2018 Writing Target

St Joseph’s School Literacy Achievement Target 2018


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



> 20 wks

>40 Wks

>80 wks

Year 3

Year 4


Year 5

Year 6


Year 7

Year 8


Year 9



Emergent

1B

1P

1A

2B

2P

2A

3B

3P

3A

4B

4P

4A

5B

5P

5A


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 writing


Timeline: Year 1 to 8 Māori and Pasifika Achievement

Year

Target

Planned Actions


2018

To lift Māori achievement in writing to 65% at or above the National achievement standards

  • To continue to establish consistent practices in moderation of written language.

  • To begin to identify effective practice within the CoL and replicate it.

  • To set up structures for collaborative groups of teachers with targeted students

St Joseph’s

Maori achievement at the end of 2017 = 63.5% at or above.


Start of 2018 data = 67% at or above = 6 learners below:

4 Maori learners to make accelerated progress towards the expected level compared with previous progress.

2 Maori learners to make accelerated progress and meet the expected level.

  • 2 more Maori learners to have individual education plans to address specific needs.

  • 2 to continue on IEPs.

  • 2 to be targeted and specific needs addressed..


Pasifika achievement at the end of 2017 = 50% at or above.


Start of 2018 = 73% at or above = 6 learners below.


6 learners to move 2-3 sublevels to be at the expected level


  • Engagement and motivation has been established as the biggest barrier to literacy success for all learners (see below).

  • COL actions as above.

  • Other individual or ELL actions - see in-school plans for individuals.

  • Identify main areas of weakness on learning progression, prioritise, set targets with child and family and address




Timeline: Year 1 to 8 Boy’s Achievement

Year

Target

Planned Actions


2018

To lift Boys achievement in writing to 70% at or above the National achievement standards.


  • Develop consistent writing moderation practices across the CoL

  • Introduce PaCT or Progressions

  • Begin identify and share teachers’ strengths in writing

  • Set up focus groups on levels of targeted students

  • Improve teacher knowledge and practice about how to best engage boys in the writing process

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

St Joseph’s

End of 2017 = 58% boys at or above the National Standard

Aim to accelerate 9 to the expected curriculum level /NS = 70%

7 more to make accelerated progress.


Boys

5 year 3 at 1P - aim 2B (at)


2 year 7 boys at 3B. 3B (at) by end 2018.


2 year 8 boys working a year below expected level (3P) - accelerate to 4P (at)


7 to at (the expected curriculum level / National Standard)

2 to accelerate

  • Engagement and motivation has been established as the biggest barrier to literacy success for all learners (see below).

  • COL actions as above.

  • Other individual or ELL actions - see in-school plans for individuals.

  • Identify main areas of weakness on learning progression, prioritise, set targets with child and family and address
















3 year 7 boys are two years below the expectation at the end of 2017 - aim at 1 year below by the end of 2018.


4 year 8 boys working more than a year below expected level.  Aim at accelerating progress based on previous progress to get closer to the expected level.


7 to accelerate

  • Specific individual plans identifying and prioritising areas of weakness.


NB: there is overlap with Maori/Pasifika and boys


Strategic Annual Plan Goal

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







Baseline Data:

An area of strength is the accelerated progress in the junior school.

We have introduced phonics and a schoolwide spelling program this year which have caused big lifts in spelling.  This does not always transfer to writing though.

Writing is an area of weakness, particularly affecting boys.  65% of all students were at or above the National Standard at the end of 2017 with 58% of boys at or above.  Our junior learners typically (over the last 5 years) start slowly and make accelerated progress to the point of most learners achieving at the expected levels by year 3.  Then writing typically tails off in year 4 plus.  

Maori learners at or above the standard were 63.5% at the end of 2017 and Pasifika learners were 50% at or above.

Teachers in years 4-8 have identified lack of engagement and motivation as major barrier to successful writing.  This is despite a wide range of motivations provided.  

NZCER - Me and My school survey.  Emotional and Learning engagement are close to norms or more positive.  Cognitive engagement is lower.  Particular area of concern = year 7 (for 2018) girls who have lower learning engagement.  Aim: Raise cognitive engagement to reach norms.  Raise learning engagement beyond norm.


Wellbeing survey - ethnic groups feel very positive at school compared with norms.  NZ/European group particularly boys feel slightly less positive than norms and lack engagement.  Aim: Increase feelings of wellbeing and engagement in NZ/European students particularly boys through making learning interesting and meaningful to them.




Targets:

Start 2018

Target

End 2018

Progress

Percentage at the expected level

9 below boy writers in years 3, 7 & 8

9 to accelerate to expected curriculum level


7 to make accelerated progress compared with previous progress









Actions to achieve targets

Led by

Budget

Timeframe

ADDRESSING ENGAGEMENT years 4-8 - Literacy

Integrated curriculum to create authentic purpose for writing and reading:

Main planning for teachers is in the inquiry curriculum planning format with writing and reading included but secondary to the driving curriculum need.  Literacy learning objectives are clear to the children and support the overall curriculum/project objectives.

SLT


SLT




Whole year

Stimulate student curiosity.  Take back some of student-led inquiry curriculum and have an overall inquiry plan for the year driven in the the first instance by teachers providing experiences which provoke curiosity and present problems to solve - then moving out into student-led areas of interest.  We need this because the students are not self-motivated and their natural curiosity seems to have dwindled.  

SLT/Teachers


Whole year

Develop STEAM integrated areas (Science, Technology, Engineering, Art & Design, Maths).

Spare classroom developed as STEAM and music centre.  

Unit given to create STEAM team with science coordinator to develop STEAM practices and resources.

Develop Science learning progression.

STEAM team

$1000 Science

$1500 tech


$1500 release


1 unit STEAM

½ unit science, ½ unit maths

By end of term 1




By end of term 2

Use our local environment for real purpose:

Engage with Waitaki Community Gardens more effectively.

Take part in Enviroschools project (if it becomes available)

Make, grow, build things for a purpose

SLT

Environment teacher.


Have in place by mid term 1

Develop computational thinking skills to solve problems.   Principal introduce in Teacher Only Day.  Provide initial resources.  Further developed through syndicates and individual inquiries.

Principal / SLT / teachers


Term 1 and ongoing

A real-world need for writing is to have effective writing skills in order to share knowledge.  Children should learn to write as an assessment tool for other curricular areas (essays).  This should never be the only assessment tool for the curriculum.


A real-world need for reading is to gain knowledge:  

Unpack information literacy skills.

Investigate how to teach whole class reading skills whilst accommodating differentiation.

Unpack reading progression.

SLT/teachers


Whole year

Increase engagement through greater opportunities for enrichment.

Individually interview year 7 class at the start of the year around learning and engagement.

Leadership half unit for enrichment coordinator to review and revive school enrichment practices.

Enrichment coordinator to source external enrichment opportunities.

Increase staff use of SOLO for learning in order to provide within-in class enrichment.


Principal, enrichment coordinator, SLT, SENCO

½ unit enrichment

Start of year and ongoing

ADDRESSING LITERACY NEEDS

Ensure good coverage through integrated inquiry curriculum

SLT


ongoing

Continue to use the writing learning progressions.  

All children, and particularly those not meeting expected levels need to what they have achieved and are yet to achieve on the progression.  Priorities set between teacher and students and goals set in order of priority.  Parents to be involved in setting goals.

Start of year parent meeting to gather parent voice.

SLT/teachers/children/whanau


ongoing

In years 4-8 use the reading progressions more consistently.  Unpack what they mean and what needs to be taught to help the children to read to learner.

Principal - senior syndicate.


Term 1-2

Teachers and students keep track of when goals have been met and new areas of development are marked off on the learning progression.  Show evidence in syndicate meetings

SLT / teachers


Ongoing

Continue ELL programs, coordinated by ELL coordinator and delivered by teacher aides.  Continue staff ELL pd.  Provide for a teacher to work alongside ELL coordinator in order to sustain and transmit ELL expertise.  Continue providing for a Pasifika Coordinator.

ELL Coordinator

ELL unit holder

Pasifika Coordinator

TAs

1 unit

$6000 above ESOL grant.


Ongoing

All children more than a year behind the expected level have individual learning plans.  

SENCO/principal/teachers

Leadership release

Ongoing

All children more than two years behind the expected level or who have identified barriers to learning have individual education plans with at least termly team meetings to include parents in assessment reflection and goal setting.

Wellbeing Team/SENCO/teachers


Ongoing

Yolanda Sorryl program used effectively across junior school and implemented by a TA where needed in seniors.  New junior teachers, SENCO and TA trained in program.

principal/SENCO/teachers/TA

$2200

Term 1

Teacher Aides trained in 5 Plus reading program

principal/TA

$900

Term 1

Continue to provide ELL and learning support through teacher aides ABOVE what we are funded for in our Operations and ESOL grants.

BOT

$35,000


WHITESTONE KAHUI AKO ACTIONS




  • To continue to establish consistent practices in moderation of written language.

  • To begin to identify effective practice within the CoL and replicate it.

  • To set up structures for collaborative groups of teachers with targeted students

Across and within school teachers

COL release

Ongoing, start term 1


  • Introduce PaCT or Progressions  - at St Joseph’s continue to use and embed our progressions with new staff.

  • Begin to identify and share teachers’ strengths in writing

  • Set up focus groups on levels of targeted students

  • Improve teacher knowledge and practice about how to best engage boys in the writing process

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


Principal / SLT


Across school teacher, within school teacher.



COL release for teacher inquiry groups = $5400


Ongoing start term 1

Writing Achievement target 2018


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