Te Whakangārahu Ngātahi | Planning Together for Ākonga Success

ACTIONS

OUTCOME

RESPONSIBILITY

Continued participation in iDEAL Structured Literacy approach across Phase 1

Including The Science of Learning (SoL) into the Mastery Learning Process.

Moving from Flipped Learning to Mastery Learning terminology

Clear pedagogical practice will occur across all of the classrooms in our school improving practice

Senior Teacher(ST) / DP Curriculum

Replace the existing  School Wide Reading Matrix to replace be replaced with the new curriculum objectives

We will match the ages and stages according to the new phases to help assess more accurately

Te Apiti

Run a full year of DIBELS assessment now that staff have had some training PLD in how to administer the assessments.

Using progress monitoring materials to support learners in areas of need.

Using Instructional Grouping sheets to help group children based on need using the DIBELS achievement scale (At Risk - Exceeding)

ed Literacy in Junior School

Easy and precise assessment data to use to inform practice and next steps.  Assessment is being utilised to assess whether accelerated progress is being made.

Teachers/ST/Te Apiti

The use of iDEAL in Phase 2 and Phase 3 to support a Structured Literacy approach to the teaching of Spelling. 

Improved and accelerated outcomes for students struggling with spelling patterns and rules.

TL / AP / DP

Observational Feedback on Reading practice through:

digiCOACH (SMT and TLs)

Formal Observation x1 termly

Implement the Phonics checks required by the MoE at 20 and 40 weeks.

Analysis of teaching practices and ensuring that all teachers are following the required programmes.  

Te Apiti

Implement the Phonics checks required by the MoE at 20 and 40 weeks

Accurate data of student entry points in school with the hopes to compare these against other schools to measure  the effectiveness of interventions

DP Curriuculum/Ruahine TL/AP

Tiered Literacy Support with AM and CC in Terms 1 and 2

Opportuntites for students to be able to accelerate progress in literacy with wider intervention groups.  

AP/Literacy Support Teachers

One hour of reading taught everyday.

Timetables demostraing this practice.

Te Apiti