Goal

Action

Responsibilities

When

Progress and Outcome

Goal 1: Reading Progress and Achievement

Part 1:

All students will make at least one year’s reading progress every year, or on their anniversary date with the exception of those identified as ORS, Special Needs or first year ESOL.

Part 2:

First year ESOL and students identified as Special Needs will make increased progress towards achieving Goal 1.

Part 3:

ORS students will meet all of their IEP goals every year.

Re-introduce PAT Reading and analysis of scaled score to teachers of year 4 - 8 students.  Improve validity and consistency of data collected.

BoT

Principal

Teachers

Parents

Students

Complete by Term 1 wk 7

PAT Reading Comprehension Test re-introduced.  Students sat test appropriate to curriculum level which was administered by the principal.  Student data analysed by Scaled score.  This data was used to identify achievement trends for further intervention and to select Target Students.

PAT Reading re-administered in term 4 to help teachers identify progress and achievement.  The data will also be used to assess how effective the professional develop was for teachers this year.  The difference between OTJ data in term 4 2017 and PAT data in term 1 2018 was approximately 45%.  OTJ’s were made prior to PAT resit and I would expect to see the gap of 45% close.  While they would be unlikely to ever be identical, we should see a much closer alignment between PAT Reading and Teacher OTJ.

Introduce, use and support analysis of Informal Prose Inventory reading assessment for students in year 4 and above.

BoT

Principal

Teachers

Parents

Students

Complete by Term 1 Wk 7

While it was thought PD for IPI only was needed, support with using PM in the junior school was clearly needed as well.  Staff meeting delivered and assessment monitored.  Additional support required for almost the whole staff.  Written guide co-constructed and published.  Additional individual practice provided for individuals.

Whole staff moderation of administering and analysing the tests held.  Additional one to one modelling and feedback for staff provided by Reading Recovery Trained staff and SENCO.  Additional support for individual staff identified and provided.

A second 1:1 feedback session provided, mostly around analysis and adaptation of programme as a result of assessment information.  This has shown more work is needed for most staff and we will revisit prior to start of year Running Record assessments in term 1 2019.

Use PAT, SHINE and IPI and PM Benchmark data to identify target groups and students to target for reading progress throughout the year.

BoT

Principal

Teachers

Parents

Students

Complete by Term 1 Wk 8

Our data suggests we should be looking at pasifika reading and Samoan students as our largest group.  However, we are working to identify these through our SAFP plan including measures and monitoring.

All teacher used this to identify Target students. Schoolwide PD on understanding the purpose and use of Target students held.  New Tracking and Monitoring form developed with expectations for frequency of follow up established.  Introduction of Puzzle of Practice meetings to support all staff to develop targeted teaching and learning programmes for Target students.  Teachers observed a sample meeting then began meeting regularly with a Puzzle of Practice PoP in term 3.  Second Puzzle of Practice meeting held and generally these showed surprisingly positive levels of success.  Discussion has been held about adapting this as a system in 2019.  Once Target students are selected, we will meet for PoP twice per term.  Both forms will be created in our central management system and a Target group for 2019 will be created so we are better able to track and monitor the progress of this group across the school.  In addition, this system will form a fundamental part of teacher appraisal process.

Support all Year 1-3 teachers to develop their understanding and use of the SHINE literacy tools and PM Assessments to clearly identify the needs of all students.

BoT

Principal

Teachers

Parents

Students

Complete by Term 1 Wk 11

All year 1-3 teachers have attended at least 3 Professional Development days with SHINE. Each teacher will attend at least 1 more each per term.

Some concern about the ongoing value of SHINE.  There are several very useful tools we believe give us rich data about student progress, however there are others of questionable value to our students or have significantly burdensome workloads associated with them.  We will consider leaving SHINE in 2019 and keeping what we have learnt and found valuable.  After careful consideration we have decided to keep 4 pieces of assessment from SHINE in the junior school and leave the project in 2019.  The reason was mostly decided by identifying which assessments are most relevant to our learners while managing workload for teachers.

Use a central database to collate and analyse reading progress to identify groups and individuals needing additional support throughout the year and report this to teachers, parents and BoT.

BoT

Principal

Teachers

Parents

Students

Complete by Wk 8 Term 1

Identification of and provision of additional support has been successfully developed for Target students.  However, feedback to the BoT and community is not yet at a level we would want to see.  There has been significant delay in achieving this due to the issues around the digital tools the school is committed to using in 2018.  This will be resolved with the streamlining of ETAP as the preferred tool over Beagle throughout term 3.  ETAP has been adapted to allow easy entry of student data from our school wide assessments.  This will continue to need tweaking in 2019 but is already helping us see trends and patterns much more easily.

Develop reflective practice conversations by holding regular across school teacher practice meetings focussing on target or special needs students.

BoT

Principal

Teachers

Parents

Students

Introduce Wk 1 Term 2

Puzzle of Practice meetings began in term 3 following the development of Tracking and Monitoring students and a template to demonstrate changes in practice.

Following this all teacher observed a sample Puzzle of Practice meeting and then then looked at how this would support all teachers to take responsibility for the learning of students across the school and develop highly effective programs for student whose progress need acceleration.  These groups are cross leveled to expose staff to the thinking and wisdom of teachers across the school.  Two meetings held in 2018 and will form a regular part of school systems in 2019.

Develop our specific acts of teaching comprehension skills through regular professional development using Sheena Cameron resources.

BoT

Principal

Teachers

Parents

Students

Complete by Wk 10 Term 2

Delivered on teacher only day.  Reading expectations co-created with staff and this will now form the bass for ongoing observations.  Planning checks for all staff complete.

Interventions based on observations were implemented in term 2 and also fed into the composition of puzzle of Practice Meeting groups.  Additional support such as one to one coaching of the assessment of reading by staff also came from observations of classroom reading programmes.  This is being differentiated by need through PoP meetings.

ESOL Explore Quick 60 as a resource to support acquisition of english as a second language.

BoT

Principal

Teachers

Parents

Students

Complete by Wk 10 Term 2

Currently on hold due to death of a staff member we were due to observe.

Not explored in 2018 but may be revisited in 2019.

Students requiring differentiation of the curriculum to overcome a barrier to achieving expected reading progress, beyond what is provided in the classroom need to be identified and a specialised programme developed and resourced.

BoT

Principal

Teachers

Parents

Students

Complete by Wk 10 Term 1

New system developed and in use for a small number of students.  Still being streamlined to make it manageable.

This has now been included into the modified Tracking and Monitoring form and Puzzle of Practice Meetings.

Special needs students have been identified across the school and differentiated programmes provided.  All classes have received additional Teacher Aide support during reading and supplemental support programmes have been offered outside of these times.  Two PoP meetings held in 2018 and will form a regular part of school systems in 2019.

Goal 2: Teaching and Learning

Develop our understanding of how the brain learns and use this to review and implement school systems and approaches.

Co-create school wide expectations of conduct, based on the best practice principles of how the brain learns.

BoT

Principal

Teachers

Parents

Students

Complete Wk 6 Term 1

Co-created at teacher only days and reviewed in staff meetings.  Whilst in place in term 1 these will continue to be developed throughout the year.  In term 2 we will use the information from the term 2 community consultation to ensure the values and vision of our community continue to guide our actions and interactions.

Continued through second day with Kathryn Berkett, especially focussing on differentiation of needs and how to articulate this, listen to others and support each other.

Draft Values created through community meetings with BoT, parents and students.

Co-create a school wide culture of observation based on an agreed framework and leads to improved teacher practice.

BoT

Principal

Teachers

Parents

Students

Begin Obs Wk 7 Term 1

Co-created at teacher only days and reviewed in staff meetings.  All staff observed in term 1 with regularity. Observation practice will need to be differentiated based on finding in term 2.  

Further observations will use co-constructed reading expectations as a basis.

Outcome from these observations have led to differentiated follow up programmes to meet the needs of teachers and students.  Significant time has been spent developing individualised observation and feedback programmes for several staff.

Review and implement changes to the assessment and reporting annual plan and systems for teachers which flows into teacher planning, regular analysis and reporting to parents, and BoT.

BoT

Principal

Teachers

Parents

Students

Wk 9 Term 1

Little change has occurred outside of the Reading development intentionally.  The assessment of reading has developed over the year as needs of staff and students were identified and systems were developed to meet these needs.

This focus has included a much tighter focus on target students which has helped us clarify what assessments tell us the most to inform teacher practice.  This will in term lead to stronger assessment practices across the curriculum and improved teacher practice as a result.

Internal tools and systems for gathering, reporting and interpreting data against school goals and targets are streamlined, by exploring the use of ETAP and Beagle.

BoT

Principal

Teachers

Parents

Students

Still developing.  Energent need to re-develop understanding of Running Record assessment in reading is urgent to ensure data collected is reliable.  This will be revisited before the end of term 2.

The tracking and monitoring tool Beagle, has real potential, however it does not meet all of our needs, meaning we have spent most of the year with data in multiple places.  The expectation was that Beagle would continue to adapt, which it has, but not at the pace we need.  This has contributed to problems around consistency and monitoring of student progress.

In term 3 the decision was made to stay with ETAP and make it fit for purpose at our school.  One central system with consistent expectations will improve our ability to ensure all students needs are being met longitudinally and over the short term.

The Senior Leadership Team are exploring the use of PACT to support Tracking and Monitoring of student progress and consistency of teacher practice around Tracking and Monitoring in 2019.  This will be introduced for target students only in 2019 while we learn how best to use the tool, then applied further across the curriculum.  We are especially interested in PACTs ability to produce scaled scores so we can measure both progress and achievement against expected scaled score attainment and expected scaled score progress.

Goal 3: Transition

Better cater for the needs of transitioning students

Develop greater curriculum continuity between Te Whariki and New Zealand Curriculum for New Entrants and use our understanding of how the brain learns to support all other transition.

BoT

Principal

Teachers

Parents

Students

Term 3

Greater connection with Nuanua, Toru whetu, Warspite community kindy and Tairangi Kindy developing.  We will draw upon this as we inquire into curriculum continuity in term 3.  The Senior Leadership Team have attended several meetings around Transition between ECE and Primary school.  There remains some difficulty in developing strong relationships between sectors, but ongoing efforts are promising.  Physical environment development to better transition students into familiar learning settings continues and the new block redevelopment will include some elements prior to 2019.  Relationships have continued to grow with cross sector meetings regularly throughout the year and invitations to our community weeks as well.

Goal 4: Property

Redevelop the school facilities and infrastructure to reflect community values, school vision and learning environments which facilitate a differentiated teaching pedagogy.

Re-develop 5 classes to create environments which are flexible enough to allow teachers to respond to the learning needs of individuals and groups and what we know about how the brain learns.

BoT

Principal

Teachers

Parents

Students

Term 3

Architect engaged, initial MOE approval gained.  Still awaiting approval to use school funds. Property plus funding secured for the roof replacement.  Building timeframe is likely to be pushed back to term 3 or 4.

This project continues to fall behind schedule and there are concerns this will not be complete prior to the school’s 50th Anniversary celebrations.  Some cost cutting measures have been put in place, but nothing that compromises the desired flexibility of learning spaces to better meet the needs of learners.  Project is underway in term 4 with expected completion before start of school 2019.

Redevelop the Playground to meet Health and Safety expectations and an active,  growing school community.

BoT

Principal

Teachers

Parents

Students

Term 1

Safety check complete and development plan created based on this.  Development plan presented to the BoT and approved.

Urgent safety issues resolved on current playground.  Older wooden playground still needs to be removed, and additional funding is being secured to continue this development with student input.  Part of this will lead into block 3 re-development and transitioning with a closer examination of play based learning to compliment our teaching practices.

Facilitate a school wide repaint and signage to reflect the refreshed school values and vision.

BoT

Principal

Teachers

Parents

Students

Term 3

Painting contract secured at considerable savings for the school.  This will be complete prior to the start of school in 2019.

Signage will be considered once community consultation of school values is complete.

Goal 5: Vision, Values, Strategic Planning and Review.

Develop a culture of robust internal evaluation based upon the Values and Vision of the school community.

Review and refresh the school Values and Vision through effective community consultation.

BoT

Principal

Teachers

Parents

Students

Complete Term 2

Samoan Parent consultation complete in week 5 with approximately 12-15 parents in attendance.  Cook Island, Maori, Tokelau and open community meetings held.  It was really pleasing to see so many students attend and participate with their whanau.  Information has been processed.  Staff and student input from every class has been collected by a group of senior students and collated by the principal.

Additional community meeting was held with BoT, staff, kids and parents to analyse what our community have told us and putting these together.  We ended up with 5 values which have all been translated into English, Maori, Cook Island Maori, Tokelau and Samoan.  Every family is voting for their top 3 values of the 5 to engage more families and keep the discussion going.

Develop a BoT 3 year work plan with the NZSTA with urgency placed on the Health and Safety, Employment and Appraisal of staff policies and procedures.

BoT

Principal

Teachers

Parents

Students

Complete Wk 4 term 2

We have developed and BoT support plan for 2018.

Numerous BoT resignations have delayed the progress of this, however the BoT have successfully completed an advertised BoT Selection process, hired a BoT Secretary and co-opted an NZSTA representative to support the BoT.  With these changes the BoT are in a better position to respond to the needs of our community and have increased capacity and support as a result.  This still needs to be addressed and discussion around continuity of BoT representation needs to occur.

Use the Effective School Evaluation Indicators to lead the Staff and BoT through internal review of our Reading and Revisioning goals.

BoT

Principal

Teachers

Parents

Students

Complete by Wk 6 Term 4

This will be developed as part of the SAFP plan.  The school leadership team were coached through this in term 4 and discussion was held around introducing this with staff.  The first step was completed with a leadership group looking at our school as a system designed to raise progress and achievement.  The review was so successful, we will continue as a major part of our 2019 Teacher Only Day.

Use the renewed school Values and Vision to develop a 3 - 4 year Strategic Development Plan from which the annual plans will be created.

BoT

Principal

Teachers

Parents

Students

Term 3

As we are still finalising the values and vision, we will need to develop this at the beginning fo 2019 and this will be what we provide to tehe MOE in March.

Report on the progress towards achieving the annual plan in the Principal’s reports to the BoT.

BoT

Principal

Teachers

Parents

Students

Monthly From Term 1

Progress recorded in Annual Plan Gantt chart each month at BoT meetings.

Gantt chart was useful for the principal, but less so for the BoT.  This format was better.

Use the new Codes and Standards and the co-created school wide expectations to create and implement a robust appraisal system which meets the new Appraisal policy and procedure.

BoT

Principal

Teachers

Parents

Students

Wk 9 Term 1

Appraisal process under development with key components of regular observation and reflection being developed with greater consistency.

This will be developed further next year with the target student and PoP systems becoming a significant piece of evidence in regards to annual appraisal and meeting professional standards.