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1207 Strategic Goal - Mathematics - Progress Report - 31 July 2012

Focus:                         Mathematics

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

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

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” the standard, we have virtually none achieving “above”. 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.

·        

Reading goal

Mid year review

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)

“I can’s” have been done for term 1 and term 2 and teachers use these to inform their teaching, and planning. Basic facts are tested each term and entered on ETAP. Place value testing was done in term 1 and will be done in term 3, results will now be able to be entered onto Etap so learning gaps can be addressed and compared across the school, and progress monitored.

Each child in Year 1-3 is being tested using JAM ( a ministry approved assessment that is in line with National Standards).

GLOSS is being used to assess children in Year 4-6

The results will give a school wide picture of achievement.   

Actions (what we will do)

What we have done so far

Outcomes (what we expect to happen)

What has happened so far?

Revision of PD covered in the Numeracy Project.

Staff had PD with Karen Major at the end of 2011and place value booklets were issued to each class.

Teachers will become familiar again with the booklets

Teachers identify spots for planning and teaching

The use of BSM will be revised

Much of our BSM equipment and modules is no longer in the school, but individual activities to support teaching, can be accessed from NZ Maths website.

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.

We have a cluster of schools in the area who are keen to share ideas, and we have had meetings together.

·       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.

Whaea Chicky and Graeme Shaw conduct  walk-throughs to check on teaching and learning.

We now have Donna, an Educator from Te Toi Tupu to guide and provide support  for our numeracy programme. She has done initial observations in each class, and held a maths workshop on Call Back day to introduce JAM and GLOSS assessments.

·       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.

Donna will analyse our needs and give feedback and support to individual 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.

Different strands of the numeracy curriculum are integrated into each term’s Inquiry topics.

 

 

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

The new Entrant class has liason with the pre-schools.

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.

JAM, GLOSS and possibly eAstill,

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.

Server is not user friendly and can’t be accessed at home,  so suggest Kaikeast site has a web page where links can be added.

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

We were unable to get a facilitator in term 1-2 due to the restructuring of Education Support services, but this will be part of our work with Donna.

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