Curriculum
Curriculum Information

Curriculum Focus

  1. That students will meet or exceed the national expectations in Numeracy and Literacy with the support and guidance of the teaching staff. Staff Development will focus on consolidating their teaching practices, up-skilling in the knowledge and use of the measuring tools such as AsTTle, Ikan, Gloss and Overall Teacher Judgements to be able to report to parents/pupils using the National Standards.
  2. To continue to develop 21st Century learning environments using IC. Technology which will enhance teachers’ effectiveness, improve student engagement in learning and raise achieve-ment for all students.


Pastoral Care

  1. That students and teachers will respect each other and show a healthy respect for their environment.
  2. That we will continue to develop a culture which promotes a caring and sharing environment, where fear is not a factor, bullying, intimidation, verbal and physical abuse are eliminated and support and guidance is available.
  3. To build strong relationships, based on mutual trust and respect, where each person is valued for their efforts.
  4. That all pupils will be encouraged and guided to participate in a smorgasbord of opportunities and experiences.
  5. That we will continue to strive to ensure that Taupo Intermediate is an important provider of education in this town for the middle years




Charter Charter V3 2018 

Taupo Intermediate School Charter

Introductory Section

Our Vision: To make a positive difference.

Our Mission: To provide a stimulating environment where all students strive for personal excellence.

Our Graduates: Are confident, connected, actively involved, life long learners.

Confident

Connected

Actively Involved

Life-long Learners

Positive in their own identity

Self motivated

Resourceful

Resilient

Courageous

Able to take on responsibility

Relates well to others

Good communicators (verbal, written and digital)

Sense of belonging

Culturally aware

Principled

Team players

Participates

Effective community contributor

Physically active

Diverse interests

Supports and encourages others

Independent learners

Innovative

Perseveres

Literate and numerate

Critical and creative thinker

Able to take on challenges

Values:

At Taupo Intermediate we encourage and model the values, principles and intent of the New Zealand Curriculum, with special emphasis on:

· Respect for self, others and the environment

· Excellence in all we do

· Integrity in all our actions

· Fairness in the way we treat each other

· Innovation, inquiry and curiosity in our learning

· Effective use of digital communication

Our Culture:

Our school has a role of approximately 600 students, with 35% Maori and over 18 nationalities represented.

This is a student-centered school. Our students, and their journey through the emerging teenage years, are at the heart of all matters at school. We care. Caring is at all levels of the school – board, management and staff. We care about our kids and the communities in which they grow and develop.

The school provides a diverse range of opportunities and challenges, shaped each year by changing student interests and prospects available in the community. We nurture and develop the strengths and talents of students and help them discover new interests!

Teachers are selected for their diverse interests and ability to connect with emerging teenagers – there are high expectations for continued professional development and a willingness to strive towards every student reaching their full potential.

We aim to nurture students to be part of creating an Aotearoa NZ in which Maori and Pakeha recognize each other as full Treaty partners, and where all cultures are valued. Our people, policies and practices are developed to reflect New Zealand’s cultural diversity and the unique position of Maori culture.

This charter has been developed in consultation with our school community, staff, students and Tuwharetoa, aligning to the priorities identified by the Taupo Community of Learning.

 

 

Strategic Aims

All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

Maori students are engaged in their learning and achieve educational success with pride in their unique identity, language and culture as Maori.

Students are safe, happy, engaged, and connected with the school and their learning journey.

 

This Charter should be read and considered in conjunction with a number of key documents:

The Prospectus

The 2018 Annual Plan

The 2017 Annual Report

5 and 10 year Property Plan

Professional Development Plan

Community Consultation Plan

The Strategic Policy Framework

2018 Budget

Triennial Workplan 2018-2020

Middle Year Philosophy

Kawanata with Tuwharetoa

Taupo Community of Learning Strategic Plan

The Strategic Section

 

What does it look like?

2018

2019

2020

Strategic aim 1:

All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

School prospectus delivered – high level of student engagement, well-being and opportunities for excellence.

To lift student achievement by the end of 2018 in:

Reading

· to 80% of all students, including Maori, male and Maori male, working At or Above NS.

Writing

· to over 80% of all students, including Maori, male and Maori male, working At or Above NS.

Maths

· to 75% of all students working At or Above NS.

· to 65% of Maori students working At or Above NS.

Inequities for priority learners and all students are getting smaller.

School deepens cultural responsiveness and understanding of individual student needs to drive safety, success and engagement for all students.

Shared vision developed to encapsulate what a Taupo Intermediate graduate is growing towards.

Cohesive and effective leadership team developed.

Staff appraisal system reviewed.

Full school prospectus delivered – high level of student engagement and opportunities for excellence.

The Board will revise the student achievement targets in line with the new system developed to replace National Standards.

The Board will continue to report against National Standards until such time as directed to use an alternative system.

Inequities between student achievement outcomes for priority learners and all students are getting smaller.

Rongohia te hau and Hau Ora concepts embedded.

Strategies implemented for at risk students, with improved outcomes re safety, success and engagement.

Strategic Plan aligned to graduate vision and all people – staff, board, community and students - share the strategic direction.

Leadership structure embedded and focused on improving outcomes for all students.

New staff appraisal system introduced.

Full school prospectus delivered – high level of student engagement and opportunities for excellence.

The Board will revise the student achievement targets in line with the new system developed to replace National Standards.

The Board will continue to report against National Standards until such time as directed to use an alternative system.

Priority learners achievement outcomes are comparable to all students.

School regarded as culturally responsive.

At risk students identified and actively monitored to improve outcomes.

Shared vision embedded.

Leadership structure and succession plan developed.

New staff appraisal system embedded and making a positive impact on student achievement outcomes.

Strategic aim 2:

Maori students are engaged in their learning and achieve educational success with pride in their unique identity, language and culture as Maori.

Strategic aim 3:

Students are safe, happy, engaged, and connected with the school and their learning journey.

 


The Annual Plan

Engagement

Strategic Aim 1: All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

Strategic Aim 2: Maori students are engaged in their learning and achieve educational success with pride in their unique identity, language and culture as Maori.

Strategic Aim 3: Students are safe, happy, engaged and connected with the school and their learning journey.

Annual Aim: To deliver a school prospectus that drives a high level of student engagement, well-being and opportunities for excellence.

Targets: To increase the number of students experiencing excellence.

To increase student participation in school opportunities.

Maintain or improve attendance rates and reduce stand-downs.

To increase student engagement, as benchmarked against 2017 NZCER Annual Survey results.

Baseline Data: Our 2017 Annual Report - participation in Kapa Haka, awards programme, cultural opportunities, academic challenges, sports and outdoor education opportunities, data on pastoral care + 2017 student survey results.

Kapa Haka group very strong and involves Boys Only Class, now leading school wide training so that all classes can actively participate in Powhiri.

191 medals awarded to students for the Principals Academic Award, Donovan Bixley Award and Bevan Docherty Award in 2017 – one student achieved gold medals in all three awards.

Cultural opportunities in 2017 have included – TIS Band, Taupo Intermediate School Has Talent, Dancing, 2nd Languages and Noumea – New Caledonia Cultural Exchange, plus Abel Tasman camp.

Academic challenges – 82 students participated in ICAS tests in Science, Writing, English, Mathematics and Computers – achieving 25 Merits, 67 Credits and 17 Distinctions. Convened Mathmatters competition, literacy quiz and participated interschool competitions in science, literacy and Technology.

Sports and Education Outside the Classroom – participation in AIMS games, BMX, golf, canoe slalom, cross country, yachting, squash, gymnastics, swimming, multisport, 6 a side hockey and netball. School teams in netball, touch rugby, rugby, netball, hockey and basketball. Interclass sports competitions at lunchtime for a wide range of sports. All students offered the opportunity to visit the ski fields and participate in a school camp.

Pastoral Care: 90.65% attendance rate.

15 students were stood down for a maximum of 5 days each – no suspensions or exclusions.

12 students placed on “in-school” suspensions (isolated and supervised by senior management).

Our 2017 online survey of students (NZCER Me and My School) showed that the majority of students were happy and engaged, and the results will be used to benchmark improvements in student engagement.

We acknowledge that intermediate students “change” every two years and that the prospectus will need to evolve as student interests change over time.


 

Actions to achieve target

Led by

Resourcing

Timeframes

Indicators of progress, incl. monitoring and review

School Wide Culture and Practices

2018 School Prospectus formed – 2017 prospectus reviewed against student transition data, current opportunities and community feedback from contributing schools.

Senior Leadership Team

Nil

Nov 2017

Community consultation and Student visits held – Oct 2017

Staffing requirements and leadership team for 2018 confirmed.

Staff PD plan developed.

New opportunities investigated - exchange to China, alternative leadership opportunities

Clear expectations established to deliver against school prospectus.

Board and Senior Leadership Team

$5K music

$31K for replacement of school van

Jan-Mar 2018

Staff planning day held.

Staff appraisal system reviewed and clarified.

Principal performance agreement agreed.

2018 Operations Plan developed.

Review results from Me and My School survey and Annual Report and identify opportunities for greater student engagement and well-being.

Senior Leadership Team

Nil

Term 1

Teachers have a plan for increasing student engagement and well-being in their class.

Form a committee to understand and review Hauora – student wellbeing.

Principal and Board Chair

Nil

Apr – Jun 2018

Board committee formed with clear terms of reference.

Recommendations developed to improve student well being and direct further work.

Committee recommendations received in Jun 2018.

Board is informed on school wide culture and practices, and plans for next steps.

Revisit our school vision statement and ensure we have clear, positive definitions around student safety, bullying prevention that all staff, students and whanau can understand, including cyberbullying issues.

Principal and Teachers

May 2018

Bullying Prevention and Response 2015

Bullying Prevention Week celebrated 14-18 May 2018.

All staff, students and whanau are aware of our school’s expectations regarding bullying and what to do when it occurs. We have a shared understanding and can describe what bullying might look like.

We have shared the contents and used the resource Bullying Prevention and Response – 2015. This provides the guidelines for us to use within our school -to support effective prevention and management of bullying behaviour.

Repeat Me and My School survey and compare trends and patterns in data with last year. Share results with staff, students and whanau.

Senior Leadership Team

Nil

Term 3

Data shows a positive trend. We recognize that students and whanau change every two years and may impact results.

Teaching and Learning

Develop teaching/lesson plans to discover and document key information about each student – who they are, where they are from, their whanau, interests, hobbies and networks.

Classroom teachers

Nil

Term 1

Teachers know their students on an individual basis and have the information needed to develop teaching/lesson plans that are relevant.

Students know their teacher cares and relationships are formed.

Students at risk of not being engaged are identified and supported by Pastoral Care Team.

Pastoral Care Team:

- Principal

- DP’s

- Team Leaders

REAL Counselling Service

Term 1

At risk students receive additional support to participate and engage at school.

Develop teaching/lesson plans in teaching social skills into everyday school life.

Pastoral Care Team

Term 1 & 2

A year long teaching schedule is complete and teachers are able to use lesson plans to explicitly and implicitly teach social skills.

Revise and refine our bullying procedures on what to do when bullying occurs.

Pastoral Care Team

Term 3

We have a streamlined approach to working with those that initiate bullying behaviours, those that are targets of bullying behavior and those that witness bullying behavior.

Community Partnerships

Work with whanau and Rock On (Police and Community Support Group) to manage truant referrals and utilize REAL counselling services as required.

Pastoral Care Team

Nil

Terms 1-4

At risk students are supported participate and engage at school.

Whanau are confident that issues will be dealt with appropriately when they occur.

Shared vision developed to encapsulate what a Taupo Intermediate Graduate is growing towards.

 

 

All stakeholders can articulate what a TIS Graduate should grow towards.

TIS learning pathway in Taupo COL defined.

 


 

Cultural Responsiveness

Strategic Aim 2: Maori students are engaged in their learning and achieve educational success with pride in their unique identity, language and culture as Maori.

Strategic Aim 3: Students are safe, happy, engaged and connected with the school and their learning journey.

Annual Aim: To deepen cultural responsiveness and our understanding of individual student needs to drive safety, success and engagement for all students.

Targets: To improve our cultural responsiveness as measured by students, whanau and teachers.

To embed Rongohia te hau in teaching and learning opportunities, and our school culture.

To develop a framework to measure and understand individual student wellbeing - hauora.

Baseline Data: Our annual school survey – students, whanau and staff, plus observations of cultural responsiveness of teaching staff through COL Rongohia te Hau project in 2017. The findings showed that:

78% of students said that in my school Maori students are achieving across the board

77% of students said that in my school I have the opportunities to do all the things I want to do.

76% of students said teachers talk with me about my results so I can do better.

75% of students said that teachers in my school know me and I know them.

74% of students said teachers know how to make learning fun.

Whanau want more opportunities to connect and contribute their knowledge and experiences at school and to develop closer relationships with the teachers and school.

Teachers said that changes to school organization and leadership could support teachers in better connecting with students, being more involved in decision making and ultimately becoming more culturally responsive and relational. During in class observations in late 2017 by the COL representatives, Board and in school COL cultural responsiveness team leader, most teachers were observed to be culturally responsive and relational in their teaching practices, but there were opportunities noted to strengthen this area through continued professional development, collaboration and inquiry.

Actions to achieve target

Led by

Resourcing

Timeframes

Indicators of progress, incl. monitoring and review

School Wide Culture and Practices

Review policy on Achievement of Maori Students

Board Chairperson

Nil

Mar 2018

Policy review completed and shared understanding of Board obligations established. Reaffirm commitment for Rongohia te Hau project.

Form a committee to continue Rongohia te hau project with Community of Learning.

Principal and Board Chair

Nil

2018

Board committee formed with clear terms of reference.

Board supports roll out of Rongohia te Hau project.

Repeat Rongohia te hau survey annually and compare trends and patterns in data with last year. Share results with staff, students and whanau.

Cultural Responsiveness Team

Nil

Term 4

Data is showing a positive trend. We recognize that the students and whanau change every two years and this may impact results.

Teaching and Learning

PD is ongoing in developing more culturally responsive pedagogy and relational teaching style.

Cultural Responsiveness Team

Terms 1 & 2

 

Teaching for Positive Behaviour 2017

Teachers are given support to develop new teaching strategies and plans based on principles of Rongohia te Hau and Teaching for Positive Behaviour.

Teachers have a clear understanding of what “good practice” looks like and can draw on effective practices that enhance students’ behaviour, engagement, participation, and learning

Mentoring programme implemented to support teachers who need support.

Develop teaching/lesson plans using principles of Rongohia te Hau and teachers observed by COL Cultural Responsiveness Team.

Classroom Teachers

Term 3 & 4

Teachers are able to put PD into practice and get feedback on effectiveness.

Inquiry is used to embed and evaluate changes in practice.

Community Partnerships

Raise awareness of our successes with our bullying prevention and response activity and initiatives. Displays to ensure our messages are clearly articulated.

Pastoral Care Team:

- Principal

- DP’s

- Team Leaders

Terms 1-4

Staff are in regular contact with whanau.

Whanau are confident that issues will be dealt with appropriately when they do occur.

Continue to work with COL to better understand the broader community needs, engage with key stakeholders and strengthen cultural responsiveness pedagogy and relational approach to teaching.

Principal

COL Representative for Cultural Responsiveness

Terms 1-4

School is working with community on issues important to the broader community and Tuwharetoa.

Teachers are collaborating and sharing best practice.

 


 

Reading

Strategic Aim 1: All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

Annual Aim: To lift student achievement by the end of 2018 in READING to 80% of all students, including Maori, male and Maori male, working At or Above National Standards (NS). Inequities between student achievement outcomes for priority learners and all students get smaller.

Targets: To move 84 students from Below to At. (Level 4b for Year 7 and Level 4p/4a for Year 8)

To move 22 Maori male students from Below to At.

To see at least 85% of Year 8 students working At or Above NS by the end of 2018.

Baseline Data: From the 2017 Analysis of Variance and Annual Report, plus consultation with students.

As there has been a focus on numeracy for the last 2 years, we need to strengthen our focus on our targeted students in literacy and move our students achieving Well Below to Below and Below to At.

Having students who are ‘At’ NS at the end of 2016 and ‘At’ NS at the end of 2017 means that they have still progressed through the next years national standard and maintained the level of achievement.

Our 2017 online survey of students (NZCER Me and My School) focused on READING and showed that most students enjoyed reading (70%). These results will be used to benchmark improvements.

Actions to achieve target

Led by

Resourcing

Timeframes

Indicators of progress, incl. monitoring and review

School Wide Culture and Practices

Reading is encouraged and supported by a wide range of media and tools.

Literacy Team

Term 1 & 2

Literacy curriculum reviewed and updated.

Digital literacy is safe and embedded in the curriculum.

All students have access to school desktops or laptops to access a wide range of reading media.

Classroom teachers will hold learning conferences with each student and whanau at least twice a year to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 2 & 4

Learning conferences held twice a year for 100% of students.

Classroom teachers will hold learning conferences with student whose learning is at risk and their whanau at least every term to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 1-4

Learning conferences held four times a year for 100% of students whose learning is at risk.

Deliberately timetable reading during optimum learning times for all classes – READING becomes a key focus of everyday in every classroom.

Classroom Teachers

Nil

All year

Reading becomes a key focus everyday in every classroom.

Teaching and Learning

Identify target students in each class and develop plans to accelerate achievement in Reading with students and whanau.

Classroom Teachers

Nil

Term 1

Target students receive support to accelerate their learning.

Student achievement is monitored.

Students and whanau are engaged.

Use ability groups in classes and select appropriately matched resources.

Classroom Teachers

Nil

Term 1

Use print rich environments where word lists are co-constructed to promote a wider vocabulary base.

Classroom Teachers

Nil

All year

Students are engaged in learning.

Community Partnerships

Participate in professional development available across the Community of Learning:

· Dedicate staff meetings time to teaching strategies for improved Reading pedagogy

· Continue to support COL Literacy Team involvement to share best practice and collaborate

COL In School Literacy Leader + Literacy Team

PD Budget

$30,000

Term 2

Reading PD is scheduled and part of the larger COL focus for improving reading outcomes in the community.


 

Writing

 

Strategic Aim 1: All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

Annual Aim: To lift student achievement by the end of 2018 in WRITING to over 80% of all students, including Maori, male and Maori male, working At or Above National Standards. Inequities between student achievement outcomes for priority learners and all students are getting smaller.

Targets: To move 131 students from Below to At. (Level 4b for Year 7 and Level 4p/4a for Year 8)

To move 42 Maori Male students from Below to At.

To see at least 85% of Year 8 students working At or Above NS by the end of 2018.

Baseline Data:

· Writing results are looking reasonably good.

· Most Year 7 & 8 students are working ‘At’ NS with a small number working ‘Above’ and ‘Below.’

· Only a small low number of students working ‘Well Below’ NS.

· Of concern is the increase in Year 7 Maori males working ‘Below’ NS, which need to be addressed.

· The Year 8 Writing results showed much progress for Maori males and females, with a few number working ‘Below’ N.S. Although, it is of concern the higher number of males and females working ‘Well Below’ NS.

· As many Year 7 students are now working at Level 4 in the NZ Curriculum, it will take many 2 years to achieve the expected NS results.

The Boys Only class is showing progress with moving students from at, to, above in writing

Actions to achieve target

Led by

Resourcing

Timeframes

Indicators of progress, incl. monitoring and review

School Wide Culture and Practices

Writing is encouraged and supported by a wide range of media and tools.

Literacy Team

Term 1 & 2

Literacy curriculum reviewed and updated.

Science, technology and individual areas of interest are used as to scaffold writing topics.

Digital literacy is safe and embedded in the curriculum.

All students have access to school desktops or laptops.

Classroom teachers will hold learning conferences with each student and whanau at least twice a year to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 2 & 4

Learning conferences held twice a year for 100% of students.

Classroom teachers will hold learning conferences with student whose learning is at risk and their whanau at least every term to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 1-4

Learning conferences held four times a year for 100% of students whose learning is at risk.

Teaching and Learning

Identify target students in each class and develop plans to accelerate achievement in Writing with students and whanau.

Classroom Teachers

Nil

Term 1

Target students receive support to accelerate their learning.

Student achievement is monitored.

Students and whanau are engaged.

Use ability groups in classes and select appropriately matched resources.

Classroom Teachers

Nil

Term 1

Use Write That Essay for all students.

Classroom Teachers

22 classrooms

All year

Staff are trained to use Write That Essay resource.

All students have access to Write That Essay resources.

Community Partnerships

Participate in professional development available across the Community of Learning:

· Dedicate staff meetings time to teaching strategies for improved Writing pedagogy

· Continue to support COL Literacy Team involvement to share best practice and collaborate

COL In School Literacy Leader + Literacy Team

$25 x 590 students +22 teachers

Term 2

Writing PD is scheduled and part of the larger COL focus for improving reading outcomes in the community.

 


 

Maths

Strategic Aim 1: All students are successfully able to access the NZ Curriculum and experience broad and diverse opportunities to allow them to reach their full potential.

Annual Aim: To lift student achievement by the end of 2018 in MATHS to over:

· 75% of all students working At or Above National Standards.

· 65% of Maori students working At or Above National Standards.

Inequities between student achievement outcomes for priority learners and all students are getting smaller.

Targets: To move 135 students from Below to At. (Level 4b for Year 7 and Level 4p/4a for Year 8)

To move 34 Maori Male students from Below to At.

To see at least 85% of year 8 students working At students to Above NS by the end of 2018.

Baseline Data:

69% of students are operating At or Above the National Standard in Maths. This a 2% shift upwards from 2016.

56% of the total number of Maori students are At or Above with 50% of Maori boys operating at these levels.

When compared to 2016 data, 66% of students their NS level, requiring students to progress through the next year’s requirements for math. This leaves 33% of students who have made further shifts, either forward or backwards, in their math knowledge: -

· 94 students (15%) shifted 1 or more levels eg: from Below to At, with 2 students showing ‘acceleration’ by moving 2 levels over 2017.

· 111 students (18%) did not move. 71 of these students were Year 7 and could be explainted by differences in to moderation from contributing schools.

The 2017 data shows that targeted teaching has made definite shifts in achievement for 29% of students and, therefore, should be continued. The information demonstrates that more target students made progress than decreased in their Maths level, whereas within the whole school, more students decreased in levels than made gains. Further development should be continued to help teachers provide meaningful teaching experiences which build and consolidate learning for these students but it is also obviously important to be transferring these successful teaching techniques into working with all the students in the class.

Moderation of Gloss testing should also be carried out more to ensure we are all on the same page with this assessment. Working in teams to form the final OTJ is also important to discuss any students teachers are unsure about.

Actions to achieve target

Led by

Resourcing

Timeframes

Indicators of progress, incl. monitoring and review

School Wide Culture and Practices

Math is encouraged and supported by a wide range of media and tools.

Math Team

Term 1 & 2

Math curriculum reviewed and updated.

Science, technology and individual areas of interest are used as to scaffold math topics.

Digital literacy is safe and embedded in the curriculum.

All students have access to school desktops or laptops.

Classroom teachers will hold learning conferences with each student and whanau at least twice a year to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 2 & 4

Learning conferences held twice a year for 100% of students.

Classroom teachers will hold learning conferences with student whose learning is at risk and their whanau at least every term to discuss the student’s progress, learning needs and the next steps.

Team Leaders

Nil

Term 1-4

Learning conferences held four times a year for 100% of students whose learning is at risk.

Deliberately timetable Math during optimum learning times for all classes – Math becomes a key focus of everyday in every classroom.

Classroom Teachers

Nil

All year

Math becomes a key focus everyday in every classroom.

Teaching and Learning

Identify target students in each class and develop plans to accelerate achievement in Math with students and whanau.

Classroom Teachers

Nil

Term 1

Target students receive support to accelerate their learning.

Student achievement is monitored.

Students and whanau are engaged.

Use ability groups in classes and select appropriately matched resources.

Clsroom Teachers

Nil

Term 1

Community Partnerships

 

Participate in professional development available across the Community of Learning:

· Dedicate staff meetings time to teaching strategies for improved Math pedagogy

· Continue to support COL Math Team involvement to share best practice and collaborate

COL In School Math Leader + Math Team

MOE funding for Waikato Maths facilitators

Term 2

Math PD is scheduled and part of the larger COL focus for improving math outcomes in the community.

 








Analysis of Variance for 2017

 

 

Mathematics

Target:  for 2017 To target those students  achieving ‘Below” the  National Standards for Mathematics and also monitoring the progress of those in the other categories. “Well Below / At and Above”.   

 Background:

The 2016 PLD with the MOE funded development does indicate that we have made some difference to our results in particularly shifting both teacher performance and students from the ‘Below” category.

We will continue to look at the results of these who are Maori /Pacifica or are somewhat disengaged from schooling particular academically.

We will continue with the Inquiry Process as this model has been incorporated into our Numeracy programme where the teachers are required to identify priority learners from the below category and focus on making a difference and its is an integral part of the Registered Teachers appraisal process.

Teachers must keep an online professional log of their development and also be clear on what they wish to see as their challenge—what is it that they want to do with the student to be able to action some change.

In 2017 we have been fortunate to be granted a second year of the contract with Mathematics Facilitators from  the Institute of Professional Learning Faculty of Education University of Waikato—Te Toi Tupu—Leading Learning Network with the following goals for our teachers; To improve -

 their confidence with teaching different areas and levels of mathematics

 how they are currently teaching mathematics (groups, books, digital tools ...)

 their familiarity with documents 

 assessments they are using

 how they are using student achievement data

 their students' needs in mathematics

how they gain information from students about their learning

We will also be part of the Community of Learning—COL– and be guided by the Lead Teachers. We will also have our Numeracy team  leading within the school to assist with our PLD  under the organisation of the COL

Action;

 Collation of mathematical achievement data through self review to gain a clear picture of achievement within mathematics.  This will include PAT and  Gloss testing with plans to implement the PACT Tool as part of the COL development  Written report and Class Reviews due end of term one.

 Identify the students that are performing Well below and Below the National Standard. These will form the basis of the Targeted Learners. Focus on a mathematical assessment tool, that  provides comparative data within the academic year and to provide guidance to staff in more focussed teaching of mathematics

 Promotion of numeracy across school environment by deliberate timetabling of  subject and  robust checking that the curriculum is being taught  and covered.

 Teachers to devise teaching plans around a rich problem-solving questions, that are woven throughout the units of work. This year teachers will be able to use online programmes to teach and support our students—Laptops and Work stations

 Monitor teaching practice through performance monitoring and classroom observations. At times it will be necessary for the facilitator to role model what is required and for the teachers to follow up by trialling in their classrooms. Professional development to improve the understanding of mathematics and develop personal competencies.  Identify good teaching practice and back up with good data / statistics.

Target Students:

 Students have been identified within their class who are

underachieving in mathematics—below the standard and specifically monitored throughout the year to gauge  improvement.

We will also collect data:

 - on ethnic and gender groups.

- from our Boys Only Class

-  from the CWAA Classes 

 Monitoring:

March: Base Line data PAT—details to analyse. OTJs to determine National Standards—placed on Term one reports

2017 will also see us working to implement the PACT Tool.

 

Class observations by Team Leaders and External Facilitators

Budget Required for 2017: Staff development is catered for in a separate budget with our contract with Te Toi Tupu and our involvement with the COL in Taupo Cluster Any other support for Technology development to support this area is budgeted for in 2017

Target Outcome:

In the  Year 7 group 23% of the students and  in the Year 8 group there are at least 34% of our students who are below the

National Standard This forms the basis of our Priority group. We will endeavour to shift those “Well Below” to “Below” and “Below” to “At”  the standard.

 TEACHER Achievement areas:

An increase in teacher confidence and personal knowledge based around the stages and the National Standards.

Improvement in the moderation process as a result of our 2nd year in the MOE funded PLD and our direct

involvement in the COL

Analysis / Reflection: To be carried out towards the end of year—December 2017 although the process is on going throughout the year.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

End of Year Maths Report 2017

Sophie Sandham – HOD Maths

WHOLE SCHOOL DATA:

This overall end of year progress report shows that 69% of students are operating At or Above the National Standard. This a 2% shift upwards from last year.

The graph below shows the end of year results for the whole school when being aligned with the National Standards.

 

 

 

 

 

 

 

 

 

 

 

This graph breaks the above information down further to focus on Maori students, in particular, Maori boys.

 

 

 

 

 

 

 

 

 

 

This analysis shows us that currently:

· 69% of all students in the school are At or Above the National Standard for their year level.

· 56% of the total number of Maori students are At or Above with 50% of Maori boys operating at these levels.

When compared with the end of 2016 data, 66% of the students in the school maintained their National Standard level. This does require students to progress through the next year’s requirements for Maths. This leaves 33% of students who have made further shifts, either forward or backwards, in their Maths knowledge. The following graph illustrates those shifts.

This demonstrates that:

· 94 students (15%) have shown developments of 1 or more levels eg: from Below to At, with 2 students showing ‘acceleration’ by moving 2 levels.

· 111 students (18%) have not shown the required progress from their end of 2016 achievement level to continue to move forward in their National Standards OTJ. This is shown through the decrease in levels.

· 71 of these students are in Year 7 which took into account their End of 2016 teacher OTJ. One potential reason for the lowering of results may be due to some difference in moderation from the contributing school.

 

· This may be also demonstrated by the lower level of student decrease in achievement in Year 8, in fact Year 8 shows a higher rate of increase.

The following graph breaks this information down further to focus on Maori development.

TARGET STUDENT DATA:

When compared with the end of 2016 data, 54% of the targeted students in the school maintained their National Standard level; maintaining this standard does still require students to progress through the next year’s requirements for Maths. This leaves 46% of students who have made further shifts, either forward or backwards, in their Maths knowledge. The following graph illustrates those shifts.

 

This demonstrates that:

· 33 students (29%) have shown developments of 1 level eg: from Below to At.

· 20 students (17%) have not shown the required progress from their end of 2016 achievement level to continue to move forward in their National Standards OTJ. This is shown through the decrease in levels. Again, this decrease affects more Year 7 students than Year 8 which may have been explained to some degree above.

The following graph breaks this information down further to focus on Maori development.

This data suggests that targeted teaching has made definite shifts in achievement for 29% of students and, therefore, should be continued. The information demonstrates that more target students made progress than decreased in their Maths level, whereas within the whole school, more students decreased in levels than made gains. Further development should be continued to help teachers provide meaningful teaching experiences which build and consolidate learning for these students but it is also obviously important to be transferring these successful teaching techniques into working with all the students in the class.

Moderation of Gloss testing should also be carried out more to ensure we are all on the same page with this assessment. Working in teams to form the final OTJ is also important to discuss any students teachers are unsure about.

The end of this year has seen staff use the PaCT tool to form OTJs in Maths and I anticipate that this will continue next year. The use of this with more confidence will enable grouping of students and teaching to identified need based on the prior year’s learning. Sharing of data when transferring to the Intermediate School can only help us know our students more and, for our own transitions from Year 7 to 8, it will be helpful to have this information immediately available to the teacher at the start of the year.

In terms of PLD funding for 2018, we have been granted this again at this stage. This has been a busy year and I would like to thank you for your support of the Maths development in the school.

Our information sharing needs to improve with the transfer of information from the

Contributing Schools - The year 6 info - It is our demographic area and the passing on of info that are factors.

 

 

 

Writing

TARGET FOR 2017: To target the number of students ‘Well Below” and ‘Below” the National Standards for Writing.

The writing target would be to accelerate the progress of those operating below the standard in relation to the writing standards and raise the achievement of all students

Background ;

2017  As we are now members of the Community of Learning - COL– we are expecting the  Lead Teachers to work with our Literacy team—a team of dedicated teachers whose role is  to provide the support and guidance to sustain the development from the previous years. We have appointed “Lead Teachers” in our school to spearhead this development 

The Literacy team in our school will continue to work hard to have clear protocols for our Inquiry Learning development and in particular that all our  teachers were demonstrating high levels of teaching practice based on the work with the Priority Learners.

Literacy team will lead the PLD in our school:

· Writing Inquiry Learning

· Guide the Implementation of the PACT Tool

· Focus on interactive writing plans and activities to reinforce/develop spelling, grammar and punctuation.

· Provide guidance on surface features especially with grammatically correct sentences, use of complex sentences, correct use of paragraphing and the deliberate use of written language features (metaphors, rhetorical questions etc)

· To continue to work hard on the moderation process

 We have worked particularly hard on our OTJs and not used the exemplars purely as check lists but we now have more confidence to make a judgment and back this up with evidence.

In the past, there were too many levels  of discrepancy and inconsistency when making our OTJs. across our teachers in Taupo Intermediate School but we believe that we have moved on and made progress with our development.

We still have concerns about the large discrepancies with the OTJs from our Contributing schools but we have to accept them initially and then make OTJs later once we have collected our own data and information I believe the introduction of the PACT tool will help.

 Action: 

 We will continue to dedicate staff meeting time to teaching strategies for improvement of writing.

Promoting the use of correct grammar, complex sentences, re crafting and proof reading skills within relevant writing tasks linked with Inquiry Learning by means of observation.

There will need to be a lot of work between the COL and our Literacy team. Support for teachers, through the COL, the Literacy Team and Classroom Teacher is important for us to share ‘good’ practice across the community and our school.

 An action plan for writing to be compiled by each teacher based on the data gathered in term one

Teachers will need to utilise the curriculum so that regular writing is happening for students.

 There will be across the school writing logs / books and samples, demanded and assessments carried out by teachers then brought together for “moderation” process to take place with links to the Literacy progressions. This process is an important part in getting consistency across the school.

 The choice of topics that we discuss or write about is important –the right audience / high interest. This is particularly important for the growth of our Boys and /Maori Boys who feature in the below categories of the National Standards.

 The “Well Below” and “Below’ the Standards will need critical analysis—and appropriate action being taken.

 We will continue to ensure that our Laptop programme will enhance our writing programmes, as in the past 2 years, we believe that our students were much more receptive to writing when using their Computers in the class programme.

 Targeted Students /  Staff / Parents.

Students:  need to be achieving at their Year level or at the very least one year off.

Staff: To develop action plans for Writing Strategies, the motivation of students, moderation and formative assessment. Links to grammar and surface features, links to digital learning should be inherent.

Parents: We need to provide good concise information so they can understand the information we use to report on Nat. Stand.

 Monitoring:

Literacy HOD  and Team leaders will work with teams to ensure quality programmes throughout the school, through

processes that monitor teacher capability and effectiveness.

Teacher documentation and evidence also valuable data gathering; Cross-curricular—this will be included as part of the Teachers Professional Log  which will be kept in our One Note online portfolios—Registered Teacher Criteria.

TARGET OUTCOMES: Student achievement  areas shows a large number of students below the Standard and a disproportionate number of Maori students with 34 / 98  Maori Students below the standard. In Year 7 and  49/108 in Year 8

Overall  the priority will be to shift 31 of our students from Well Below to Below and to shift 148 students from Below to At.

 Achieved Outcome:

Achievements levels in National Standards from these cohortsto be collated in December 2017

 Analysis / Reflection:  We are expecting to see improvements as the year goes on as we spend more time on the moderation process and also with the sharing of good practice. We will be asking for samples to be collected at the same time so we are able to monitor as we go in October / November. This will help with our ‘OTJ’s

 

 

 

 

 

Comparison in achievement in Writing from Full Year 2016 to Term 4, 2017, for Year 7 and Year 8 students. 

 

·         Year 7 students There are slightly more male students working ‘Well Below’ NS compared to 2016; however, there is no change for females.

·         More males are working ‘Below’ NS; however, there is no change for females.

·         There has been a considerable decline in males working ‘At’ NS along with a decline in females.

·         A considerable increase in male & females working ‘Above’ NS is evident.

 

 

Year 8 students

·         There are slightly more male students working ‘Well Below’ NS compared to 2016; however, there is no change for females.

·         There has been a decline in male and female students working ‘Below’ NS.

·         No change in males working ‘At’ NS; however, there has been an increase in females attaining this level.

·         There has been an increase in males working ‘Above’ NS; however, there is a slight decline in females working at this level.

 

 

 

 

 

 

 

 

 Year 7 Male

·         A considerable increase in achievement for male students working ‘Well Below’, ‘Below’ and ‘Above’ NS. Now approximately 13 students ‘WB, ’ 52 students ‘Below,’ and 31 students working ‘Above’ NS.

·         A decline in students attaining ‘At’ - approximately 50 students ‘At’ NS; however, there was a considerable shift from WB & Below.

 

 

 

 

 

Year 7 - Maori

·         An increase in both Maori male & female students working ‘Well Below’ NS.

·         A considerable increase in Maori male students working ‘Below’ NS; however, no change for females.

·         A considerable decline in Maori males working ‘At’ NS – almost half; however, no change for Maori female students.

·         An increase in Maori male students working ‘Above’ NS – double; however, no change for Maori female students.

 

 

 

 

Year 7 - Maori Male students

·         Slight progress made from ‘Well Below’ NS.

·         A considerable increase in the number of Maori male students working ‘Below’ NS.

·         A huge decline in Maori male students working ‘At’ NS, almost half.

·         An increase in number of Maori male students working ‘Above’ NS.

 

 

 

 

 

 

 

Year 8 Male

·         A slight improvement in ‘Well Below’ NS, approximately 13 students.

·         A considerable decline in ‘Below’ NS, approximately 38 students.

·         No change in ‘At’ NS, approximately 60 students.

·         Students working ‘Above’ NS, approximately 23 students.

 

 

 

 

 

Year 8 - Maori

·         An increase in Maori male and female students working ‘Well Below’ NS.

·         A decline in Maori male and female students working ‘Below’ NS.

·         Little change in Maori male students working ‘At’ NS; however, a considerable increase in Maori female students working ‘At’ NS.

·         A considerable increase in Maori male students working ‘Above’ NS; however, a decline in Maori female students working ‘Above’ NS.

 

 

 

 

 

 

Year 8 - Maori Male

·         Approximately twice as many Maori male students working ‘Well Below’ NS,

·         A considerable decline in the number of students working ‘Below’, approximately one third.

·         Little change in the number of Maori male students working ‘At’ NS- a slight decrease.

·         A huge increase in Maori male student’s working ‘Above’ NS.

 

 

 

 

 

 

Boys Only Class

·         This shows that there are no students Well Below in 2017 compared with 2 in 2016

·         There are 8 students achieving below the standard in Writing, the same as in 2016

·         21/29 students are achieving at or above the standard in 2017 compared to 19/29 in 2016

·         10/13 Maori boys are achieving at or above the standard compared to 9/13 in 2016

 

 

 

 

 

Overall:

·         Writing results are looking reasonably good.

·         Most Year 7 & 8 students are working ‘At’ NS with a small number working ‘Above’ and ‘Below.’

·         Only a small low number of students working ‘Well Below’ NS.

·         Of concern is the increase in Year 7 Maori males working ‘Below’ NS, which need to be addressed.

·         The Year 8 Writing results showed much progress for Maori males and females, with a few number working ‘Below’ N.S. Although, it is of concern the higher number of males and females working ‘Well Below’ NS.

·         As many Year 7 students are now working at Level 4 in the NZ Curriculum, it will take many 2 years to achieve the expected NS results.

·         The Boys Only class is showing progress with moving students from at, to, above in writing

 

What does this mean

As there has been a focus on numeracy for the last 2 years, we need to focus more on our targeted students in literacy and move our ‘Well Below’ to Below and our ‘Below’ to At NS. A better focus for Maori students is needed to increase their Writing attainment. Having students who we ‘At’ the standard at the end of 2016 and ‘At’ the standard at the end of 2017 means that they have still progressed through the next year’s National standard and maintained their level.

Next year goals

·         Targeted Writing programme for Maori students working Well Below and Below NS. To increase all areas including Maori students, male students and Maori male students to over 80%

·         To lift the level Writing for Year 8 students to over 85-90% working At or Above NS by the end of 2018.

·         To identify new Year 7 students ‘at risk’ and working Below NS to attaining At NS by the end of the year.

·         To continue using Write That Essay Writing programme with students.

·         Teachers to continue with Professional Development in Writing.

Reading

TARGET FOR 2017: To raise the achievement levels of those students ’Well Below’ and ’Below ’  the National Standard for Reading. The reading target would be to accelerate the progress of those operating below the standard in relation to the reading  standards and raise the achievement of all students

Background ;

As part of our Literacy programme we continue to look at more specifics in our reading

Some of our strategies were to analyse, collect and collate both student and teacher data as evidence of ongoing monitoring and relating teacher practice to student achievement leading towards embedded inquiry and sustainable practice.

Emphasis being the achievement of students being directly related to the effectiveness of teaching.

To this end we continue yearly to revisit the Reading area of the Literacy Curriculum.  

We also continued to practice the teaching style of Inquiry Learning and continue to pursue high levels of teaching practice identifying priority learners and providing the learners with strategies to help improve levels of achievement.

Some aspects remain a focus for our Reading programme in our school :

1. Develop a sound understanding of the progressions become familiar with the framework documents…  Unpacking the Reading and Writing Standards.’ (esp for PRT teachers).

2. Shared understanding of the levels below, at and above their teaching level (Well below, Below, At and Above National Standards) to make consistent judgements.

3. Reinforcing the key vocabulary for Writing & Reading – develop cross-curricular writing samples for evidence (integration).

4.Reinforce Reading strategies (Sheena Cameron resource books

We will continue to use STAR and PAT for assessment analysis of data and for this year we will be involved with the COL in trying to  implement the PACT Tool to get some consistency across the community and our school

We will continue to use our Current Issues / Events programme to broaden our exposure to vocabulary, to encourage more discussion and to be able to take advantage of the events that are happening in our world on a day to day basis.

Action:

Taupo Intermediate is a member of the Community of Learning. Our actions will remain the same for 2017 but will involve some PLD across the Community. We will continue to:

Þ Work to increase teacher capability and knowledge of reading .

Þ Dedicate staff meeting time to teaching strategies for the improvement of reading

Þ Support for teachers through the COL, the Literacy Leadership group and our Teaching Teams. Classroom Release and Observations remain an important component for us to share ‘good’ practice.

Þ Hold Team meetings and ensure that they have a major emphasis on professional development., sharing of ideas.

Þ To improve reading comprehension skills through focussed teaching and specific acts of teaching during Guided Reading.

Þ To monitor closely student achievement of critical students through effective use of NZCER—PAT comprehension , Vocabulary and also STAR along with Probe and Running Records and the introduction of the PACT Tool in 2017

Þ Ability grouping will need to be utilized in classrooms with resources selected specifically for their age group.

Þ Deliberately timetabling Reading—Literacy and numeracy—during the optimum learning times of the day—9-11.30am for all classes. READING becomes the focus everyday in every classroom.

Þ To encourage the use of “print-rich” environments where word lists are  co-constructed to promote a wider vocabulary  base.

Þ To have clear guidelines for the use of Technology - / LAPTOPS into our classroom programmes and to this end all our students are signed up for EBooks at the Taupo Library

 Targeted Students /  Staff/ Parents.

Students:  need to be achieving at their Year level or at the very least one year off.

Staff: To develop action plans for Reading Strategies, and the motivation of students.

Parents: Each class teacher will be required to report to their Parents by:

-            producing an End of Term One Class Report which will summarise the gathered Data and indicate where the learning levels are at, then hold focussed Parent Interviews at the end of Term two, to provide some information for future direction and at the end of the year, issue a summative report of the years progress and achievements.

 Monitoring:

The Lead Teachers from the COL and within the Literacy Team within the school and through the teaching teams are to ensure quality programmes throughout the school, through processes that monitor teacher capability and effectiveness.

Use of PROBE, STAR, PAT, and the introduction of the PACT Tool to help with the monitoring process.

Listening to Pupils read.

Set up Group work according to ability.

Reading

Whole School Data:

This overall end of year progress report shows that 82.4% of students are operating At or Above the National Standard.

 

Male students

The graph below breaks the above information down further to focus on male students. This shows that 78.3% of male students are achieving At or Above the National standard

·         75.3% of Year 7 Male students are achieving at or above the National Standard

·         81.2% of Year 8 Male students are achieving at or above the National Standard

 

 

 

Maori Students

This graph focuses on Maori students. This shows that 77.7% of Maori students are achieving At or Above the National standard

 

·         73.85% Year 7 Maori students are achieving at or above the National Standard

·         81.4% of Year 8 Maori students are achieving at or above the National Standard

 

·         82.3% of Year 7 Female Maori students are achieving at or above the National Standard

 

·          

·         65.4% of Year 7 Male Maori students are achieving at or above the National Standard

·         85% of Year 8 Female Maori students are achieving at or above the National Standard

·         77.8% of Year 8 Male Maori students are achieving at or above the National Standard

Maori Male Students

This graph focuses on Maori boys. This shows that 77.7% of Maori students are achieving At or Above the National standard

 

·         65.4% of Year 7 Male Maori students are achieving at or above the National Standard

·         77.8% of Year 8 Male Maori students are achieving at or above the National Standard

When compared with the end of 2016 data

Year 7 - Male

·         This shows that there are 49 male students achieving above the standard, compared with 45 in 2016

·         There are 63 male students achieving At the standard compared to 70 male students in 2016

·         It also shows that there are 33 male students achieving well below or below the standard compared to 30 in 2016

 

 

 

 

Year 7 - Maori

·         This shows that there are 19 Maori students achieving above the standard compared with 19 in 2016

·         There are 53 Maori students achieving At the standard compared to 65 male students in 2016

·         It also shows that there are 27 Maori students achieving well below or below the standard compared to 26 in 2016

 

 

 

 

 

Year 7 - Maori Male

·         This shows that there are 8 Maori students achieving above the standard compared with 9 in 2016

·         There are 25 Maori students achieving At the standard compared to 26 in 2016

·         It also shows that there are 19 Maori students achieving well below or below the standard compared to 17 in 2016

 

 

 

 

 

Year 8 – Male

·         This shows that there are 56 male students achieving above the standard compared with 51 in 2016

·         There are 59 male students achieving At the standard compared to 51 male students in 2016

·         It also shows that there are 25 male students achieving well below or below the standard compared to 39 in 2016

 

 

 

 

Year 8 - Maori

·         This shows that there are 28 Maori students achieving above the standard compared with 34 in 2016

·         There are 50 Maori students achieving At the standard compared to 40 male students in 2016

·         It also shows that there are 19 Maori students achieving well below or below the standard compared to 24 in 2016

 

 

 

 

 

 

Year 8 - Maori Male

·         This shows that there are 12 Maori male students achieving above the standard, the same as last year.

·         There are 20 Maori male students achieving At the standard compared to 17 in 2016

·         It also shows that there are 10 Maori male students achieving well below or below the standard compared to 14 in 2016

 

 

 

 

 

Boys class 2017

·         This shows that there are no students Well Below in 2017 compared with 2 in 2016

·         There are only 2 students achieving below the standard in Reading compared to 6 in 2016

·         27/29 students are achieving at or above the standard in 2017 compared to 21/29 in 2016

·         11/13 Maori boys are achieving at or above the standard compared to 9/13 in 2016

 

 

 

 

 

Overall

·         Reading results are looking good with approximately 80% of all students including Maori and males achieving at or above the standard.

·         Year 7 male students and Year 7 Maori students are achieving at a lower rate than the whole school, in particular, Maori Year 7 boys with only 65% compared to the whole school data of 82%. 

·         There are more male students achieving above the standard in 2017 than in 2016.

·         In Year 8 there are less Maori students achieving above the standard but more achieving At the standard than in 2016 and there are less achieving below the standard

·         In Year 7 there is the same number achieving above the standard and below the standard than in 2016 and there is less achieving At the standard.

·         The boys class is showing an upward movement of students achieving in Reading

What does this mean

As there has been a focus on numeracy for the last 2 years, we need to focus more on our targeted students in literacy and move our Well below to Below and our Below to At. Having students who we ‘At’ the standard at the end of 2016 and ‘At’ the standard at the end of 2017 means that they have still progressed through the next years National standard and maintained their level.

Next year goals

·         To increase all areas including Maori students, male students and Maori male students to over 80%

·         To target Maori males in Reading to increase their achievement

·         Teaching reading comprehension and decoding strategies to students well below, below and At the standard

·         To move Below students to At

·         To focus on moving At students more than 1 year to become above the standard