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1305 Strategic Goals Progress Report - 28 May 2013

  Kaikohe East School Goals for 2013 - Progress Report 

 

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 2013:   To raise the percentage of Years 3 and 4 pupils reading at or above the National Standard

To raise the percentage of years 3 and 4 Maori pupils reading at or above National Standard

Rationale:

The 2012 EOY data tells us that:

·       We will start 2013 with 56% of our  year 3s and 50% of our year 4s below or well below national standards in reading.

·       Years 5 and 6 are on track with 54% of year 5 and 60.6% of year 6 at or above national standards

·       Unlike writing and maths there seems to be little difference in the reading levels of  genders of year 6 pupils and a very small difference in year 5 pupils

 

Measurable Targets: To increase the percentages of year 3 and 4 pupils reading at or above the National Standard by:

·       10 of the 16 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “well below” will move to “below” or  “at”

 

·       12 of the 17 pupils (not counting ORRS funded pupils) assessed at the beginning of 2013 as “below” will move to  “at”

 

Most of the pupils in year 3 who were assessed as “below” or “well below” are still in that category. Teachers indicate they have all made progress since February but that the level they turned up at in February was well below what they were assessed at in December. The big question is “Did they go so far backwards over the summer holidays or were they too generously assessed at the end of 2012?”

Most of the year 3 pupils in the target group will need to move 12 – 13 PM levels over the next three terms to achieve our goal. Four PM levels per term is not unachievable but will take some work.

Year 4 pupils who were assessed at “well below” face the same issues. All dropped over the summer break and half of them are yet to achieve at the end-of-2012 level. Those who were assessed at “below” however have made better progress. Two needed to be taken back a couple of levels in February but 4 of the 6 have moved significantly.

We are unlikely to achieve the measurable target but, taking the summer slump into account, will still make accelerated progress with the year 4 group and could yet make good progress with the year 3 pupils.

Actions (what we intend to do)

Outcomes (what we expect to happen)

How we are going so far

(28 May 2013)

·       Resource Teacher of Literacy working with Teachers and working with specific referrals

Teachers planning and programmes will be explicit

Children will show accelerated progress

The RTLit is working with 10pupils and two teachers.

The two teachers are involved in whole day PD with Jan each month.

·       Identify the pupils who we are going to target and inform class teachers.

·       Regularly monitor

o   The pupils’ progress

o   The planning and implementation of programmes

o   Modelling books

o   How long and how often children read

o   Carefully analyse reading records to see exactly what specific areas / concepts need working on

·       Target group will show accelerated progress

·       Teacher knowledge will improve

·       Other children in the class will benefit

·       Feedback and feed forward to staff will be effective in improving reading pedagogy

·       Data will inform next steps

·       Reading will be taken 5 days per week and will cover Guided and shared reading

·       Modelling books will reflect teaching programme

 

·       13 year 3 and 4 pupils have been identified as our target group.

·       10 year 3 and 4 and 10 year 5 and 6 pupils have also been identified as in need of individual help but many of these are funded through ORRS, LLI, or SES and have IEPs.

·       Progress of the target group is being monitored each term.

·       26 year 5 and 6 pupils who are not in our target group of year 3 and 4 but, nonetheless cause us concern have also been identified.

 

·       Place an emphasis in planned staff development meetings on

o   Analysing running records

o   6 year net analysis and next steps

o   Effective Literacy Practice

o   Sound Sense (PM Support Folder)

·       Joan has been involved in staff meetings with two sessions on running records. (one on taking the test and one on “what next”)

·       6 year nets are being taken by Kaz. We expect term 1 collated results will show trends and areas of strength and areas to work on.

·       Employ a Teacher Aide to work with target group on an individual basis

·        

·       Nicky has been employed to work with two year 5 and 6 pupils in reading.

·       Kaz has been timetabled to work with two groups of pupils in reading

·       Tia and Michelle are taking professional development in Language Learning Initiative (LLI). Michelle works in class with three children on the programme and we have applied for one more child to be covered. LLI develops oral language in children with low levels of oral language.

·       Walkthroughs will focus on target group

·       Walkthroughs have focussed on what is happening with the children in the target group. (planning, appropriateness of activities, grouping, evidence of daily reading, progress etc)

·       Purchase high interest text

·       Children will be more interested and engaged

 

·       $7500 has been spent on bringing higher interest PM readers at PM levels 3 -8 so we have 10 copies of each title.

·       A series of non-fiction high interest books that should appeal to senior boys reading below their age level, has been purchased.

·       We have purchased copies of Journal Journeys which is a series of books that can make pre-reading and follow-up activities more interesting for children working on School Journals.

·       Three teachers attended an after-school course on “Discovery Learning” in a move to introduce more exciting language-based activities into their class programmes.

·       Effective use of ICT

·       ICT spending and support from Stevie has been targeted at literacy.


 

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 2013:  To improve the percentage of pupils working above the National Standards at years 2, 4 and 6.

Rationale:

The 2012 EOY data tells us:

·       63% of our pupils (108 pupils) are either “below” or “well below” expectations.

·       Twice as many boys as girls are “well below” (24 compared to 11) but there is no significant difference in the “below”, “at” or “above” categories.

·       Pupils in 2012 years 4 and 5 fared worse with 21 year 4 pupils (72%) and 32 year 5 pupils (88%) being below or well below expectations.

·       There were only 2 ORRS funded pupils in year 4 and none in year 5.

Measurable Target.

·       Of the 28 pupils assessed as “well below” at the beginning of 2013, 18 will be moved to the “below” or “at” category and of the 54 pupils assessed as “below”, 32 will move to the “at” or “above” category.

·       We will have about 10% of our year 5 and 6 pupils achieving “above” expectations.

 

Movement in writing is more gradual than in reading as the steps are further apart than in early reading. Two pupils assessed at 1i can be achieving at quite a different level so “no movement” can mean “There was a lot of movement but not enough to lift the pupil on to the next level”

Having said that, the children who appeared to be lower in February than in December in reading appear to have mirrored that in written language.

Only a few children moved one stage during term 1 and six appear to have gone back. Most remain on the same level as at the beginning of the year.

The literacy team have decided there is still a need to check up on some of each class’s writing samples to ensure that we all have the same idea of what 1ii or 2i looks like. There is a possibility that the end of 2012 assessments might have been a bit generous. We did have a moderation meeting in term 1 and we need to see if it had the desired effect.

Actions (what we intend to do)

Outcomes (what we expect to happen)

How we are going so far

(28 May 2013)

·       Identify the pupils who we are going to target and inform class teachers.

·       Teachers planning and programmes will be explicit

·       Target group will show accelerated progress

·       Teacher knowledge will improve

·       Other children in the class will benefit

·       Feedback and feed forward to staff will be effective in improving reading pedagogy

·       Data will inform next steps

·       Topics will be more interesting and engaging for boys

·       A variety of publication methods will be used

·       Writing will be taken at least 4 days per week

·       Modelling books will reflect teaching programme

·       The same children, including the year 5 and 6 pupils who were targeted for reading are being targeted for written language as pupils at risk in reading almost always are at risk in writing.

·       Progress of the target group is being monitored each term.

·       Walkthroughs have focussed on what is happening with the children in the target group. (planning, appropriateness of activities, grouping, evidence of daily writing, interesting topics, progress etc)

·        

·       Carefully analyse writing samples to see exactly what specific areas / concepts need working on

·       Regularly monitor

o   The pupils’ progress

o   The planning and implementation of programmes

o   Modelling books

o   Topics and publication

o   How long and how often children write

·       Place an emphasis in planned staff development meetings on

o   The Writing Hub (TKI)

o   Teaching Writing years 1-3 and years 4-8 (TKI)

o   e.asTTle

o   Effective Literacy Practice

o   Sounds Sense (Down the back of the Chair?)

 

·       In term 1 a staff meeting was held to moderate our assessment in an attempt to ensure we were all marking the same.

·       e.asTTle was investigated but has yet to be trialled. At first glance we don’t see much to gain from its introduction but a couple of teachers are willing to give it a go.

 

 

 

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