2018 Maths Target

St Joseph’s School Maths Achievement Target 2018

Strategic Annual Plan Goal

To ensure every child is fully engaged and empowered in learning for success:


OVERALL AIM OF TARGET:

Accelerated progress compared with previous progress for children with specific learning difficulties or other diagnoses.

Accelerated (more than a year’s progress) for others.

Acceleration towards working comfortably at level 4 by the end of year 8.


MEASUREMENT OF EXPECTATIONS AND PROGRESS


Numeracy Expectations:












Level 1

Level 2

Level 3

Level 4

Level 5

Em

1 - 1

CA

CAI

AC

EA

AA

AM

AP




After 1 year

After 2 years

After 3 years

End of year 4

Year 5

Year 6

Year 7

Year 8


Emergent

Stage 1

Stage 2

1B/1P

Stage 3

1P/1A

Stage 4

2B/2P

Beginning Stage 5

2P/2A

End of Stage 5

2A/3B

Beginning Stage 6

3P/3A

End of Stage 6

3A/4B

Beginning Stage 7

4P/4A

End of Stage 7



B= Beginning

Using a range of aspects of the level but not consistently and confidently

P = Proficient

Using all aspects of the level but not consistently

A = Advanced

Using all aspects of the level consistently

NB: there is an overlap between advanced and beginning the next curriculum level




St Joseph’s Concurrence with Whitestone Kahui Ako Achievement Goals for maths


Year

Target

Planned Actions


2018

To have at least 81% of all year 1 to 10 students achieving National Standards expectations in Mathematics by the end of 2018

  • Embed consistent mathematics moderation practices across the CoL

  • Consistently use  PaCT or Progressions

  • Share teachers’ strengths in mathematics

  • Begin to develop curriculum approaches to improve learners’ attitude towards mathematics through STEAM

  • Begin to improve teacher knowledge and practice about how to best engage learners in mathematics

  • Begin to explore ways for boys to make connections between the purpose of mathematics and their ability to meet that need via STEAM

  • Regular meetings, both leadership and CoL wide, to develop shared understanding and collaboration across the CoL

St Joseph’s

At the end of 2017 81% of students in year 1-8 were at the National Standard. Pasifika = 65% and Maori = 75%.

At start of 2018: 4 of 17 Pasifka students from years 2-8 are below expected standard (equivalent with NS) = 76% at or above.

3 are one year below and will accelerate 2-3 sublevels to be at the expected level.

1 is two years below and will accelerate by 3 sublevels (18) months in order to make progress towards the expected level.

= 94%.


At start of 2018: 4 of 17 Maori students from years 2-8 are below expected standard (equivalent with NS) = 76% at or above.  Three of these are on IEPs and will continue aiming at accelerated progress.  The 4th will accelerate to the expected curriculum level = 82%






Baseline Data:

Maths results have improved across the school. Maths at and above across the school is 79% which is up from 2016 when it was 75%.  Year 4 and year 7 are doing particularly well.  Things that have made a difference are specific acts of teaching and assessment.

88% of Asian mathematicians are at or above the standard.

Boys are 84% compared with 77% girls.

The year 3 and 4 area has 89% at and above.  But the focus needs to stay on this area so that the seniors are set up for maths success without gaps.  

Pasifika is lower with 65% at or above.  We have had intensive targeted Pasifika maths teaching this year which has moved the younger children but there are other barriers for the older children.

Maori is lower at 75% and as for reading and writing our learners.  There is only one Maori learner who is identified primarily as Maori, below.  The rest are identified first as European.

Targets:


End 2017

Target

End 2018

Progress

Percentage at the standard

3 out of 17 Maori learners in years 2-8 are more than two years below


1 is one year below

Accelerate





Accelerate to reach expected level

= 82% at expected level




3 out of 17 Pasifika learners in years 2-8 are a year below.


1 is more than two years below

Accelerate to reach expected level




Make 3 sublevels progress (18 months) towards expected level

= 89% at expected level





We aim to raise the achievement of all our mathematicians through engaging in the Whitestone Kahui Ako actions.



Actions to achieve targets

Led by

Budget

Timeframe

ELL coordinator to provide ELL pd at staff meetings regarding consistent vocabulary

ELL Coordinator


Term 2

Maintain focus on year 3-4 place value and fractions in order to ensure full numeracy understanding moving into the senior school.  Repeat maths intervention from 2017 - assessment, peer coaching.

Maths Coordinator

Year 3 & 4 teachers

½ unit

10 hours release = $600

Term 2-3

Streamline maths curriculum from year 5 through to high school.  

Re-introduce literacy teaching in maths problem-solving.

Ensure strands are the majority of learning time.

Ensure effective arithmetic strategies are in place for all learners to compute with large numbers and decimals.

Review maths curriculum/learning progression to give weight and balance to future maths needs - work with St Kevin’s to do this.

Maths Coordinator





Maths Coordinator and principal


2 days release = $600

Term 2

Develop and implement a consistent maths enrichment program for senior and intermediate students.

Enrichment coordinator / principal

½ unit

1 day release = $300

Term 2+

Whitestone Kahui Ako Actions




  • Embed consistent mathematics moderation practices across the CoL

  • Consistently use  PaCT or Progressions

  • Share teachers’ strengths in mathematics

  • Begin to develop curriculum approaches to improve learners’ attitude towards mathematics through STEAM

  • Begin to improve teacher knowledge and practice about how to best engage learners in mathematics

  • Begin to explore ways for boys to make connections between the purpose of mathematics and their ability to meet that need via STEAM

  • Regular meetings, both leadership and CoL wide, to develop shared understanding and collaboration across the CoL

Across and within school teachers


Maths Coordinator


STEAM team


Principal


All teachers

COL release for teacher inquiry groups = $5400


To Improve Transitions











Pasifika:

Pasifika learners will be specifically investigated and for those who are below across the school we will analyse and address their areas of weakness on an individual basis.   The Pasifika homework group will also be used to address home and school connections and provide extra support in maths.

NUMPA testing given to all Pasifika learners.  MT to analyse - done.


Ensure that vocabulary to access curriculum is in place

Focus target areas identified by MT’s testing - specific explicit small group teaching/regular formative assessment

Set up sustainable home support through homework group.

ELL coordinator is going to take this group for specific coaching using maths materials

ELL Coordinator, Pasifika Teacher, all teachers

Pasifika half unit, Maths unit, ELL coordinator wage.

Release given for NUMPA testing


Six more days ELL coordinator funding requested.

Tms 1-4

The year 3-4 learners will have a specific focus on place value and part/whole partitioning which have been found over the past few years to be areas of underlying weakness which have come through and hindered our older mathematicians.

Release for MT.  Need to organise equipment.  MT analyse the gaps.  NW/SJH to teach model lessons with materials.  Check for junior/middle numeracy program knowledge.


Plan for Term 3 specifics - see below


DO WE NEED MORE EQUIPMENT?  If so please add to budget column.

Maths leader teacher, whole staff, MH teachers

Maths release in term 3

Tms 1-4

Reinstate the enrichment register and provide specific maths enrichment experiences for our high achieving mathematicians in years 6-8.

Instate more robust moderation practices for making OTjs  of level 3-4 mathematics.

Happening. Extension maths group are also entering the Aoraki Maths Challenge.


Moderation deepened for the whole school.  A selection of OTJs including borderline cases are moderated by at least three teachers and over-viewed by principal.


SENCO, principal, all teachers

Parents pay for extension group materials


School pay for Aoraki Maths Challenge


Extra teacher used for years 4-6 maths extension in term 3 (1 hour per week) as principal workload too high - principal still take year 7 &8 group.

Tms 2-3

Targeted teaching as inquiry processes to monitor and raise the achievement of the students in the year 8 cohort who have fallen below the standard.  Further investigation into best teaching practice for maths for year 6+ students balancing the numeracy program with traditional arithmetic skills  in order to ensure equal access to the strand curriculum for all mathematicians.

Number knowledge improvement by the end of term 1.  Teaching less but deeper.

Marg Wright Maths PD - maths leader attended - shared with staff during whole staff pd.

Continued Maintenance and solid maths program

SMART goals for targeted students

Intermediate leader, maths lead teacher, principal, all teachers


Tms 1-4

External pd from Otago University on culturally responsive practice in maths.  

Cultural responsive maths pld timetable



Lesson modelling, observations and feedback.


Term 3 2017 - Term 3 2018




Lead teacher in maths will oversee and address areas for maths pd within the school.



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