KOPUTAROA SCHOOL

Established 1891

2011 Annual Targets

FOCUS AREA LINK TO STRATEGIC PLAN Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas. TARGET AND TARGET GROUP ACTIONS MEASURED BY WHEN/WHO? WRITING Achievement 75% of children in Years 5-8 achieving at or above the expected national level Explanation: Our data in 2010 revealed that only approximately half our children in Years 5-8 were achieving at their respective curriculum level. Last year was the first time our school had undertaken a school wide writing moderation to assess writing, thus, the data now serves as a benchmark. - Use of the Koputaroa School Writing Matrix as a learning and teaching tool. - Use of National Standards resources. - Facilitation/PD provided by Anne Giles. Formative assessment in Writing. - Walkabouts and Learning Walks to support the development. - Staff Meetings. Ti m e t a b l e d s t a f f a n d t e a m meetings discussing the teaching of writing. School wide writing moderation to occur twice throughout the year to gather data, identify trends, provide consistency amongst staff for the leveling of writing and to monitor and assess progress and achievement. All Staff February/March and October.

FOCUS AREA

LINK TO STRATEGIC PLAN Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas. Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas.

TARGET AND TARGET GROUP

ACTIONS

MEASURED BY

WHEN/WHO?

READING Achievement

85% of children in Years 4-8 achieving at or above the expected national level Explanation: Last year we used both PAT and asTTle to assess reading. While initially having issues with asTTle, the issues dissolved and this is our preferred assessment tool. We had encouraging data from 2010 with 77% of our children achieving at or above, but we aim to have further success in this area. For all children in Years 4-8 to progress at least two sub-levels throughout the year. Explanation: Progress is critical to know how much difference we are making for all our students, regardless of where they started. This data enables us to evaluate programmes highlighting where adaptations could be made.

READING Progress

- Use of e-asTTle as a teaching and learning tool. Use of tool to support formative assessment. - Use of National Standards resources to assist with teaching and learning. - Rimu Team to work collaboratively with interpreting and using the data. - Team to use results to inform planning and programmes. - Monitoring of children who may require additional learning support.

e-asTTle to be administered when required throughout the course of the year to show progress and achievement. At least two assessments to be conductted (February/March, October)

Angela/Regan March/October

FOCUS AREA

LINK TO STRATEGIC PLAN Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas. Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas.

TARGET AND TARGET GROUP

ACTIONS

MEASURED BY

WHEN/WHO?

READING Achievement

90% of our children (in Years 1-3) will be reading at or above the National Standard (expected colour wheel level). Explanation: We had this as a target last year and surpassed it with 92% of our children reading at or above the expected colour wheel level. Learning to Read and having success in reading is fundamental to further success and we aim for this to continue. For all children in Years 0-2 to progress at least four reading levels throughout the year. For all children in Year 3 to progress at least two reading level throughout the year. Explanation: Progress is critical to know how much difference we are making for all our students, regardless of where they started. This data enables us to evaluate programmes highlighting where adaptations could be made.

- Focused planning and team discussion on reading. - Deliberate Acts of Teaching. - Exemplars from the National Standards. - Assessing the needs of learners. - Monitoring of those children who may require further assistance.

Kowhai Team conduct 5 weekly running records to monitor the progress of the children. Childrens reading levels are then mapped on the Reading Wedge reflecting who is at, above or below the expectation.

Beth/Regan Twice per term. November.

READING Progress

FOCUS AREA

LINK TO STRATEGIC PLAN Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas.

TARGET AND TARGET GROUP

ACTIONS

MEASURED BY

WHEN/WHO?

MATHS Achievement

85% of children in Year 4/5 and Year 7/8 achieving at or above the expected national level. Explanation: Our end of year data showed that nearly half our Year 3/4 children were below their respective stage. It is at this area of the school (and stages) that is a key transition from advanced counting to imaging/partwhole. Our data showed that nearly a third of our Year 6/7 students were below their respective stage. This is another key transition area as children are required to know and recall more than one strategy. For all children to progress at least one stage during the year as measured by the GLOSS assessment. Explanation: Progress is critical to know how much difference we are making for all our students, regardless of where they started. This data enables us to evaluate programmes highlighting where adaptations could be made.

MATHS Progress

Goal 1: To focus on high quality learning and teaching and to encourage and support the growth of Tikanga Maori. Goal 5: To engage in regular self review to monitor and evaluate areas.

- Deliberate Acts of Teaching according to the Numeracy Framework and Koputaroa School Maths Delivery. - Use of National Standards resources. - Focused team discussion and planning for numeracy. - Use of multiple examples to assist with the teaching and learning process. - Monitoring of those children who may require further assistance.

Children to be assessed according to the GLOSS framework. Staff Meetings sharing Effective Numeracy practice.

Angela/Regan October