

Actions (what we did?)

Outcomes (what happened?)

Reason for variance (Why did this happen?)

Evaluation (Where to next?)

Refining and continuing to use resources to support Numeracy programmes and development.

 

Refining and reviewing school based curriculum.

 

The numeracy teams met fortnightly. Minutes are kept on the server Their task was to:

·       Collect and analyse data

·       Purchase resources within the budget

·       Organise PD

·       Report to the BOT

·       Act as mentors and advisors when it comes to maths.

 

 

 

The numeracy team met most fortnights.

Relevant PD was not always easy to find.

Use of BSM will be revised.

 

 

Continue to seek, develop and provide relevant pd opportunities for all staff.

 

Continue to refine and review 2010 pd.

 

ICT Action Plans will focus on Literacy and Numeracy

 

PD was provided to staff at staff meetings.

Numeracy leaders attended numeracy cluster meetings held during the year.

ICT was incorporated into the maths programmes in nearly every class

Some classes had technical problems in accessing ICT

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.

An informal  district maths cluster is starting up to review resources and trends. Our school will be a part of this cluster.

Continue to seek, develop and provide relevant property and resourcing.

 

Continue to refine and review 2010 property and resources

 

·       Basic maths equipment such as rulers and counters were replaced or upgraded

·       $200 per class was allocated for teachers to buy maths games, posters, equipment, consumables etc

·       Galaxy Maths CDs were purchased.

·       Pearson Maths programme books were purchased.

 

$4000 has been budgeted for 2012 to provide resources to enhance the learning of maths.

Planning for 2012

·       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 the last two years we have concentrated our data collection on the understanding of place value. National Standards expect (and we agree) 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.

 


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