CAaP DOCUMENT


School curriculum and achievement action plan template

It is expected that this plan would be built up and reviewed over time. The planning and review questions, and implementation alerts can be used to scaffold the process.
School curriculum’s expected outcomes for students

School’s annual plan goals
(SEE BELOW)

After 1 year at school
After 2 years at school
After 3 years at school
At the end of year 4
At the end of year 5
At the end of year 6
At the end of year 7
At the end of year 8
Student progress from one year to the next in response to the school curriculum








Mathematics
E-asttle testing completed for all year 3-8 Students – ongoing throughout the year.


Level achieved 1A-2B
Level achieved 2P-2A
Level achieved 2A-3B
Level achieved 3P-3A
Level achieved 3A-4B
Level achieved 4B-4A
Actions for below children


Identify what the children need to learn, plan to meet the needs of the children, and identify what they need to do to get to the level by the end of the year
PAT Maths data



Minimum requirement of Stanine 4-6 achieved
Minimum requirement of Stanine 4-6 achieved
Minimum requirement of Stanine 4-6 achieved
Minimum requirement of Stanine 4-6 achieved
Minimum requirement of Stanine 4-6 achieved
Actions for below children



Test sheets are printed out and provided to each family at the learning journey interviews at the end of year. Teachers use the class data in order to plan to meet the needs of the children. Children identifying in stanine 1 would trigger having an IEP with more realistic goals set for them.
Ikan Testing



Less than 2 wrong on bank  1
Less than 2 wrong on bank 2
Less than 2 wrong on bank 3
Less than 2 wrong on bank 4
Less than 2 wrong on bank 5
Actions for below children



Maintenance is based on number knowledge across all teams and children are given home learning related to what they need to practice so it becomes autonomous.
Gloss Testing – minimum requirement
Stage 3 – I
Stage 4 –
Early Stage 5
Stage 5
Early Stage 6
Stage 6
Early Stage 7
Stage 7/8
Actions for below children


Identify areas of weakness across the syndicate. Use the TSB Numeracy money to employ a teacher aide assist the teacher in helping move the children.
Year 5/6 team identify areas of weakness across the syndicate and plan to accelerate the learning of the children based on ALiM intervention – (15 mins extra in class)
Year 7/8 team identify areas of weakness across the syndicate and plan to accelerate the learning of the children. The team does shared planning and identify activities that work.
JAM testing








Actions for below children
Goals are set and Mutukoara coordinator meets with families to give data, next steps and ideas to support their child’s learning. This is done after 5, 5.5 and 6 year testing as well as after 3 years at school.





Classroom signposts (next steps for learning) associated with this progress
The links above have all the milestone checkpoints for all children. These will be placed up in the classrooms and where needed, provided to all children in their books and copies for all families on request
Student learning behaviours or achievement outcomes that would trigger a Tier 2 (withdrawn) supplementary support
Children at stage 1 are below
Children at stage 2 or 3 are below
Children at Stage 3 and 4 are below
Children at Stage 4, Early stage 5




Actions for below children
Teacher aide support given to each children in class completing tasks related to the learning they need to progress (where available)
TSB mathematics intervention  - 4 children in each group for 30 minutes




Monitoring student progress during and after the Tier 2 supplementary support was initiated


Progress monitored throughout the program to identify effectiveness
Progress monitored throughout the program.  to identify effectiveness
Monitoring of students who have previously been on the intervention to identify effectiveness and where they are 1 year, 2 years and 3 years on from the program.

Well Below Children in Mathematics
Stage 0
Stage 1
Stage 2
Stage 3
Stage 4
Early Stage 5
Stage 5
Early Stage 6
Actions

IEP’s initiated for the children well below the milestones to better identify their learning needs and plan classroom tasks that are authentic and relevant to their learning. The goals are SMART (specific measureable, achievable, realistic and time related)
Just below children in Mathematics
Stage 1
Stage 2 / 3
Stage 3 / 4
Stage 4 /
Early 5
Early 5 /
Stage 5
Stage 5 /
Early 6
Early 6 /
Stage 6
Stage 6 /
Early 7
Actions
Teaching as inquiry plans set for children just below in mathematics
Teaching as inquiry plans set for children just below in mathematics. These plans identify what the children know and what they need to know and learn in order to be able to make it to ‘at’,



































































2015
AIM 1: Target to Raise Student Achievement in Mathematics; (refer to Key Goal 6,7,11)

Key Goals:
  1. To monitor, evaluate and report on student progress in the foundation skills NAG 2A and target resources and professional development to
address identified areas of need to enable all students to successfully access the NZ Curriculum.
2015 TARGET:
Last year’s ERO review highlighted that the targets set in 2014 while laudable were too wide. Targets for 2015 will therefore incorporate boys and
Maori boys which are over represented in students not achieving.

ERO comments
“School managers, teachers and trustees recognise that raising the achievement of Māori students and of boys are priorities. School targets focus
on accelerating the progress of students working toward the National Standards. Refining the targets so that they clearly refer to Māori students and
boys, then specifying relevant actions and expected outcomes, should assist staff and trustees to better monitor the progress of these learners.”
This entails accelerating the progress of student’s achievement through targeted teaching using Deliberate Acts of Teaching (DAT) and Teaching as
Inquiry (Optimal Learning Model) to guide best practise.
BASELINE DATA:

Analysis of school-wide Mathematics data (OTJ’s against the writing National Standards) identified some concerns across the school.  The data shows that last year we had 29% of our students Below or Well Below the National Standards. During our ERO review in 2014 we were challenged to ensure that our target group was of a narrower focus band. With this in mind we have analysed the data and chosen a specific cohort that represents a group of students that are below the National Standards. This group is the largest percentage that are not meeting the standard.
MATHEMATICS COHORT – YEAR 5 and 6:

Our focus is to improve the Mathematical knowledge for all children at SPS.
Our Year 5 and 6 student group is our largest group not meeting the National Standards in Mathematics. The target cohort comprises 13 children of which 62% are boys. This cohort will be the focus group for 2015. Using our SMS this group will be tracked separately for reporting purposes. The target for this group of students is to make accelerated progress and move from Below the standard to At the standard by the end of 2015.


BEGINNING OF YEAR MATHEMATICS DATA FOR YEAR 5

Number of Learners
% Well Below or Below
%age At or Above
Well Below
Below
At
Above
5
9%
11
20%
27
49%
12
22%
29
71

BEGINNING OF YEAR MATHEMATICS DATA FOR YEAR 6

Number of Learners
%age Well BeloW w or Below
%age At or Above
Well Below
Below
At
Above
3
9%
10
30%
14
43%
6
18%
40
60





DATA ANALYSIS: Students not included in this data: All students are included in this data.

What are we doing differently this year?
  • The BoT have funded an extra classroom teacher. This has meant an increase in the Teacher to Student ratio. We are aware that John Hattie’s comments about effective teacher practise is extremely important and not just smaller class sizes. We believe smaller student numbers will assist us to deliver the curriculum with increased teacher time with each child, smaller groups and more focused DAT’s.
  • ALiM - We are part of the MoE funded ALiM Programme for the first time this year. We believe that through regular Maths Team meetings there will be effective cross pollination of ideas to increase all teacher performance.
  • SRL focus on boy’s education learning styles and success we believe will assist with increased teacher efficacy.
  • We will review the Mathematics section of the teacher handbook in light of last year’s achievement results.

Living Document
To ensure that this Annual Section of our Charter is used as a living document we will:
  1. Each teacher will identify all student achievement against the National Standards using effective assessment tools to assist with Overall Teacher Judgements (OTJ). This will be used to identify target students.
  2. Target students will be grouped using our SMS to track overall success.
  3. Teachers and Teams will be able to identify target students and report regularly on progress.
  4. All students will be tracked and monitored.
  5. Year 6 Cohort of students that are Just Below will be tracked separately for reporting purposes.

Whole School Student Targets:
Each Teacher will clearly group students based on assessments and Overall Teacher Judgements. Students will be grouped under the following headings and based on the National Standards:
Well Below, Below, At, Above
AREAS OF EFFECTIVE SCHOOL-WIDE PRACTICE IN TEACHING MATHEMATICS:
  • Teachers plan in teams and group based on student needs.
  • Teachers collaboratively plan and share resources that improve student achievement.
  • Co-construction of success criteria with students – aimed at their level occurs.
  • Using Teacher Inquiry, next steps for children are easily identifiable.
  • SPS is a well-resourced school to teach number knowledge.
  • Learning intentions are explicit about the learning, not the activity.
  • Teachers implement effective feedback/ feedforward.
  • Staff are continuing to develop a bank of On-line Resources.
  • Teachers moderate OTJ’s based on the assessment guidelines.
AREAS IDENTIFIED FOR FURTHER IMPROVEMENTS:

  • Maths progressions to be displayed in all classrooms in a language that students understand and can articulate (see SRL goals).
  • Consistent teacher reflection for targeted children. This is particularly important with new staff at SPS.
  • Teachers increased confidence to use technology to improve student engagement and achievement (Ipads / Chrome Books etc). Target cohort is to ensure student success coupled with engagement – busy children do not mean successful learning.
  • Staff/management to continue to identify areas of best practise for cross pollination at SPS from within and from outside sources.
  • ALIM – implementation and monitoring of programme to ensure efficacy.




Actions to achieve target in mathematics:
Led by
Outcome
  1. All teachers to have access to current testing systems
Aaron/ SMT

  1. All teachers provided with PD to create and administer and analysis E-asTTle
Aaron / Staff who know how to use e-asttle

  1. Teams to collaborate and write specific weekly mathematics plans that incorporate the Optimum Learning Model
Senior Management Team

  1. During staff meetings revisit shared beliefs around the teaching of Mathematics.
Aaron Moore/SMT

  1. Team Leaders to observe teachers in their teams and identify good practise then foster and develop this across their team then share across the school.
SMT/Team Leaders

  1. Mathematics team to identify a list of resources that are needed (not wanted) to improve student achievement and teacher efficacy.
Mathematics Team and Library Manager

  1. Identify children that will be a part of ‘Alim’ professional development
Mathematics Team

  1. Mathematics Team to review the effectiveness of the TSB Mathematics Programme.
Mathematics Team

  1. Identify children who will be a part of the TSB Numeracy programme
Mathematics Team

  1. Analyse Mid Year data as a reflective point to guide future decision making
SMT/Mathematics Team

  1. Complete 2015 Annual Report
SMT
























2016
AIM 1: Target to Raise Student Achievement in Mathematics and Writing; (refer to Key Goal 6,7,11) and
AIM 2: Target to Raise Teacher effectiveness in assessment, inquiry and optimal learning model usage (refer to Key Goal 2, 3, 4, 6, 7, 10, 11)
Key Goals:
  1. To monitor, evaluate and report on student progress in the foundation skills NAG 2A and target resources and professional development to address identified areas of need to enable all students to successfully access the NZ Curriculum.
2016 TARGET:
Last year’s Analysis of Variance showed that progress had been made in some areas but not in a consistent manner. Boys are still over represented in our below data. Targets for 2016 will therefore incorporate boys and Maori boys which are over represented in students not achieving.

ERO comments
“School managers, teachers and trustees recognise that raising the achievement of Māori students and of boys are priorities. School targets focus on accelerating the progress of students working toward the National Standards. Refining the targets so that they clearly refer to Māori students and boys, then specifying relevant actions and expected outcomes, should assist staff and trustees to better monitor the progress of these learners.”
This entails accelerating the progress of student’s achievement through targeted teaching using Deliberate Acts of Teaching (DAT) and Teaching as Inquiry to guide best practise.
BASELINE DATA:

Analysis of school-wide Mathematics data (OTJ’s against the writing National Standards) identified some areas for improvement across the school.  The data shows that last year we had 28% of our students Below or Well Below the National Standards. This is a 1% improvement on 2014. During our ERO review in 2014 we were challenged to ensure that our target group was of a narrower focus band. With this in mind, again this year, we have analysed the data and chosen specific cohorts that represent specific groups of students that are below the National Standards.

MATHEMATICS COHORT – YEAR 5:

Our focus is to improve the Mathematical knowledge for all children at SPS with a specific focus on boys.

We have 9 Maori boys across the school from Year 4-8 who are Just below the standard for Mathematics. We will target 5 of these boys as a target group looking at how we can raise student achievement. Each of these students will have an IEP with a focus around joint whanau/student and teaching interventions (overall effect size 1.81) and teacher designed interactive homework with parents(effect size 1.38).

Our Year 5 student group has 23% of boys Just below the National Standards in Mathematics. The target cohort comprises 7 boys, 2 of which are Maori boys.

These 2 groups will be the focus groups for mathematics for 2016. Using our SMS this group will be tracked separately for reporting purposes. The target for these groups of students is to make accelerated progress and move from Below the standard to At the standard by the end of 2016.


BEGINNING OF YEAR MATHEMATICS DATA FOR YEAR 5

Number of Learners
%age Well Below or Below
%age At or Above
Well Below
Below
At
Above
5
10%
9
17%
19
37%
19
37%
27
74


Year 5 Boys
Number of Learners
%age Well Below or Below
%age At or Above
Well Below
Below
At
Above
4
13%
7
23%
6
20%
13
43%
36
64








DATA ANALYSIS:

Students not included in this data:
All students are included in this data.

What are we doing differently this year?
  • Maths PLD contract
  • ALiM2 - We are part of the MoE funded ALiM Programme for the first time this year. We believe that through regular Maths Team meetings there will be effective cross pollination of ideas to increase all teacher performance.
  • Heather Bell(external cluster facilitator) to provide professional development for Teaching as Inquiry
  • Increase in funding from TSB to target resources and interventions
  • We will review the Mathematics section of the teacher handbook in light of last year’s achievement results.
  • Each team from Year 5-8 will work on a team ‘Teaching as Inquiry’ linked to mathematics
  • Having IEPs with whanau involved for 5 Maori boys in target group
  • Teacher designed interactive homework with parents for 5 Maori boys in target group
  • All teachers will attend a 2 workshop led by Nathan Makere-Wallis looking at how student brains work linked to student learning and behaviour

Living Document
To ensure that this Annual Section of our Charter is used as a living document we will:
  1. Each teacher will identify all student achievement against the National Standards using effective assessment tools to assist with Overall Teacher Judgements (OTJ). This will be used to identify target students.
  2. Target students will be grouped using our SMS to track overall success.
  3. Teachers and Teams will be able to identify target students and report regularly on progress.
  4. All students will be tracked and monitored.
  5. Year 5 and Just below Maori boy cohort of students that are Just Below will be tracked separately for reporting purposes.

Whole School Student Targets:
Each Teacher will clearly group students based on assessments and Overall Teacher Judgements. Students will be grouped under the following headings and based on the National Standards:
Well Below, Below, At, Above


AREAS OF EFFECTIVE SCHOOL-WIDE PRACTICE IN TEACHING MATHEMATICS:
  • Teachers plan in teams and group based on student needs.
  • Teachers collaboratively plan and share resources that improve student achievement.
  • Co-construction of success criteria with students – aimed at their level occurs.
  • Using Teacher Inquiry, next steps for children are easily identifiable.
  • SPS is a well-resourced school to teach number knowledge.
  • Learning goals are explicit about the learning, not the activity.
  • Teachers implement effective feedback/ feedforward.
  • Staff are continuing to develop a bank of On-line Resources.
  • Teachers moderate OTJ’s based on the assessment guidelines.
  • Use of easttle maths to target student strengths and needs
AREAS IDENTIFIED FOR FURTHER IMPROVEMENTS:
  • Maths progressions to be displayed in all classrooms in a language that students understand and can articulate (see SRL goals).
  • Teaching as Inquiry at team level to ensure teachers are supported through process and collaboration
  • Consistent focus on ‘Teaching as Inquiry’ at team meetings
  • Student voice. Video/record and interview priority learners about their learning and what they need.
  • Consistent teacher reflection for targeted children. This is particularly important with new staff at SPS.
  • Teachers increased confidence to use technology to improve student engagement and achievement (Ipads / Chrome Books etc). Target cohort is to ensure student success coupled with engagement – busy children does not mean successful learning.
  • Staff/management to continue to identify areas of best practise for cross pollination at SPS from within and from outside sources.
  • ALIM2 – implementation and monitoring of programme to ensure efficacy.
  • Engagement with whanau about student learning
Actions to achieve target in mathematics:
Led by
Outcome
  1. Receiving professional development in Mathematics as a whole staff
Core education/ Aaron/Team leaders

  1. All teachers to have access to current testing systems
Aaron/ SMT

  1. All teachers provided with PD to create and administer and analysis E-asTTle. From this: WHAT ACTIONS ARE TAKEN!
Aaron / Staff who know how to use e-asttle

  1. Teams from Year 5-8 will have team ‘Teaching as Inquiry’ focus
Aaron/Deb/Team Leaders

  1. Teams to collaborate and write specific weekly mathematics plans
Senior Management Team

  1. During staff meetings revisit shared beliefs around the teaching of Mathematics.
Aaron Moore/SMT

  1. Team Leaders to observe teachers in their teams and identify good practise then foster and develop this across their team then share across the school.
SMT/Team Leaders

  1. Mathematics team to identify a list of resources that are needed (not wanted) to improve student achievement and teacher efficacy.
Mathematics Team and Library Manager

  1. Meet with whanau of target students to work together on joint teaching interventions and interactive homework
SMT/teachers

  1. Identify children that will be a part of ‘Alim’ professional development
Mathematics Team

  1. As part of Alim2 with increased teacher and student numbers, accelerate the progress of more targeted students in mathematics
Mathematics team

  1. Mathematics Team to review the effectiveness of the TSB Mathematics Programme.
Mathematics Team

  1. Identify children who will be a part of the TSB Numeracy programme and ensure programme is targeted to their needs
Mathematics Team

  1. Analyse Mid Year data as a reflective point to guide future decision making
SMT/Mathematics Team

  1. Complete 2016 Annual Report
SMT









2016 BUDGET:
STAFF PROFESSIONAL DEVELOPMENT
PROGRAMMES FOR LEARNING
LEARNING RESOURCES
Activity
Budget
Actual
Activity
Budget
Actual
Activity
Budget
Actual
Mathematics PLD
MOE funded

TSB
$11400
























Signed: ______________________________________ Signed: ________________________________
            Principal: Kerry Nancarrow BoT Chair: David Bevins
Stratford Primary School Board Chairperson
Dated:

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