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Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira.

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Presentation on theme: "Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira."— Presentation transcript:

1 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Strategic Plan

2 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to

3 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to C CareI am kind to others. I care about my world. I use one of my hands to help myself, and the other hand to help others. CooperateI am able to work with other people to make things happen A Aspire / AimsI set a goal, I plan and work to achieve it. I think about what I am learning. I reflect on my learning to help me improve. AssertiveI am confident and have a positive outlook. I think for myself, and do and say what needs to be done. I use ‘Power talk’ to make my message clear. R ResilientI ‘bounce back’ when things do not go as I want them to. I use mistakes to learn and get better. I learn from mistakes. RespectI speak and act politely. I treat people the way I like to be treated. I look after myself, people, and property. E Equity and valuesI have the right to be treated fairly, and the responsibility to treat others fairly. I do what I know is right. ExcellenceI always do the best I can. I take pride in myself, in my work, in my behaviour, and in my effort. S Self-disciplineI think before I act. I use my time well and get things done. I speak and act calmly in my work and play. SafetyI act in a way to keep myself and others safe and happy.

4 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum ManagementLeader 1.Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. 2.Assessment is used to direct and focus future teaching and learning. 3.Māori students achieve highly in all areas of school life. Pat Poland Trudi Stanaway Governance The Board of Trustees is proactive in the governance of Deanwell School.Glen McColl Personnel Management Foster high levels of staff performance by providing a stimulating work environment, and support for ongoing training and development. Pat Poland Financial Management The financial management of Deanwell School reflects a priority on high quality teaching and learning in a fiscally prudent manner. Moira Schepers Property Management 1.Provide a safe, attractive physical learning and working environment that is (a) conducive to learning and (b) all involved enjoy being part of. 2.The future property needs of the school will be planned for. Glen McColl Health and Safety Provide a safe physical and emotional environment.Isy Keen School Management The school is run in an efficient, organised way that complies with current regulatory and legislative requirements.Pat Poland Strategic Goals

5 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Plan 2009 Property Management  Courts – roof, Astroturf, deck.  New room: 1:15, 1:18.  Staff room - enlarge, upgrade.  Staff toilets.  Appoint Project Manager for five years. Teaching & Learning Curriculum  Design Deanwell Curriculum.  E-Learning contract.  Student writing - moderation.  Literacy Leadership.  Enviroschools. Targets -  English.Writing: surface features.  Mathematics.Stage 4 (counting on).  Readiness for School:94% Attendance. Assessment  Enhance ability to analyse data (a) over years and (b) for specific cohorts. Review  Curriculum Plans – update.  Implement recommendations from 2008 Assessment Report.  EOTC Procedures Governance  Mission Statement – review.  Update Board of Trustees handbook.  ERO visit.  Policy review  Develop Deanwell School internet site:  Information to and from the community.  Board of Trustees policies  Consultation with community:  Micro-surveys via newsletter;  Surveys, etc via web site.  Meeting(s) re Deanwell Curriculum. Personnel Management  Professional Development:  NZ Curriculum.  Enviroschool.  E Learning.  Appraisal: learning outcomes. Health & Safety  Road safety, Feet First.  Review safe emotional, physical environment.  First aid training for all staff. Financial Management  Review banking arrangements.  Asset Register. Legal Requirements  Enrolment Scheme - review.  Attendance (targets).

6 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum Plan 2009

7 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to “Discovery” is the overarching concept for school wide learning at Deanwell School in The intention is to extend and transfer previous learning into effective classroom practice. Questioning and thinking techniques vital to Inquiry Learning will direct the strategies, and technologies explored.

8 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen NZ Curriculum Document to Deanwell Curriculum  Design a curriculum that is relevant to today’s Deanwell learners by 2010, to equip them for the world they are going to grow up and live in (living and learning!).  Curriculum Policy (reflecting the NZ Curriculum Principles and ‘best practice’).  Curriculum Plan for each essential learning area.  Core common practice, with individuality and spontaneity.  Coherence (an understanding of where school is heading in teaching and learning), cohesive curriculum (a joining of all the parts).  Key competencies, habits of the mind, NZ Curriculum values, Deanwell virtues and Deanwell CARES are woven into the Deanwell curriculum.  Connections to previous learning.  Community consulted and informed.  Staff Meetings  Teacher Only Day with outside facilitator: Patsy Inger?  Call Back Days: End of term 1, term 2.  ICT PD cluster.  Readings and research.  ‘Literacy leadership’ position created.  Staff presentations to the Board of Trustees in terms 1, 2, and 3. Implement and review. ImplementPat Poland $10,000All year

9 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen E Learning  Pedagogy reflects best practice.  Children are equipped with the skills and knowledge to learn and live in the modern world.  Solo Taxonomy is used in planning and goal setting by teachers.  Questioning matrix developed.  Teaching staff develop a sound knowledge of the pedagogy of Inquiry Learning, and develop classroom techniques to bring theory into practice.  ICT PD Contract.  Attendance at  Attendance at ULearn.  Lead teachers working with staff.  Collaborate with other schools (as learners) to share learning and practice.  Model how we learn in front of the children (by thinking out loud, using child experts, modelling thinking processes).  Up-skill teachers (one outcome being to create career paths for staff). Solo Taxonomy Questioning Judy Benton $20,000All year

10 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen English Literacy Leadership  Improve achievement in literacy across the school.  All teachers are up- skilled in the teaching of reading.  Families are educated about how to help their children with reading and writing, and their pre-school children arrive at school ready for learning with core skills developed.  Early intervention… pre- school. First two years of school are vital.  Maximise learning (boost oral language ability) for children in the first two years of school. Reading and writing ‘floats on a sea of oral language’.  Kick Start programme.  Home-School literacy partnership.  Train a Reading Recovery teacher. Continue Margaret Dawkins $500All year Re-count writing Moderation across the school.  Valid assessment allows teachers to monitor progress of individuals across the school.  Implement and review the exemplars developed in ImplementEnglish Team All year Home-School Partnership  Parents are informed about ‘best practice” when working with their children at home.  Work with literacy advisors Lyn Pascoe.  Four meetings for parents. Judy Benton $1,000Term 1

11 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Target (for Annual Report) English Recount Writing: Surface features in writing  Targeted students will make significant gains within a year and will be working within the expected level or the one below it (ie Yr 4 students will be working within Level 2 or Level 1L)  PD. Content: teaching all students the structure of a sentence – using “Discovery” and developing classroom SOLO models for “Surface Features in our writing” at Levels 1 – 4.  Targeted students to receive in-class teacher support, applying SOLO model to writing.  Targeted students to receive small group Target teacher support 3 – 4 times per Term in Term s 2 and 3, applying SOLO model to writing.  Recount writing sample to be collected by end of Term 2.  Assessment of writing samples, followed by block moderation, followed by school-wide moderation in Term 3. Continue Liz Spackman $500All year

12 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Target (for Annual Report) Mathematics Numeracy Knowledge in Maths  To move students who are working in Stage 4 (counting on) to be secure in part-whole thinking at Stage 5 with corresponding knowledge.  Teacher Aide training Numeracy Facilitator.  Students at risk identified from end of year data (2008).  Teaching staff in-service  Administering IKAN Knowledge tests and GloSS Strategy tests  Targeting at Risk Students programme overview and Number Knowledge teaching in Numeracy  Target groups (4) work with teacher aides using existing data. Two target groups from Year 6 and 2 from Year 4.

13 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Assessment  To tell us where children are at in their learning (achievement level, stage).  To decide on the next learning step.  Pupil reports to parents. - Relate assessment to new curriculum document. - Write an Assessment Plan for Deanwell School. - Continually visit and review goals from previous year’s curriculum review and outcomes. -Parent-teacher interviews… more child-focussed, with child input at the meeting. - Class/block sharing of learning to parents.  Trudi Stanaway, Pat Poland $3,000Term 2

14 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Assessment: Students Records – Classroom Manager  Children who have been in specific programmes (SARR, Reading Recovery, annual targets, etc) can be tracked across years.  Set up Record of Oral Language.  Mathematics – record up to stage 8.  Set up bands to tack children who have been at Deanwell School for all, or part of, of their schooling.  Create a numeracy profile, including Ikan and Gloss.  Create a Barriers to Learning entry and tracking form.  Create tables in English and maths showing ‘critical’ to ‘achieving above expectation’.  Design of forms by teachers.  Constructed by Edtech.  Trudi Stanaway, Pip McLean- Bluck

15 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Target (for Annual Report) Readiness for School Attendance A focus on attendance gives every child the best opportunity to learn (academic and social). Every day for every child counts.  To have most students attend for at least 94% of the school year.  To have no students arrive late for school  Electronic attendance registers.  Monitor attendance  Inform parents when attendance or lateness is a concern.  School attendance and punctuality to be promoted to the school community.  School attendance and punctuality to be promoted to students.  At the end of each Term students with 94% and above attendance to be given an Attendance Certificate Continue Judy Benton $500All year

16 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Enviroschools  Enviroschools Group established.  Incorporate Enviroschools principles them into the school philosophy and into the planning and teaching of classroom programmes.  To plan and action a project.  Enviroschools Group established  Staff Meeting -  Introduction  Vision Map developed  School consultation on Vision Map begun Programmes to meet the Needs of At Risk Children  Specialist programmes are implemented to meet the identified needs of specific children.  SARR.  Reading Recovery. Train a teacher, and continue with current teacher.  Targeted Students.  PMA. Continue Judy Benton $40,000All year Barriers to Learning  Create a Barriers to Learning entry and tracking form on Classroom Manager.  Design by teachers.  Constructed by Edtech. Trudi Stanaway $500Term 1

17 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a quality learning programme with opportunities for all students to experience success in all the essential learning and skill areas placing an emphasis on improving achievement in Literacy & Numeracy. Annual Goals 2009OutcomesHow WhoBudgetWhen Health Promote a healthy life-style (food, nutrition, and exercise) for all students.  Children learn about being and staying healthy through personal care, healthy eating, and physical fitness.  Children learn to be part of a team, co-operation, problem-solving to equip them with the competencies to live, work in society.  Develop a policy in this area relating to the new NAG 5 requirements.  Early intervention… pre- school.  Project Energise.  Review lunch menu offered by school, and implement new menu.  Health & PE team Health & Safety Promote road safety through the road sense programme.  Children know how to keep themselves safe, and put in to practice what they have learned.  Children walk and bike to school the majority of the time, when practical.  HCC School Travel Plan  Road Sense  Feet First   Heather Vaile $1,000

18 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block English: Reading Deanwell school Curriculum: Refer to Reading Implementation Plan and Literacy Acquisition sheets with reading as a focus at least 1 team meeting per term. Where does SOLO and thinking tools etc fit in? Are there daily reading groups receiving instruction based on needs? Is there a place for modelling books/learning intentions in reading? How does the rest of the class know what to do when the teacher is group teaching? Are they taking part in activities that relate to improving their skills in English? Daily attendance and punctuality will continue to be a focus and will be monitored closely. Successful strategies in all classrooms will include choral reading of waiata, poems, shared books, a second reading of the instructional text including re- tell and sequence, nursery rhymes, pm readers, and interactive websites, reading buddies, word lists and news charts. Instructional reading groups will be based on needs identified in formative and summative assessment. Learning intentions will be clear in planning for each group of children. Reading strategies will be integrated into curriculum areas. Teachers will need to teach identifying words and letters, noticing and understanding punctuation. Classroom literacy programmes will include Guided reading and reciprocal reading. Teaching emphasis will be placed on comprehension strategies (inference, reorganisation and justifying an opinion), using a range of fiction and non-fiction texts, including the SRA resource. Teachers will be read to students at least twice during the day. The reading to/ talking with (RTTW) approach will be used both in classroom teaching practice and withdrawal groups. Teacher Aides will be supported by ongoing training. Children to be considered ‘at risk’ readers will need instruction involving grapho-phonics. Students who do not complete homework tasks support will be given by buddy/teacher or buddy reading. Vocabulary development will be taught and practised through RTTW, inquiry learning, an integrated curriculum and literacy programmes. Vocabulary development and exploration will be taught as a part of the daily programme. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

19 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block English: ReadingHome School Literacy sessions will be offered to the community. Comprehension will be taught in all classroom reading. Teachers will use a variety of tools/resources to support higher order thinking and comprehension For all students, learning intentions and success criteria will support them in becoming independent readers. Thinking tools will be evident in teaching and practise work for learners. Shared book teaching sessions will be used to practise thinking strategies. Rainbow reading will continue to be an integral part of the support given to students who are achieving below the expected level in reading. Thinking tools (thinking hats, questioning strategies, habits of mind, thinkers’ keys and graphic organisers) and electronic ICT’s will continue to be incorporated into classroom literacy programmes. Parents will be encouraged to support their children’s learning in reading by reading to and with them at home, and discussing texts to extend comprehension and vocabulary. Teachers will continue to select teaching strategies that best meet the learners’ specific needs in reading. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

20 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA Block English: 6 Year Observation Survey How do we ensure that reporting to parents is happening? Running records will be taken in accordance with the Reading Implementation Plan. Parents will be educated and informed of ways to help literacy at home. Homework books will be used to goal-set with parents at interviews or as required. Teachers will report 6 year survey results to parents. Teachers will all be familiar with Observation Survey and will use data to inform teaching practice. The Literacy Acquisition Framework will be used to drive classroom practise. Emphasis will be on letter sounds, print conventions, letter/word differentiation and reading punctuation in text. ROL will be administered to students who score Stanine levels 1-3 or who are reading below the expected level. High levels of attendance are expected. Continued lateness will be recorded and parents informed. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

21 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block English: Writing – Deeper Features English Committee? A school-wide implication for the assessment is that teachers across all levels will need to discuss and moderate to assist in defining level criteria. Classroom practice will focus on: Modelling by “talking aloud” the way key words can be shaped into sentences Modelling the strategy of think/prepare/write. Teaching the use of graphic organisers for collating helpful words in the sequence of recount writing. Displaying examples of recount writing for students to refer to and talk about. (Whole class/student examples). Teaching and modelling editing in order to produce quality writing. Classroom Practice will focus on: Targeting the genre of recount writing The movement from dependence on a provided framework for planning, to planning independently. Teaching the organisation of ideas in sequence. Teaching students to use their planning/ brainstorm to write the initial draft. Teachers will talk aloud about the structure and features of recount writing, to help students make connections to their own writing. Using a variety of resources to give explicit teaching of figurative language, as appropriate. Classroom Practice will focus on: Modelling and teaching brainstorming techniques and strategies to plan for recount writing. This will include content, personal voice and sequencing. Modelling and sharing the use of personal voice, descriptive and figurative language Explicit teaching to explore a range of vocabulary to show sequencing. Encouraging students to elaborate on concluding paragraphs in their writing. Teaching the writing cycle and displaying it on the wall to refer to during teaching. Exposing students to good examples of recount writing in reading texts so they can recognise the genre. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

22 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block English: Writing – Surface Features A school-wide implication for the assessment is that teachers across all levels will need to discuss and moderate to assist in defining level criteria. Common terminology is B Block in line with what A Block is doing? Target implications- PD Classroom practice will focus on: Modelling and “talk aloud” the process of recount writing. Display and refer to examples of Recount writing on a regular basis. Giving specific feedback to students and student to student feedback so they know the next step for learning. Maintaining the knowledge gained using Recount writing formats on a regular basis. Teaching and modelling proof reading in order to produce quality writing. Texts that support recount writing will be purchased. Classroom practice will focus on: Teaching handwriting and giving students opportunities to practise correct, fluent, consistent letter formation leading to increased visual memory of letters and words. The use of common terminology to describe letters (upper case/capital letters, lower case, tall lower case, half-size lower case and hanging lower case). Specific spelling needs e.g. chunking, blends, spelling patterns, essential lists. The transfer of spelling knowledge into students’ written work. Using the strategy of publishing single sentences as a means of developing visual layout of text and the concept of sentence structure. Make links between sentences in written and aural texts Teaching the strategy of reading aloud to hear the end of a sentence, in order to know where a full stop goes and where to place a comma. Classroom practice will focus on: Using PM Writing Exemplar modelling books to provide explicit examples of surface features. Giving specific feedback to students, and opportunities for student to student feedback Using The Joy Allcock “Spelling Under Scrutiny” resource as a basis for classroom spelling programmes. Displaying examples that clearly identifying surface features. Recognising print features such as punctuation, layout, tenses, spelling and grammar. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

23 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaB BlockC Block Mathematics: Basic Facts - Addition/Subtraction Maths committee/ implementation plan? Long term overviews one yearly or two yearly? Do the year 2’s need to be tested as the expectation is they are working on stage 4? Tool for testing basic facts? Are the current tests the best way? What place does IKAN have in our classroom programmes/ assessment? Classroom practice will focus on: Testing basic facts knowledge at the beginning of the year to give teachers and students base line data. Teaching students how to plot their basic facts results on continuum for their homework books. Students setting appropriate goals to motivate and direct their learning of basic facts. Supporting learning at home with basic facts homework sheets that have a learning plan and guidelines on ‘how to learn’ Classroom practice will focus on: The practise of basic facts with a time limit. Monitoring of students who are at risk (achieving below expectation) and providing appropriate support for them. Teaching the reciprocal relationship of addition and subtraction facts. Teaching the reciprocal relationship of addition and subtraction facts from Stage 2 onwards. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

24 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaC Block Mathematics: Basic Facts Multiplication/Division Classroom practice will focus on: Giving regular opportunities to practise division facts (with a set time limit). Providing planned lessons. Providing support material for at risk students. Teaching the reciprocal relationship between multiplication and division. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

25 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block Mathematics: NUMPA Implementation plan? Coverage of strands at levels and hours per week School expectations Refer to the sheet “which facts are important and when?” NUMPA Staff Meeting February 09 What place does GLOSS have in our classroom programmes/ testing? Classroom practice will focus on: Lessons planned to meet student needs in both knowledge and strategy Modelling books record group learning Basic facts being recalled quickly Number knowledge Reading from a hundreds board/grid/abacus with an emphasis on understanding place value. Writing numerals Recording number stories Talking aloud the problem solving process used Students will practise their maths thinking in learning groups. Monitoring at risk students achieving below school expectations and provide support programmes. Students will be taught to see the link between basic facts knowledge, place value and their strategy thinking. Targeted students will receive both planned classroom teaching and small group support. Up-skilling teachers in Numeracy teaching knowledge and strategy Integrating learning across the curriculum where possible. New resources will be used to support programmes. Year 4 PAT Maths analysis report will inform teaching practice. Assess student knowledge and identify knowledge ‘hot spots’ and use them the focus teaching. Talking in the teaching session. Recording in words, pictures and numbers. Purchase new text books and individual workbooks for at risk students. Year 6 PAT Maths analysis report will inform teaching practice. Take opportunities to observe colleagues at different levels in the school in action, during CRT time. Facilitating and supporting the application and transference of student learning into oral and written maths contexts. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

26 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum AreaA BlockB BlockC Block Mathematics: NUMPASharing orally with buddy/group/class/teacher. Reading written problems. Recording possible solutions. Writing problems for others to solve. Maths tools (e.g. number lines, arrays etc) will be taught as problem-solving tools; just as thinking tools are taught. Mathematics will be in taught in context in all learning areas when the need or opportunity arises. Implications for Teaching and Learning Programmes (From November analysis of School-Wide data 2008)

27 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Professional Development 27 The Way forward: Professional Development For “Discovery” is the overarching concept for school wide learning at Deanwell School in The intention is to extend and transfer previous learning into effective classroom practice. Goal-setting and student knowledge and awareness are a vital component of learning, so will direct the strategies and technologies explored (through the SOLO taxonomy). Questioning and thinking techniques will be developed as the year progreses. Teachers will continue to reflect on their practice, become more familiar with the range of experiences available determine their suitability to meet learners’ needs.

28 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Special Needs We will aim to have teacher aides in the classrooms as much as possible, as research shows this is most effective. Exceptions: Disruption to class; Insufficient space; Class too noisy to work 1 to 1 or in small group.. ProgrammeBlockIn ClassDescriptionWho Rainbow ReadingCYIn C Block; one class per term. TargetsY Reading RecoveryAN SARRBN Perceptual Motor ActivitiesAN Visual Memory ActivitiesBN Oral LanguageABothTalk to learn ESOLAllYTalk to learn In Class SupportAllYAdministration support Learning support Pupil 1 to 1AllYSpeech therapy Specific needs

29 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Review Annual English Numeracy Curriculum  Delivery  Alignment with NZ Curriculum Social Studies English Assessment Mathematics Technology & IT Science Targets – Previous Year, Planned for Current Year Assessment is integral to all curriculum areas, and will be included as part of every review. Curriculum review will be undertaken in week 5 of term 3. 29

30 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Documentation and Self-Review 2009

31 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Mission Statement – review.  Pat PolandTerm 1 Community consultation:  Develop Deanwell School internet site:  Information to and from the community.  Board of Trustees policies.  Develop interactive aspects of web site.  Develop E- Portfolios using Learning Caves  Pat PolandAll year Consultation with community:  Micro-surveys via newsletter;  Surveys, etc via web site.  Meeting(s) re Deanwell Curriculum.  As above. Pat PolandOn-going Board documentation to be incorporated into one document, including all policies and procedures. Pat PolandAll year Teachers will do a curriculum presentation to the Board of Trustees in terms one, two, three. Term 1:E-Learning Term 2:English Term 3:Mathematics Term 4:Deanwell CARES. Learning and Living!  Pat PolandAnnual The Education Review Office will undertake a review of our school. Term 2 Trusteeship: Update Board of Trustees handbook.Board of Trustees elections. Pat PolandTerm 3 The Board of Trustees is proactive in the governance of Deanwell School.

32 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Personnel Plan 2009

33 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Review Management Units Policy in relation to receiving additional units in 2010 and 2011, with a focus on career paths and leadership roles. Implement and review policy. Pat PolandAll year Professional Development There is an on-going Professional Development programmes that supports (a) on-going programmes and (b) an identified focus(es) for the year. Professional development is seen as an ongoing "process" which is internally referenced and regularly reviewed against identified needs and interests of the school, its students and staff. Pat PolandAll year  NZ Curriculum.Implement   Enviroschool.  Judy Burrows  E Learning.Judy Benton Performance Appraisal Staff at Deanwell School are high-performing individuals working in an environment that reflects school-wide and individual goals. In 2009, teacher appraisal will focus on the understanding children have of what they are learning in relation to goal setting. Pat PolandAll year Foster high levels of staff performance by providing a stimulating work environment, and support for ongoing training & development.

34 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Assessment Leadership  Co-ordinate assessment school wide.  Collect data and aggregate for use by teachers. Verify accuracy of team summaries.  With the assessment team, compile reports (a) for the Board of Trustees and (b) to drive future leading.  Targets: over-sight, monitor progress, report.  Trudi Stanaway 1.0 Target: English  Year 4 and 6 students scoring significantly below school wide expectations in Surface Features will make significant gains within a year & will be working within the expected level or the one below it.  Liz Spackman Target: Mathematics  To move students who are working in Stage 4 (counting on) to be secure in part-whole thinking at Stage 5 with corresponding knowledge.  Heather Vaile Target: Readiness for School  To have most students attend for at least 94% of the school year.  To have no students arrive late for school  Judy Benton 1.0 Literacy Leadership  Develop teacher expertise in the teaching of reading.  Margaret Dawkins E-Learning  Lead the E-Learning team.  Liaison with (a) cluster and (b) ICT PD Facilitator.  Write milestone reports.  Act as resource and support person.  Judy Benton 1.0. Enviroschools  Introduce Enviro-schools to Deanwell School.  Implement the Enviro-schools principles and procedures.  Judy Burrows 1.0 Management Units

35 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Curriculum Teams  E Learning  NZ Curriculum Team 1Team 2Team 3Team 4 HealthIsy Social StudiesJoanna, Toni PEHeather R EOTCChris, Veronica EnglishLiz The ArtsLiz, Judy Bu Te Āo MāoriSiohban AssessmentPip, Trudi GATEHelen Special NeedsJudy Be Behaviour Management Cathryn MediatorsTrudi VirtuesCathryn MathsHeather V ScienceRachael TechnologyRaewyn ICTsJohn, Mara, Rachael Review 2008 T 3 Wk 5 All curriculum areas Behaviour Management All curriculum areas Report to Board of Trustees E-LearningEnglishMathematicsDeanwell CARES. Learning and Living! A BlockChris, Joanna, VeronicaJudy Bu, MargaretPip, Helen, Judy BeRaewyn B BlockIsyLizCathrynJohn, Heather V C BlockHeatherSiohbanTrudiMara, Rachael

36 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Financial Management Plan 2009

37 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Fundraising  Ten percent of the Board’s annual income (excluding teacher salaries) is derived from donations and fundraising.  Raise $20,000 for school projects. Pat PolandAll year Reporting  Financial Reports to the Board of Trustees are timely, informative, and accurate. Maro Arcus All year Asset Management  Update Asset Register, including values, rates of depreciation. An Asset Management Programme is reviewed and implemented. Pat PolandAll year Fundraising Banking  Review banking arrangements.  Investigate payment of accounts via internet. Maro Arcus Term 2 The financial management of Deanwell School reflects a priority on high quality teaching and learning in a fiscally prudent manner.

38 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Property Plan 2009

39 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Playing Areas Provide an all-weather area for play and instruction that provided shelter from the sun and from rain.  Roof over one court.  Astroturf to replace asphalt.  Deck for viewing. Pat PolandTerms 1-2 Staff Toilets Upgrade toilets to address the following  Number of toilets for female employees;  Privacy concerns. Pat PolandTerm 4 Staffroom Upgrade the staffroom to address the lack of space, and to make an area conducive to meetings for staff development.  Pat PolandTerm 4 Junior Play Area  Sand pit  Junior adventure playground  Fence Native Tree AreaJudy Burrows Term 3 Classroom Interior Upgrades  Covered seating  Pupil Toilets 1.Provide a safe, attractive physical learning and working environment that is (a) conducive to learning and (b) all involved enjoy being part of. 2.The future property needs of the school will be planned for.

40 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Provide a safe, attractive physical learning and working environment that is (a) conducive to learning and (b) all involved enjoy being part of. 2.The future property needs of the school will be planned for. 1New classroom space 1:15 Relocate VRC 2Astroturf 3Deck and seating outside B5, by courts. 4Staff toilet upgrade 5Staffroom Size 6Pupil toilets – replace 7Hall sound 8Hall lighting 9Hall – cooling 10Classroom interiors upgrade 11Fencing of native area. 12Covered seating and play areas 13Drinking fountains – more 14New sandpit and adventure playground for A Block. 15Develop old sandpit into enviro-schools area. 16Multi-purpose area

41 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to NE Classroom Build so that when roll decreases, the space can be used as a multi-purpose (and performing arts) room; linked to library, Natural light. Fold down tables on walls. Data points, power points… lots! 2.Staffroom extension. Space for 30 adults at one time. Outside area. Natural light. Photocopier space Light switches into A7/C5. 3.Courts upgrade. As planned. Fence must be erected first. 4.Roof between blocks, with seating. Whole school able to be seated under cover from sun and rain. 5.Multi-purpose area. Arts performances, multimedia, recording, research. 6.Tech centres in centre of blocks!!! Relocate teacher areas. 7.New pupil toilets. 8.Fence around native area. 9.Sand pit. 10.Staff toilets upgrade. We need to research options! Property Priorities

42 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Goals: 1.Staffroom will be expanded toward Deanwell Avenue using Board of Trustees funds.. 2.A new library / multipurpose area will be built using 1:15 and 1:18 classroom funding. 3.Current library becomes another classroom. 4.Old library (current C5) stays as a classroom – it can be used by A, B, or C Blocks because of its location. Classroom Spaces: Maximum number of classroom spaces needed at any one time: C Block: 150 children = 5 B Block: 150 children =5 A Block: 150 children… 60 NE = 4 90 Y1-2 = B5 becomes a NE room for a maximum of 35 children. 2.Library becomes C5. 3.C5 becomes B5. 4.New room becomes library/multipurpose area.

43 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to AstroturfRoof New Library Staffroom Staff Toilets

44 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to LengthWidthArea Information for comparison Classroom - B New library MOE NE classroom space allocation Existing Spaces Grass outside AP-SP XO Office Staffroom to front of admin area VRC frontage A Staffroom We need… 2 classroom spaces125 Staffroom Increase existing A7 - Staffroom space by…79.08

45 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Health and Safety 2009

46 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Annual Programmes Keeping Ourselves Safe Changes at puberty: lunchtime sessions for year 6 girls, boys, and their parents. Stress Management Investigate and implement strategies to support staff who are feeling excessive stress as part of their job.  Workplace Support to provide weekly support.  Workplace Support to provide specific courses when requested.  Pat PolandAll year$5,000 Refer to curriculum: Project Energise. Road Sense.  First Aid First aid training for all staff. $2,000 Provide a safe physical and emotional environment.

47 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to School Management Legal Requirements 2009

48 Every Child, Every Day, Every Opportunity - Today’s Children, Tomorrow’s Future Ia Tamaiti, Ia Ra, Ia Angitū: Ko Ngā Tamariki o Ēnei Rā, Ko Ngā Rangatira o Āpōpō Deanwell School Strategic Plan 2009 to Annual Goals WhoWhenBudget Enrolement Scheme The Enrolment Scheme is reviewed to assess its impact on our school. Pat PolandTerm 2 The school is run in an efficient, organised way that complies with current regulatory and legislative requirements.


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