2013
Northcross Intermediate School
Charter
Murray Toohill
[Type the company name]
1/1/2012
Lighting the Path
to Success
NORTHCROSS INTERMEDIATE SCHOOL CHARTER
YEAR 2013
SCHOOL NUMBER: 1396
CONTENTS:
page
INTRODUCTION SECTION
School Vision…………………………………………………………………………………………………. 2
School Mission……………………………………………………………………………………………….. 2
Goals/ motto………………………………………………………………………………………………….. 3
Curriculum Educational Goals……………………………………………………………………………… 3
Description of School and Community…………………………………………………………………….. 5
2013-2015 Strategic Section:
………………………………………………..
6-8
2013 ANNUAL PLAN and ANNUAL STRATEGIC PLAN: Raising Student Achievement
Curriculum
Self Review
Employment
Finance/Property Management
Personnel
Heath and Safety Strategic Plan Overview
……………………………………………………………………………
9 - 18
ANNUAL SECTION:
Student Achievement Target 2013 Reading & Mathematics…………………………………………
19 - 23
Analysis of Variance report on Student Achievement 2012………………………………………….
24 - 28
Maths Strategic Plan 2013………………………………………………………………………………
29 - 39
Writing Strategic Plan 2013……………………………………………………………………………..
40 - 49
SCHOOLS OPERATIONS, GOVERNANCE & MANAGEMENT SECTION
Curriculum:………………………………………………………………………………………………..
50
Human Resources:………………………………………………………………………………………..
50
Finances:…………………………………………………………………………………………………..
50
Property:……………………………………………………………………………………………………
50
Health & Safety:……………………………………………………………………………………………
50
1
NORTHCROSS INTERMEDIATE
SCHOOL CHARTER
2013 – 2015
INTRODUCTION
OUR SCHOOL’S VISION
Northcross is committed to set students on the path to becoming lifelong
learners, and to provide skills and opportunities to promote success.
MISSION STATEMENT
‘Individual growth through challenge and learning’
OUR CORE VALUES AND BELIEFS

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Honesty
Integrity
Compassion
Respect
Tolerance
Reliability
Trust
Cultural Tolerance
2
LOCAL GOALS
To have pride in our physical and emotional environment.
To provide excellent extra-curricular activities in:
 Performing Arts
 Sport
 Music
EDUCATIONAL GOALS
 Ensure we met the requirements set by the Ministry of Education with regards to National
Standards.
 As a community be committed to the education and development of the emerging adolescents.
 Provide an exciting curriculum that caters for emerging adolescents.
 To improve and enhance the educational outcomes of Maori and Pacifica students
 Provide a differentiated teaching programme that caters for all needs.
 Family, student and school partnership – Creating strong partnerships between family, student’s
and school.
 To provide an environment that is safe both emotionally and physically.
 Continue to provide students the opportunity for new experiences in a responsive environment
 Cater for our students with special needs students
CURRICULUM GOALS
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A continued focus on student achievement in Literacy.
A continued focus on student achievement in Numeracy.
To continue to plan for and meet the future ICT needs of the school.
To continue to develop and promote an innovative specialist programme for our students.
MOTTO
Northcross Intermediate has adopted the motto,
‘Lighting the path for success’
LEGEND
The lighthouse is a symbol of focus and guidance for staff, students and community.
The light is the path to knowledge, skills and attitudes and it also reflects our local physical environment,
which includes the Hauraki Gulf and Tirirtirimatanga light house.
3
DESCRIPTION OF SCHOOL AND COMMUNITY
Northcross Intermediate School has a grading roll of 1058 students providing a basic staffing entitlement
of 50.59 teachers.
Within this mix is also an entitlement for 8.8 specialist teachers. These teachers provide a specialist
programme for our students teaching Art, Drama, Food, Biotechnology, Media Studies, Graphics, Hard
Materials, Electronics and Structures /Mechanisms.
Northcross Intermediate is a decile 10 school providing and education for year 7 & 8 students who live in
the Northern Bays region.
The school population consists of 75% Caucasian/Pakeha, 8.4% Maori and 13% Asian. Over the last 3
years we have experienced a large increase in immigrants from South Africa. In 2011 this number was
just over 11%, 5% of these students speak little English so are enrolled in our ESOL programme.
The ESOL programme also caters for around 40 International Students who join our school from
predominantly Asian countries. These students generally come for one year to learn English and are fully
integrated into student classrooms.
The school teaches its core subjects through an integrated curriculum which is designed for the sole
purpose of engaging young adolescents in learning. Students have the option of a variety of learning
environments, these include; twin classes, digital classes, boys only class, a performing arts class, a
sports class and an Independent learning centre.
As well as catering for the core subjects, students are encouraged to participate in our cultural, sporting
and musical programmes offered throughout the year.
The school does employ its own music tutors enabling students to opt into a comprehensive music
tuition programme.
The school opened in 1970 and has been catering since to the ongoing population growth experienced
on the North Shore.
Over the years the Board has maintained a progressive building and upgrade programme. These
developments include a new literacy centre, administration block, gymnasium, artificial turf; upgraded
performing arts centre and classrooms.
A new property master plan now before the Board includes 5 new classrooms and a purpose built
technology block.
The community has high expectations of the school. There is a strong indication that parents support the
education their child is receiving. In 2013 we will again be offering a variety of learning experiences.
These include an opening day Powhiri, year 8 camp, year 7 activities week, mathletics evenings,
performing arts, dance evenings, parent information evenings on puberty change and Net Safe and a
science fair.
Our 2013 key curriculum goals include; Numeracy and Literacy. We will also continue on the staff
professional learning focus of SOLO Taxonomy. Teacher Inquiry and Student Inquiry will be a new focus
for 2013.
As we change from digital Classes to E Tec Classes and students bringing their own devices funding will
be made available to support the teaching of ICT.
4
NORTHCROSS INTERMEDIATE SCHOOL CHARTER
STRATEGIC SECTION
The charter’s strategic section sets out the Boards priorities for student progress and
achievement for the next 3-5 years. These priorities will reflect the vision and longer term
goals of our school and Government priorities as set out in the National Education Guidelines.
Strategic Aims 2013 – 2015
As a result of community consultation, the analysis of school wide achievement data and
information, the analysis of variance and the self-review process the board has identified the
following strategic aims:
Aims
NAG1-3
a. All students are able
to effectively access
the New Zealand
Curriculum as
evidenced by
achievement against
National Standards.
Through on going
review provide
differentiated teaching
programmes that
caters for all needs
.As a school and
community be
committed to the
education of the
emerging adolescents
b. Effective
engagement with
parents, families and
whānau is focused on
student progress and
achievement, respects
all cultures represented
in the school and
recognises the unique
position of Māori
culture within New
Zealand.
2013
2014
Teachers are able to show
and discuss student’s
achievement at end of
year in relationship to
National Standards. The
target groups show
accelerated progress and
meet or exceed targets.
Curriculum areas
reviewed and led by
teachers in charge.
Budget modified to reflect
strategic plan.
Leaders of numeracy and
literacy working with
school on reading, writing
mathematics, and ICT.
Goals developed as
work with curriculum
facilitators continues.
Analysis of variance
completed and
measured against NS.
Teacher professional
development science/
social science
Weakness from 2013
identified.
Budget reviewed.
Goals developed as
work with curriculum
facilitators continues.
Analysis of variance
completed and
measured against NS.
Teacher professional
development science/
social science
Weakness from 2014
identified.
Budget reviewed
Teacher Inquiry and
Student Inquiry
Community
consultation to discuss
2013 targets and the
possibility of setting up
a group to help advise
school and look for
ways to facilitate
communication
Maori students
achievement data
collected and
measured against NS
Maori learning styles
covered in staff
professional
Community consultation
to discuss 2014 targets
School group meets to
analyse strengths and
weaknesses in 2013
Maori student’s
achievement data
collected and measured
against NS.
Maori learning styles
covered in professional
development.
Please refer to 2013
Annual Strategic Plan.
2015
5
2014
2015
c. Students with
special needs are
supported in their
learning so that they
can progress in
relationship to the NZC
and fully participate in
and contribute to the
school and their
community.
Aims
Students below and well
below standard are
identified in Class
description and
information provided to
SENCO who contacts
agencies and helps
teachers with IEP’s.
Teacher Assistants
scheduled to work with
students. Programmes
such as costibrics,
ECLIPSE and VAMP set
up to help boost
achievement in reading,
writing and mathematics.
2013
Teachers looking for
ways to facilitate
student achievement
through PD.
Students identified and
plans established and
reviewed. Source other
programmes that may
be used. Continue up
skilling of teacher
assistants. Investigate
ways technology will
assist learning.
Enrichment classes
continue in reading
writing and maths
Teachers looking for
ways to facilitate
student achievement
through PD.
Students identified and
plans established and
reviewed. Source other
programmes that may
be used. Continue up
skilling of teacher
assistants. Investigate
ways technology will
assist learning.
Enrichment classes
continue in reading
writing and maths
d. Students with
special needs are
supported in their
learning so that they
can progress in
relationship to the NZC
and fully participate in
and contribute to the
school and their
community.
Students above standard
are identified by teachers
in Class Description. ILC
students are tested
October and identified.
Extension running in
writing, mathematics and
science.
Students above
standard are identified
by teachers in Class
Description. ILC
students are tested
October and identified.
Extension running in
reading, writing,
mathematics and
science
Use of ICT explored to
assist.
Students above
standard are identified
by teachers in Class
Description. ILC
students are tested
October and identified.
Extension running in
reading, writing,
mathematics and
science
Use of ICT explored to
assist
e. Teaches are
supported to improve
pedagogy, teaching,
learning and
assessment practice
which will lead to
increased student
progress and
achievement
Teacher development in
reading, writing, maths, E
learning, Teacher
Inquiry/Student Inquiry,
Teacher planning systems
and expectations are
developed. Use of
MYPortfoliofor teachers
Explored. OTJ through
formative/summative
assessment
Developed and re
enforced by visits from
peers and AP’s.
Regular review and
professional
development in all
areas of school
continue.
Principal seeking
outside people and
resources to help
teachers improve
teaching their practice.
Teachers observing
each other
Teachers are reflective
practitioners. Teachers
encouraged to analyse
class results and own
teaching.
Regular review and
professional
development in all
areas of school
continue.
Principal seeking
outside people and
resources to help
teachers improve
teaching their practice.
Teachers observing
each other
Teachers are reflective
practitioners. Teachers
encouraged to analyse
class results and own
teaching
6
Aims
2013
2014
2015
NAG 4
a. To develop, staff,
student and parent use
of ICT to support
teaching and learning
and communication
from home.
Teachers to have
quality ICT software to
support their teaching
and student learning.
Using outside help
To help further
implementation of E
Learning Planning
Framework.
Disbanded Digital classes
and replace with E Tec
Classes.
Contract outside specialist
to assist post Snup
upgrading of network
throughout school. Design
wireless portal for BYOD.
Increase classroom data
projector ratio. Students
maintain an e-portfolio.
Access to parents on OLE
Increase pupil PC ratio
per class.
Continue to centralise
printers.
Move into enabling
stage on eLPF
continuum.
Students able to bring
their own devices onto
network.
All classes have a ratio
of between 8-13 PC.
All teachers have data
projectors.
Develop new TV studio
facilities and delivery of
multi media network.
All students/ parents
regular users of OLE at
home and school for
homework, notices,
achievement data,
forums and
assignments.
Move into Empowering
stage on eLPF
continuum
Review Blade Servers.
Cloud computing range
of applications and
functions provided
through offsite and
Open source.
One device/computer
per student.
Technology on high end
machines.
Satellite Class linked to
school.
Teacher developed
resources specific to
NX on web
pages/intranet.
b. To provide a
physical environment
that promotes student
safety and enhances
the achievement of
educational goals and
priorities.
To maximise all
funding opportunities to
provide an
environment that
promotes excellence in
educational
opportunities.
To allocate funds that
reflects and support
school’s strategic
priorities.
Work with architect on
new technology building
and 5 classroom block.
Toilet and changing room
upgrade in Bay 3.
Upgrade Bay 3.
Upgrade classrooms 617.
New teacher parking
off East Coast Bays
Road.
Work with architect on
new drama and music
suit.
Review school master
plan
Construct new staff
carpark and netball
courts built on bottom
field.
Construct new music
and drama suit.
7
NORTHCROSS INTERMEDIATE SCHOOL
ANNUAL PLAN 2013
NAG 1: CURRICULUM: To foster student achievement by providing teaching & learning programmes which
incorporate the N.Z. Curriculum as expressed in the National Curriculum Documents.
NAG FOCUS AREA
PLANNED STRATEGIES FOR THE YEAR
Students at risk
Teachers identify students at risk & record in class descriptions according to NS.
Students not meeting standards are discussed at team meetings
Teachers inform SENCO (Special Needs Co-ordinator) of students causing
concern
Student’s needs are discussed at Special Needs meeting (once per term) and
appropriate action taken
Continued liaison with RTLB and other agencies.
Teachers identify students achieving above standard and record in class
description.
From summative testing and OTJ’s identify top performing students.
Student’s needs identified and catered for within the classroom programme and
relevant extension programmes provided e.g. NSW Maths, writing, mathematics
Art group, Technology, Interschool sports teams, Future Problem Solving
Teacher assistants work with Identified Students
Review ESOL programmes regularly based on student needs
Review GATE programme October.
On line weekly planning to reflect quality teaching programmes.
GATE and ESOL programmes
Quality planning will reflect learning
intentions and promote quality
feedback.
Consultation regarding Maori
achievement
A school wide focus on Teacher
Inquiry and Student Inquiry
ACTIONED
Identify Maori students, monitor progress and implement support programmes
when necessary
Report achievement data to parents and recommendations auctioned
Teachers will reflect on their classroom practice through analysing data and
working with videoing of lessons. Students working with updated Inquiry model.
8
NAG 2: SELF REVIEW & DOCUMENTATION: Policies, plans & programmes, student achievement & reporting.
Review Charter
Parent/Community questionnaire
November
Policy and procedure review
Annual School Plan review
Follow Review 3 year policy plan
Share with BOT /Staff
Ongoing
February/Nov
Management team will review annual plan, discuss and meet with BOT to finalise
the document for 2013.
Summative Testing: PAT Listening/Comprehension, Mathematics, Gloss, asTTle
Writing and OTJ’s Teachers to set targets for underachieving students. Link to
appraisal
Associate Principal’s report to BOT on their years team results.
February/
November
Annual Strategic Plan
Develop student achievement targets
from Summative, Formative data
Reports to BOT (general)
Principal reports to BOT at each meeting referenced to NAG 1 and 2, student
achievement.
Reports to BOT student achievement
Report to Board re: student achievement against School Goals, National
Standards, Literacy, Maths, AsTTle, PAT, Maori achievement.
Reports to BOT re: Maori
achievement
Report will be written, discussed with Maori parents and presented to the BOT
Reporting to Parents
Parent Interviews: Term 1 day 1
Reporting to parents on National Standards in Term 1 mid year reports, interviews
term 3
End of year report in Term 4
Principal and Board Surveys
Team Professional Learning
Conversations
March/October
Ongoing
Ongoing
First Day Interview Survey (Glen)
Community Satisfaction Survey (JT)
Community health Survey ( Term 3)
Maori parents survey
Classroom Descriptions identifying learning needs and learning action plans. Below
Standard students identified learning plans in place.
(Associate Principals to lead)
Ongoing
9
NAG 3: EMPLOYMENT & PERSONNEL: Develop and implement personnel and industrial policies which promote high levels of staff
performance, use educational resources effectively and recognise the needs of students. To be a good employer as defined in the
State Sector Act 1989 and comply with employment contract conditions.
Professional development
programme
Staffing initiatives for this year
Staff appraisal – teaching and non
teaching
Professional Development
Good employer practices
BOT training
Continued PD in SOLO Taxonomy/ Up skilling new staff – Wanda
PD in Mathematics. Work shops as needed-Christina
PD in writing National Standards
PD in reading as needed.
MOE contracts in Accelerated Learning Maths and Writing
PD for Associate Principals.
PD in leadership for Management Staff- Modelling and mentoring identified as a
need.
Up skilling in ICT for E Tec classes. Lead person identified..
PD for support staff as needed (Office, Teaching Assistants, Executive Officer,
Property Manager)
Continuation of SOLO Taxonomy. PD in Writing, Teacher Inquiry, Student Inquiry,
ICT and audit of staff knowledge on teaching of languages.
Ensure all non teaching staff are appraised against job descriptions.
Teacher appraisal goals to align with job descriptions and school targets. Teacher
self appraisal identified.
Job descriptions discussed and reviewed annually with staff
Individual PD based on job descriptions and appraisal
Ensure staff has access to PD and appraisal
Provide funding for staff PD and appraisal (includes teaching and support staff)
PD arranged according to needs
10
NAG 4: FINANCE & PROPERTY MANAGEMENT: Allocation of funds to reflect the schools priorities as stated in the charter and to
monitor and control expenditure as legally required.
Prepare annual budget
Regular reviewing of financial
situation with BOT
Future directions
Maintenance of school building and
grounds (10 YPP)
Develop property to reflect charter
goals (5 YPP)
Planned major asset purchases
Annual budget that reflects charter goals will be completed and approved by BOT
Detailed financial reports to BOT at each meeting
Building and property development ICT upgrade post SNUP (School network
upgrade Programme).
Implement 10 year plan
Painting Contract
Roofing
Skylights
Toilet and changing room upgrade Bay 3
New Technology Block and 5 classrooms to be built.
New staff car park off East Coast Bays Road
Upgrade toilets/ changing rooms
Entrance and car park upgrade
Continuation of upgrade of server
Wireless Portal developed.
Purchase of data projectors
Flat Screen T.V’s in classrooms and Board Room
New furniture in classrooms
11
NAG 5: HEALTH & SAFETY: To provide a safe physical & emotional environment for students and employees and ensure the
requirements of all appropriate contracts.
Provide a safe physical and
emotional environment
Student management / welfare
Community health consultation
(every two years)
Promoting healthy lifestyles
NX Behaviour Plan & Expectations promoted
Update Hazard notices, inform students and display in each classroom
School hazards identified, recorded in ‘identified hazards’ register and feedback
given to Health & Safety meeting
Electrical testing
School nurse
Student council to represent NX students
Identify students at risk and strategies for dealing with those students
Revisit bullying policies
Net Safe evenings for parents.
Community Health survey in Term 3 2013
Encourage healthy eating
Community awareness of Young Adolescents through ‘Pubertal Change’ evenings.
Analyse stand-down data
Kiwi Sport PE programmes coaching in table tennis, squash, badminton, touch
Continue using expertise in our school community
Cyber safety talks
NAG 6: ADMINISTRATION: General legislation concerning the day to day management & governance of the school.
Attendance initiatives
Current legislative requirements
Ensure attendance procedures are adhered to, and unexplained absences are
followed up
Use Enrol data to help identify students at risk.
Ensure that correct procedures are followed for:
Teacher registration
Deputy Principal has BOT permission to oversee NX students off site e.g. EOTC
Fire/evacuation/earthquake drills
Police vetting of non-teaching staff and contractors
Mandatory reporting to teachers council re competency and/or serious misconduct
Appoint Harassment Officer
Appoint an NZEI representative
Appoint a Health and Safety Officer
NX Procedures are reviewed annually
12
NORTHCROSS INTERMEDIATE SCHOOL
ANNUAL STRATEGIC ACTION PLAN 2013
Planned Strategy One: Our students will achieve at or above national standards in Literacy
Specific Strategies for 2013 Who
Budget When
Student achievement targets will be
based on the National Standards.
All teachers
On-going
School Wide targets will focus on
writing.
All teachers
On-going
Through the Accelerated Literacy
Contract identified students will meet
standard.
Bill , Michael
and Belinda
On-going
Students to use revised Student
Inquiry model to enhance writing skills
All teachers
On-going
Expected Result
Actual
Result
Teachers use NS and Literacy Progressions to inform practice. NSs will
underpin expectations. NSs, Literacy Progressions and exemplars will become
an important reference for QLCs/team meetings. Regular moderation at team
and school level.
Teachers will identify & monitor a group of students achieving just below
national expectations in Literacy.
Monitoring of identified Maori students.
Identified students will meet the National Standard in Writing with more targeted
teaching strategies.
NX Inquiry and SOLO Taxonomy will provide students and teachers with a clear
understanding of;

What am I doing?

How well am I doing?

What do I do next?

How do I do what I need to do?

What does it all mean – so what?
SOLO used for planning and evaluating literacy based activities within the
integrated and differentiated curriculum.
PAT’ s and asTTle, will be used as
school wide summative assessment.
All Teachers
On-going
Summative data used to initially inform future planning. Third term data used as
an evaluation of first half year teaching and to inform future practice. Students
involvement in understanding of’ what they know’ and ‘what they need to know’
in their learning in written language and reading.
Assessment outcomes aligned to
teacher appraisals.
Continue development of written
language through both the school and
cluster
To report to parents in plain English
based on OTJ of NSs in Writing and
Reading.
All Teachers
On-going
Bill, Michael and
Belinda
On-going
Continuation of self appraisal. Teachers understand implications of new teacher
registration criteria. Portfolios of work as evidence of pedagogy using RTC.
Ongoing feedback/feed forward to staff from Literacy committee members.
Improved teacher practice evident in language and moderation.
All Teachers
On-going
Parents are able to understand achievement / progress of their child. Teachers
report on ‘where the child is current at based on NS, Where they need to aim
for, how that can be achieved. Learning pathways discussed with both students
and parents.
13
Planned Strategy Two: Our students will achieve at or above national expectations in Mathematics
Specific Strategies for
2013
Who
School wide targets based on
data from standardised tests
and NS results.
When
Expected Result
Christina
supported by all
teachers
On-going
All teachers cross grouping for
mathematics. Intensive teaching
for targeted students.
Participate in MOE ALim
contract
Lead Mathematics facilitator
focus on effective Mathematics
teaching and up-skilling of staff
All Teachers
On-going
Christina
Megan
Maths Team
On-going
PD provided for new teachers
and learning Assistants through
workshops, observation and
mentoring
Development & implementation
of maths Knowledge
based/Gloss tests
Mathletics
Selected
Teachers
On-going
Maths Team
Terms 1 & 2
Teachers use OTJ to inform practice based on
NS. NSs will underpin expectations
NSs will become an important reference for
QLCs/team meetings.
Staff meetings to upskill in maths pedagogy.
Teachers will identify & monitor a group of
students achieving just below national
expectations in Mathematics
Through intensive teaching using Cosdamabrics
programme, achievement levels to improve.
Lead teacher to facilitate Mathematics staff
meetings as required
Lead teacher to support classroom practice
Lead teacher to collect, analyse and interpret
Mathematics data & present
Promote teacher mentoring
Improved teacher practice evident in raised
student achievement in Mathematics
Teacher assistants able to promote remedial
programmes for students working below standard
NX tests in line with NZC and National Standards
Terms 1 – 4
Mathletics supporting teachers class programme
Christina and all
teaching staff.
Term 2
Appropriate teaching and learning programmes
for all students.
All teachers
Terms 2, 3 & 4
Improved teacher practice evident in raised
student achievement in Mathematics
Continue to monitor students
progress after knowledge/Gloss
tests.
Whole/Individual PD on
Mathematics when needed
Christina
Budget
$10000
Actual Result
14
Planned Strategy Three: Formative assessment practices will be an integral part of all classroom programmes, in order to improve
the quality of curriculum delivery and student learning outcomes across the school
Specific Strategies
for 2013
Who
Analysis of summative data
to inform teaching learning
cycle
Continue formative
assessment practice to
assist with overall teacher
judgement.
Continue moderation of
Written Language school
wide.
Budget
When
Expected Result
All Teachers
On-going
Data will be used to plan for further specific
learning needs
Teachers and students will be familiar with and
use Written Language Progress Indicators.
SOLO
Regular use of rubrics to
show progress and inform
‘next steps’ in learning.
All Teachers
On-going
Through informed teaching practices, students
and teachers have a clear understanding of
student progress.
Teacher feedback related
to learning intentions
All Teachers
On-going
Evidence of specific feedback related to
learning intentions.
Continue to reflect on
midyear & end of year
reports in alignment with
National Standards. Make
necessary changes.
Review portfolios
Kim S /
Associate
Principals
On-going
Reports will show progress of student
achievement, next learning steps and future
goals based on OTJ of NS (characteristics and
Literacy Progressions).
All Teachers
On-going
Portfolios will show progress of student
achievement with improved student and parent
understanding. These will be used to
supplement formal reports.
Actual Result
15
Planned Strategy Four: Continued Implementation of the New Zealand Curriculum (NZC)
Specific Strategies for
2013
Who
Continue to develop & refine
school vision through
Curriculum Integration
Budget
When
Expected Result
All Teachers
On-going
School vision is displayed and taught through
the school planning. Term 1 concept, “Who
Am I?
Student voice will allow students to articulate
and understand their vision and values
through constructivism.
Evaluate after each concept.
The Key Competencies will
be embedded through the
curriculum.
All Teachers
On-going
Continue to focus on
effective use of SOLO maps
and rubrics.
Co- construction of Learning
Intentions between teachers
and students
Implementation of revised
NX Inquiry Model
All teachers
On-going
Key competencies will be incorporated in
teachers planning
Classroom conversations will reflect the key
competencies
Key Competency ‘written episode’ written at
the end of each term.
Students show understanding of learning and
inquiry cycle through presented outcomes.
All teachers
On-going
Student achievement data to
be presented to the BOT
Principal
On-going
Actual Result
Teaching will align with effective pedagogies
as in the NZC. Students fully aware of
learning pathway
Teachers and Students show understanding
of the inquiry model through evidence within
the integrated curriculum.
NX+ BOT will be informed of student
achievement and recommendations
16
Planned Strategy Five: Our students will celebrate the uniqueness of Maori as Tangata Whenua
Specific Strategies for 2013
Who
Identification of Maori achievement
through school data. Addressing
underachievement of identified Maori
students through classroom
programmes.
All teachers
Staff to be up skilled in the indicators of
the Registered Teachers Criteria and
the ongoing implications on student
achievement.
Jonathon
Haruru Douglas
Staff have a clear understanding of the
indicators and how they can be
incorporated in to everyday pedagogy.
Maori student achieve Consultation at
Parent interviews
Jonathon/
Teachers
Consultation of Maori Parents with
questionnaire at Teacher/ Student
Interviews
Professional Development in basic Te
Reo.
Haruru Douglas
All Teachers
On-going
Teachers and students able to converse
in introductory Te Reo.
Development of teacher resources on
school intranet
Start Teo Reo lessons for all students
All Teachers
On-going
Teacher resources on school intranet
Haruru Douglas
All Teachers.
Mark
Term 2 and 3
Marae / Cultural visit for all year 7
students during Activities Week.
Kim/Mark
Term 1
Work with Corrections department on
Taonga for School
Mark/ Jonathon
Term 2
Students will have lessons in basic Te
Reo.
Kapa haka group will practise weekly and
perform at selected occasions e.g.
Assemblies, festivals etc
Students will have experienced aspects
Maori protocols and Culture.
Visit to marae at Hato Petera
Introduce to school Taonga/carving
representing our biculturalism. All student
aware of significances of the carving and
understand the legend.
Cultural Festival
Mark
On-going
Kapa haka group to continue to
practise and perform
Budget
When
Expected Result
Ongoing
Understand the implications of the Treaty
and the importance of addressing Maori
students not working at NS.
Students and programmes identified
through class descriptions and ongoing
classroom planning.
On-going
Actual Result
Students will interact and perform for
other groups and their whanau
17
Northcross Intermediate 2013
National Standards Target Objectives
Year 7 Reading National Standard Target Objectives
Currently
Total
Percentage
Above
151
31%
At
196
40%
Below
124
25%
Well Below
22
4%
Target Objective: Improve 80% of ‘Well Below” and “Below” Students to at least “At” Standard
116 students currently below or ‘well below’ to be improved to be at expectation, while: 90% (186) currently at expectation improve or remain unchanged.
Year 8 Reading National Standard Target Objectives
Currently:
Total
Percentage
Above
165
32%
At
214
41%
Below
116
22%
Well Below
22
4%
Target Objective: improve 80% of “Well Below” and “Below” Students to at least “At” Standard.
110 students currently below or well below to be improved to be at expectation, while: 90 % (341) currently at expectation improve or remain unchanged.
18
Year 7 Reading National Standard Target Objectives for Maori Students
Standard
Total
Percentage
Above
At
Below
Well Below
15
18
11
3
32%
38%
23%
6%
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ students to be ‘At’ Standard
11 students to be improved to be at expectation while: 33 currently at expectation improve or remain unchanged.
Year 8 Reading National Standard Target Objectives for Maori Students
Standard
Total
Percentage
Above
At
Below
Well Below
10
12
11
3
28%
33%
31%
8%
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ students to be ‘At’ Standard
11 students to be improved to be at expectation while: 21 currently at expectation improve or remain unchanged.
Yr 7 Maths National Standards Target objectives
Currently:
Total
Percentage
Above
127
26%
At
222
46%
Below
116
24%
Well Below
22
5%
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ Standard students to be ‘At’ Standard
19
110 students to be improved to be at expectation, while: 90% (280) currently at expectation improve or remain unchanged.
Yr 8 Maths National Standards Target objectives
Currently:
Total
Percentage
Above
173
33%
At
194
37%
Below
145
28%
Well Below
11
2%
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ Students to at least ‘At’ standard.
124 students to be improved to be at expectation, while: 90% (174) currently at expectation improve or remain unchanged.
Year 7 Maths National Standard Target Objectives for Maori Students
Standard
Total
Percentage
Above
At
Below
Well Below
10
21
12
4
21%
45%
26%
9%
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ students to be ‘At’ Standard
13 students to be improved to be at expectation while: 31 currently at expectation improve or remain unchanged.
Year 8 Maths National Standard Target Objectives for Maori Students
Standard
Total
Percentage
Above
At
Below
Well Below
7
16
13
0
19%
44%
36%
0%
20
Target Objective: improve 80% of ‘Well Below’ and ‘Below’ students to be ‘At’ Standard
10 students to be improved to be at expectation while: 33 currently at expectation improve or remain unchanged.
Year 7 Writing National Standard Target Objectives.
Standard
Total
Percentage
Above
At
Below
Well Below
59
77
151
206
12%
16%
31%
42%
Target Objective: improve 80% of “Well Below and Below students” to at least “At” standard.
285 students to be improved to be at expectation, while: 131 currently at expectation improve or remain unchanged
Year 8 Writing National Standard Target Objectives.
Standard
Total
Percentage
Above
At
Below
Well Below
46
124
177
176
9%
24%
34%
34%
Target Objective: improve 80% of “Well Below and Below students” to at least “At” standard.
379 students to be improved to be at expectation, while 197 currently at expectation improve or remain unchanged.
21
Year 7 Writing National Standard Target Objectives for Maori Students.
Standard
Total
Percentage
Above
At
Below
Well Below
6
5
19
17
13%
10%
40%
37%
Target Objective: improve 80% of “Well Below and Below students” to at least “At” standard.
29 students to be improved to be at expectation, while: 11 currently at expectation improve or remain unchanged.
Year 8 Writing National Standard Target Objectives for Maori Students.
Standard
Total
Percentage
Above
At
Below
Well Below
5
4
13
14
15%
10%
35%
40%
Target Objective: improve 80% of “Well Below and Below students” to at least “At” standard.
22 students to be improved to be at expectation, while: 9 currently at expectation improve or remain unchanged.
22
Northcross Intermediate Analysis of Variance Report on National Standards
Target Objectives 2012 Actual Results
2012 Target Objectives Results analysis
Year 7 Writing
When students were initially evaluated at the being of the 2012 year we obtained the results shown in Chart 1
Original
Well Below
Below
At
Above
Total (489)
275
166
37
11
Percentage %
56%
34%
8%
2%
Chart 1
Based upon this we set the Target Objectives for Yr7 Writing as:
Improving 75% of the “Below or Well Below” standard students (441) to at or above standard. 331 students to be improved to be at expectation.
Then when we re-evaluated the students at the end of the year we obtained charts 2 & 3. These charts only show those students who we found Below and Well Below at
the beginning of the year. To ensure we only look at the difference made by the school we are only looking at students who were evaluated at both points.
Evaluation 1
Well Below
Below
At
Above
Number
%
219
143
0
0
60%
40%
0%
0%
Chart 2
Evaluation 2
Well Below
Below
At
Above
Number
%
44
98
59
161
12%
27%
16%
44%
Chart 3
23
When we look at the individual students who were Well Below and Below (362) we find that we achieved our target for 60% of our students – not quite the 75% we were
aiming for.
However we see significant decrease in the number of students who were in the Well Below Std from 60% to 12 %
And Below from 40% to 27%
These reductions in % clearly show Northcross is working well towards its set targets.
Year 8 Writing
When students were initially evaluated at the being of the year we obtained the results shown in Chart 1
Original
Well Below
Below
At
Above
Total (534)
249
183
92
10
Percentage %
47%
34%
17%
2%
Chart 1
Based upon this we set the Target Objectives for Yr8 Writing as:
Improving 75% of the “Below or Well Below” standard students (432) to at or above standard. 324 students to be improved to be at expectation.
Then when we re-evaluated the students at the end of the year we obtained charts 2 & 3. These charts only show those students who we found Below and Well Below at
the beginning of the year. To ensure we only look at the difference made by the school we are only looking at students who were evaluated at both points.
Evaluation1
Well Below
Below
At
Above
Number
%
237
179
0
0
57%
43%
0%
0%
Chart 2
Evaluation 2
Well Below
Below
At
Above
Number
61
88
111
161
%
14%
21%
26%
38%
Chart 3
24
When we look at the individual students who were Well Below and Below (416) we find that we achieved our target for 64% of our students – not quite the 75% we were
aiming for.
However we see significant decrease in the number of students who were in the Well Below Std from 57% to 14 %
And Below from 43% to 21%
These reductions in % clearly show Northcross is working well towards its set targets.
2012 Target Objectives Maths Results analysis
Year 7 Maths
When students were initially evaluated at the being of the 2012 year we obtained the results shown in Chart 1
Original
Well Below
Below
At
Above
Total (487)
2
60
256
169
Percentage %
0%
12%
53%
35%
Chart 1
Based upon this we set the Target Objectives for Yr7 Writing as:
Improving 75% of the “Below or Well Below” standard students (62) to at or above standard. 47 students to be improved to be at expectation.
Then when we re-evaluated the students at the end of the year we obtained charts 2 & 3. These charts only show those students who we found Below and Well Below at the beginning of the
year. To ensure we only look at the difference made by the school we are only looking at students who were evaluated at both points.
Evaluation 1
Well Below
Below
At
Above
Number
%
2
60
0
0
60%
97%
0%
0%
Chart 2
Evaluation 2
Well Below
Below
At
Above
Number
%
0
17
43
2
0%
27%
70%
3%
Chart 3
25
When we look at the individual students who were Well Below and Below (62) we find that we achieved our target for 73% of our students – very close to the 75% we
were aiming for.
We see significant decrease in the number of students who were in the Well Below Std from 60% to 0 %
And Below from 97% to 27%
These reductions in % clearly show Northcross is working well towards its set targets.
Year 8 Maths
When students were initially evaluated at the being of the year we obtained the results shown in Chart 1
Original
Well Below
Below
At
Above
Total (526)
0
50
314
162
Percentage %
0%
10%
60%
31%
Chart 1
Based upon this we set the Target Objectives for Yr8 Writing as:
Improving 75% of the “Below or Well Below” standard students (50) to at or above standard. 37 students to be improved to be at expectation.
Then when we re-evaluated the students at the end of the year we obtained charts 2 & 3. These charts only show those students who we found Below and Well Below at
the beginning of the year. To ensure we only look at the difference made by the school we are only looking at students who were evaluated at both points.
Evaluation1
Well Below
Below
At
Above
Number
%
0
50
0
0
0%
100%
0%
0%
Chart 2
Evaluation 2
Well Below
Below
At
Above
Number
0
12
38
0
%
0%
24%
76%
0%
Chart 3
26
When we look at the individual students who were Well Below and Below (416) we find that we achieved our target for 76% of our students – just above
the 75% we were aiming for.
However we see a significant decrease in the number of students who were in
Below range from 50% to 12%
These reductions in % clearly show Northcross is working well towards its set targets.
27
Maths Action Plan 2012-14
School: Northcross Intermediate School
Reflection: Teacher’s understanding of National Standards has continued to build as we utilised it in reporting maths National
Standards on 2011 mid and end of year reports and continued to do so in 2012. New teachers to the Numeracy Project, struggling
and Beginning Teachers were sent to Numeracy Professional Development to develop this understanding further. Through
increased confidence and familiarity of concepts teacher knowledge has increased, which has positively impacted on student
achievement. A number of teachers have made huge progress while a few still need further support.
Informal data collection indicates both students and teachers are more positive towards mathematics. This has been reflected in
the student outcomes. Mathletics is used throughout the school and has been particularly beneficial in developing student attitude
to Mathematics.
Mathematics Vision: To provide students with worthwhile opportunities through effective teaching programmes allowing them to
become competent and confident mathematicians.
Mathematics Goals:
1. To continue to increase the level of achievement for all students in mathematics.
2. A more consistent pedagogy of mathematics throughout the school through more standardised testing, tracking and the
critiquing and mentoring of teaching practice.
3. Professional development in GloSS use and analysis of Pre-tests to develop targeted, differentiated learning groups in each
class.
4. Professional development of Beginning and identified teachers needing development in Strand and Number knowledge.
5. Targeted development of students achieving in the lowest 20% as identified by Number Knowledge tests.
6. Targeted development of students achieving in top 10% as identified through variety of assessment.
7. Develop role and expertise of Head of Maths.
Strategies
Key Tasks / Action
Resource
Time Frames
Indicators of success
28
Goal 1: To continue to increase the level of achievement for all students in mathematics.
Determine
numeracy
knowledge gaps
of Y 7/8 students.
Introduce new Knowledge Test to be
administered school-wide.
Classroom
Teachers
Data entered
on Staff $,
Maths 2012
end Week 5,
T1. Post-test
T4.
TA’s to assist
with data entry.
Data is entered.
Pupil numeracy
knowledge needs are
identified.
Review 2012:
The Harvey Knowledge Test has been introduced school-wide and administered beginning of term 1 and the end of term 2. The
test was requested in term 2 to give teachers extra information in their report writing. We have not administered the test in term 4
to prevent an overload of testing. This test has replaced the IKAN test which was discontinued in school-wide testing at NX this
year after much consultation with management, SENCO and staff. The knowledge test has proven to give much more in-depth
information to form teaching practice and it better allows and caters for the different learning needs of our SENCO roll students.
The use of teacher assistants to enter data has been very successful and taken pressure off the classroom teachers in this area.
Next Step 2013:
Continue use of Harvey Knowledge test. Complete Term 1 and Term 4 with optional Term 2. Support teachers in using data to
inform teaching.
Students have
understanding of
own progress.
Use and display mathematics profiles
indicating stages, levels, knowledge.
Daily/Weekly reflections.
Teachers
Students
In use by end
of T.1.
Student use of profiles
and ability to talk about
their own learning and
progress including next
steps.
Review 2012:
Mathematics Profiles are used successfully in many classes, but not school-wide. A National Standard checklist has been created
for all areas of Maths (one for Geometry and Measurement, one for Statistics and one for Number and Algebra). These have been
successfully trialled in class to help both students and teachers identify next steps in learning. The National Standard checklist will
be used school wide in 2013. In order to not overwhelm teachers with paperwork, the Student Profile sheets will be optional but
recommended.
29
Student reflections have been a focus of Management and Maths leadership observations. These are now being consistently
completed but work still needs to be done on quality of reflections to ensure they are based on the learning intention and include
next steps in the students’ learning.
Next Steps 2013:
The National Standard checklist to be used school-wide in 2013. In order to not overwhelm teachers with paperwork, the Student
Profile sheets will be optional but recommended.
Observations and Management visits to continue to focus on student reflections.
Sufficient up-todate resources
available to all
teachers
Digital set of Levels 2-5 AWS required to
ensure all teachers have access to resource
on Intranet.
Updated FIO books available for all levels.
Program in place to increase NZ Curriculum
books to support teacher practise
Christina
By end of
Term 1
AWS on server – all
Teachers have access.
New FIO books in
resource room by
Week 2, T2
Book stock increasing.
Review 2012:
A digital set of AWS books has been purchased and loaded onto both the intranet and Knowledge net to allow access by both staff
and students. This has been an excellent investment and has led to school-wide use and a drop in photocopy costs for maths
support materials. Students are able to mark their own work and access more advanced material as required.
The school resource room is completely up-to-date with FIO books available from the Ministry and many sets have been split into
smaller packs to allow more teachers to access this resource at one time.
Budget constraints prevented the purchase of much needed updates to our Maths text books. This is a priority for 2013 to support
the learning program in all classes. We have a strong cohort of year 7’s coming through and it is imperative that teachers have the
resources necessary to extend them. We currently have one Level 10 book in stock.
Next Steps 2013:
Text books are a priority for 2013 to support the learning program in all classes. A request has been made through the Maths
30
Curriculum budget to increase of NZ Curriculum and Maths 10 book stock with 344 textbooks at a cost of $11 883.
The request for Maths 10 books is to put 2 Level 5-6 books into all Year 8 classes to help with extension programs in classes.
Use of Mathletics
to support
student learning.
Professional Development from Mathletics
Mathletics support
Support Staff to ensure needs based activities. staff and Christina.
Early T1, 2012
Competition set-up to encourage student
participation of Mathletics.
Wk1, Term 1
Christina
One on one support
after initial staff
training.
Trophy in place and
competition running.
Review 2012:
Mathletics professional development was completed in Term 1 for all staff by Mathletics support staff. A refresher was completed
by new staff and those requesting help in Term 2. Mathletics is used effectively school-wide with an emphasis on targeted activities
at appropriate levels.
Competition between classes and teams has become part of the culture of the school. A trophy is awarded to the winning class
(Top of the World) in assembly and passed on when the record is broken.
Next Steps 2013:
Mathletics support and Top of the World competitions to be on-going through 2013
Goal 2: Develop a more consistent pedagogy of mathematics throughout the school through more standardised testing,
tracking and the critiquing and mentoring of teaching practice
Increase Teacher Management or Support buddy from another
As is
Teacher’s confidence
knowledge of
team to improve teaching practice, through
practical/needs and knowledge
Numeracy
observation and feedback.
develop
improves along with
Student outcomes.
Review 2012:
Review 2012: This was completed by Christina (Head of Maths) with observations, feedback and modelling for teachers needing
either overall Maths development or in a particular area. Observations included a written report with personal reflections and next
steps for the teacher and teacher’s AP. From term 3, observations have been videoed to enable teachers to complete more
31
detailed reflections and set new learning goals.
Next Steps 2013:
Videoed observations to continue through 2013.
Teachers to have opportunity to observe
Maths lessons in action around the school
All teachers,
organiser: Christina
Term 2 to start
Review 2012:
Review 2012: This did not take place this year. When completed in 2011, teachers found the opportunity to visit other classes and
get ideas and observations invaluable. To ensure this is part of the program in 2013, peer observations need to become a regular
expectation, planned as part of the Team specialist release time – possibly in place of a team meeting once a term.
Next Steps 2013:
Peer observations to be scheduled as part of Team Meetings in early Term 2. This will take part across teams to utilise Specialist
release.
Self and teacher
Appraisal
Use Classroom Indicators to provide a guide
for successful classroom practice.
Teachers
A.P’s
Ongoing
A.P’s to review
regularly during team
meetings.
Review 2012:
Review 2012: A SOLO rubric for Effective Maths teaching has been formalised and trialled throughout the year. This has been very
effective in focussing teacher reflections and development.
Next Steps 2013:
SOLO Rubric to be formalised further in 2013 and be included as part of the Teacher Appraisal program.
Collect
Administer tests/assessments, results
Mathematics data compared with T1, review class descriptions.
from a variety of
sources in T3
Maths tests
Collect
Mathematics
data from a
variety of
sources in T3
Administer
tests/assessments,
results compared with
T1, review class
descriptions.
Review 2012:
32
Tests administered and data is currently being gathered. Test results are inputted into class descriptions and used to continue to
inform teaching and to guide teachers overall teacher judgement in reporting to parents and management on National Standards.
These tests include pre and post test results, PAT, knowledge tests and GloSS testing.
Next Steps 2013:
A review needs to be made of Maths Assessment for 2013 to ensure we are not over testing students and burdening teachers with
inputting and cutting down on teaching time.
Consistent
testing, tracking
and teaching of
mathematics
throughout the
school.
Develop school-wide Pre and post tests and
tracking.
Create School-wide teaching units for all
strands and Number to be used as a base for
teaching.
Overview of intended strand teaching based
on needs and school concept. (Guide only)
However, teachers need to use assessment
evidence to meet the needs of their students.
Christina and
Megan
All teachers to
administer testing.
Term 1 and 2
units and tests
completed by
Week 1, T1
2012
Consistent testing and
tracking utilised
throughout school.
Data from all classes
available on Staff$>
Maths> 2012
All others by
end Term 2
Review 2012:
School-wide units and pre-tests have been developed by Christina and Megan in all strand areas to ensure consistency of both
content and assessment to cover the New Zealand Curriculum and National Standard expectations. Units have been very
successful in promoting consistency and giving teachers a starting place for linked resources.
Next Steps 2013:
PD needs to be completed (staff meeting) to assist teachers in fully utilising the pre-test data to inform teaching and group students.
Algebra and Probability units and pre/post-tests require review and adjustment after feedback from teams.
Goal 3: Professional development in GloSS use and analysis of Pre-tests to develop targeted, differentiated learning
groups in each class.
33
Collect
Utilise gathered data to identify gaps/strengths
mathematics data then plan and teach accordingly.
from a variety of
sources.
Revisited Term 3.
PAT Maths tests
NZCER (marking)
GloSS
IKAN
Knowledge Test
Pre and post
testing
All Teachers and
Management
Beginning of
Term 1, 2012.
Data is entered
Results analysed
Needs incorporated
into classroom
descriptions and
weekly planning.
Review 2012:
Professional development in GloSS has been two-fold. The Numeracy Team feed back to their teams and reviewed use of GloSS
and OTJ in decision-making for stages.
Staff meeting moderation was completed in Term 3 to calibrate OTJ in GloSS testing and use of all assessments, lessons and
observation data collected. Although this is an on-going process, teachers have sufficient information to make informed decisions
around the National Standards in Maths.
Next Steps 2013:
As above, PD required to interpret formative and summative data.
Continuation of Numeracy Team
NTM: Christina,
Megan, Kim,
Michael, Jasmine,
Dalia, Jill
Ongoing
Teacher’s confidence
and knowledge
improves along with
Student outcomes.
Review 2012:
The Numeracy Team (NT) has been used to brainstorm planning, teach teams games and activities and pass on information and
expectations.
Next Steps 2013:
The role of the NT needs to be developed further to see members taking a leadership role in their Teams and completing and
passing on professional development information. The meetings need to become a regular feature (monthly) to ensure
consistency.
34
Goal 4: Professional development of Beginning and identified teachers needing development in Strand and Number
knowledge.
Increase Teacher
knowledge of
Numeracy
Professional Development - continue with new
staff and those needing on-going support.
Christina
On-going
Teacher’s confidence
and knowledge
improves along with
Student outcomes.
Review 2012:
All teachers new to NX were met with to ensure understanding of the years’ plan. Teacher’s new to the Numeracy Project
completed a Professional Development Program in November of 2011 and then many had a refresher run by Christina which
included lesson modelling and help with planning group work, lesson sequences with follow-up observations to track understanding
and progress.
Beginning Teachers have been observed a minimum of once a term with feedback, both written and verbal. Teachers set goals
based on reflection and reviewed progress regularly.
Beginning Teachers and those needing support attended Professional Development through facilitators on fractions, decimals and
proportional reasoning.
Next Steps 2013:
This needs to be on-going as new staff join the NX team and teachers’ professional development needs are identified.
Goal 5: Targeted development of students achieving in the lowest 20% as identified by Number Knowledge tests.
35
Address the need
of students
underachieving in
number.
Use assessment data to select students for a
targeted programme (COSDMBRRICS) to be
run by Teacher Assistants. Target
approximately 6 students in every class – 5
week program held in class.
This is seen as a booster programme in
addition to the classroom programme.
Christina, Megan,
Teacher Assistants
On-going.
6 students
from every
class targeted.
Close monitoring of
data.
Review 2012:
COSDMBRRICS has been a tremendous success. We put 96 students through COSDMBRRICS in Term 1, 92 in Term 2 and 84 in
Term 3 (Targeting 272 of our lowest students). Term 4 will see us working with repeat students where only minimal movement has
occurred and very low students (Bottom 0.5%). Results in our assessment have been excellent with students improving in all
number knowledge areas. The more exciting improvements have been seen in the GloSS (strategy) testing with students moving
several stages due to the ‘hot spot’ gaps being filled in their knowledge. Megan has worked to continue up-skilling the teacher
assistants and to help provide them with new ideas and techniques. Yvette has taken a leadership role in this area also, but without
the buy-in of all involved, this program would not have been so successful.
One of the very effective aspects of the program has been to conduct COSDMBRRICS in the classroom to ensure inclusive
education.
In Term 3, Megan and Christina worked with 20 Teacher Aides from our contributing schools to train them in COSDMBRRICS in
the effort to lift students’ maths knowledge before they even get to NX. This PD was very well received and is already being
implemented in some of our contributing schools.
In term 3 we ran an extension program to work with students with a gap in fractions, preventing them from meeting the National
Standards in Proportions and Ratios. 106 students completed this 9 week program. This was successful in building the confidence
of the students, however assessments in this area are still be completed so definitive data is not yet available.
Next Steps 2013:
This program will continue in 2013. Learning assistants requiring further training in the program have been identified. Megan to
work with TA’s to continue PD.
Goal 6: Targeted development of students achieving in top 10% as identified through variety of assessment.
36
Extend high
achieving
students.
Maths extension for top 10 % of all students as
identified by a variety of assessment.
Students extended in class through
differentiated groups.
Christina
Ongoing.
NTM to share ideas
and resources with
teams to extend
students.
Top students
challenged in their
learning.
Review 2012:
Maths Extension was run in Term 1, 2 and 3 targeting the top 10% Mathematicians – approximately 120 students. In 2013, the
need appears to be in problem solving and interpreting what is being asked. This needs to be an on-going focus.
In all planned units, extension activities are included up to level 5 and Year 9 and 10 work is available for classroom teachers to
extend students in their day to day program.
Christina has worked with teachers to model Year 9 and 10 content to extend teacher pedagogical knowledge. As the Year 7
cohort moves through to year 8 in 2013, this will be a growing need. This is another area the Numeracy Team can be utilised.
Next Steps 2013:
Christina is investigating using the Correspondence School of NZ to work with potentially 8 students on Year 10 content.
We need to reflect on our ICAS results and Mathex results and what action we will take to lift these.
Goal 7: Develop role and expertise of Head of Maths.
Up-skilling of
Head of Maths
Christina to begin Graduate Diploma in
Education focussing in Maths. Government
and school assistance with fees.
Christina
Christina and Megan to attend Lead Teacher
Sessions held by Government contract holder.
Megan and
Christina
Outside support available to advise.
Rose Golds
Ongoing
Christina gains in
confidence and ability
in her role.
37
Review 2012:
Christina has completed 2 papers on Exploring Mathematical Thinking in 2012 towards her Graduate Diploma and has applied for
another 2 papers in 2013. Fees for the papers completed this year were paid for by a scholarship from the Ministry of Education
and by NX – this was very much appreciated and has assisted in building her pedagogical knowledge and confidence.
Christina and Megan attend a Lead Teachers Session once a term and feed new learning and innovations to staff through staff
meetings and the Numeracy team.
Christina is in contact with Rose Golds (Maths lecturer at AUT) and Dr Dianne Scouller (Head of School of Education at Laidlaw
College) for mentoring and advice as required.
Next Steps 2013:
Continue as above.
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Literacy Action Plan 2012-14
School: Northcross Intermediate School
Reflection: Traditionally Northcross Intermediate School students have achieved at or just above the national norms in standardised tests. As a decile 10
school we believe 90% of our students should be consistently achieving at or above the National Standards. Writing results indicate a need to focus on
surface features. We believed this is more in the application of the skills rather than the lack of knowledge. Checklists were established some years ago,
which encouraged teachers to ensure a balanced literacy programme very inclusive of surface features. Use of these checklists was abandoned when the
integrated programme was introduced. Since that introduction the rigour of surface features has declined. Our 2011 review of the PAT reading, and asTTle
reading and writing results showed a worrying decline in the writing achievement, particularly of Year 8 students. In light of the National Standards it is evident
that we will need to target literacy generally over the next 3 year period. To ensure National Standards are met, literacy programmes will need to ensure all
aspects of reading and writing are regularly taught and applied in all forms of writing across the curriculum. There has been some professional development
for teachers in the area of guided reading, however this was some years ago and a number of staff changes have occurred. As with writing the National
Standards have created a need to refocus on this area in order to achieve the expectations the standards require.
Literacy Vision: To raise student achievement in the main literacy areas of reading and writing in order to meet National
Standards requirements.
Literacy Goals:
Goal 1: To improve reading and writing results to meet the expectations of National Standards.
Goal 2: To develop consistent and secure OTJ by developing and broadening understanding of the wide range of teaching approaches within literacy
teaching, alongside strengthening personal subject knowledge to provide consistency across the school.
Goal 3: Planning and Assessment: To plan effectively to meet students’ needs by clearly stating and discussing learning intentions and success criteria,
assessing accurately and using the summative and formative assessment data to inform teaching.
Goal 4: Surface Features: To develop and reinforce the correct use of punctuation and grammar in writing across the curriculum.
Goal 5: Audience and Purpose: To focus on audience and purpose in both reading and writing across the curriculum.
Goal 6: Resources: Teachers to select and use a wide range of interesting fiction and non fiction materials in a range of media that relate to their students
literacy needs, instructional levels, and where appropriate to reflect the cultures within the school. The resources selected may relate to the current integrated
topic but may also be independent of that. The key criteria for instructional resource selection is the appropriateness to meet the individual or group literacy
needs.
Goal 7: Pedagogy & content knowledge: To strengthen personal subject knowledge, to provide consistency across the school.
Goal 8: To raise the profile of Literacy throughout the school.
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Strategies
Key Tasks / Action
Resource
Time Frames
Indicators of success
Goal 1: To improve reading and writing results to meet the expectations of National Standards.
Teachers to be confident in using NS documents and
LLP’s in order to inform their judgements of reading
and writing as set by the National Standards
Review at the
end of each
term.
Consistent OTJ
Summary:
Some teams have spent more time in using the NS and LLP’s than others. An acknowledgement by some Associate Principal’s
that further development is required in order to increase confidence in using the mentioned documents.
A degree of accountability has encouraged Teachers to discuss their understanding and interpretation of the NS and LLP.
Teachers to keep some form of written judgement of students’ reading and writing achievements using either the indicators or
LLP’s.
Next Steps 2013.
Literacy Team lead by HOD Literacy to streamline planning and assessment requirements using NS and LLP’s. Asttle domains
could be incorporated into planning and assessment.
Teachers to have better understanding of the tools of the
LLP’s e.g. reading comprehension strategies,
constrained and unconstrained reading skills, which then
inform planning teaching and learning to meet the
requirements of NS.
TOD/HOD Literacy
& Literacy
Committee
Ongoing.
Increase in number of
students meeting NS
for end of each year.
Review 2012:
Summary:
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Teams have interpreted this goal task differently which indicates some clarification is required.
Next steps for 2013:
Revisit wording of the task to make it easier to interpret.
Revisit Guided Reading techniques and other reading
strategies.
In house staff
workshops / team
meetings
Ongoing/needs A range of reading
based
instruction evident in
class programmes.
Teaching approaches include:
 Guided reading
 Shared book
 Reciprocal reading
 Personal reading
 Consumer reading
Review 2012:
Summary:
Variety of responses indicates varying degrees of competence and confidence in using different strategies.
Most teachers are confident in guided reading strategy however some development required for other teaching strategies.
Next Steps 2013:
HOD Literacy/Identified Skilled Teachers to model examples through optional staff meetings. A.P’s to ensure, through classroom
visits, that a variety of reading strategies are being used.
Through continued professional development (staff meetings, team meetings, classroom visits by Senior Mgmt, A.P’s, HOD
Literacy) increases should be apparent between Term One summative data / Term Two OTJ and Term Four summative data /
Term Four OTJ.
Goal 2: To develop consistent and secure OTJ by developing and broadening understanding of the wide range of
teaching approaches within literacy teaching, alongside strengthening personal subject knowledge to provide
consistency across the school.
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Regular
moderation
exercises
Teachers to take part in moderation exercise
at team level at least 2 x per term with whole
staff moderation 1 x term. Focus on genre
selected for each terms writing.
Workshops
Team and Staff
Meetings
Ongoing
asTTle Writing, PAT
results
Review 2012:
Summary: Various levels of moderation within teams. Some have moderated, some have not.
Next Steps 2013:
Encourage teams to moderate on a more regular basis especially when completing different genres of writing. One staff meeting
per term on moderation and HOD to collect moderation results from each A.P, collate and send summary out via email. Teams too
far from expectation are to review their moderation including HOD Literacy if necessary
Development of
exemplars /
whole school
portfolio
Collation of examples reflecting what the NS
look like at NX school
Team and Staff
Meetings
Ongoing
School Portfolio
developed
Review 2012:
Summary:
Most teams have not used or collected exemplars throughout the year.
What next 2013:
asTTle exemplars with marking sheet to guide moderation with NX. These exemplars will be placed on Staff $.
Goal 3: Planning and Assessment
To plan effectively to meet students needs by clearly stating and discussing learning intentions, success criteria,
assessing accurately and using the summative and formative assessment data to inform teaching.
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Continued staff
and team
meetings on
moderation of
student writing
Teachers will be able to use OTJ when
assessing student writing determining level of
writing and being able to justify their decision.
Teachers will be confident with National
Curriculum and Literacy Progression levels.
Workshops,
Ongoing
team/staff meetings
Improved teaching and
learning
Review 2012:
Summary:
Most teams indicated they are reasonably competent and confident in forming OTJ. One team has a clear opinion on testing
schedule and what should / should not be assessed.
Next steps for 2013:
Continued use of National Standards and LLP’s checklist when assessing student work in conjunction with the EasTTle rubric.
Regular discussion and use of QLC in teams
and classes to inform future planning – with
student involvement and developing
understandings of ‘where to next?’
Team
meetings/Group
and individual
conferences with
students in classes
Ongoing
Evidence of OTJ.
Student understanding
of and participation in
process
Review 2012:
Summary:
Most students are made aware/are aware of next steps in learning.
Next steps 2013:
Hard copy of EasTTle rubric in portfolio for students to refer to and identify their next steps in learning. Regular conferences with
individual students and groups to also identify next steps.
Classroom descriptions to identify students’
needs and learning paths.
Class description
Twice yearly,
after
Improved results in line
with NS.
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Analysis of test results will identify individual
needs to inform planning for the identified
students.
standardized
testing results
are available.
AsTTle and PAT test
results and analysis &
possibly Running
Records.
Review 2012:
Summary:
Request to place data on one database as opposed to Classroom Manager and Spreadsheets. Classroom descriptions give
detailed summative data and teachers use this to help inform their OTJ.
Next Steps 2013:
Refine data recording. Each database has its benefits, e.g. Classroom Manager – whole school analysis and more secure.
Spreadsheet – colour coding highlights at a glance the levels reached for each student, progress made and enables teaching
strategies for each group to be stated.
Goal 4: Surface Features
To develop and reinforce the correct use of punctuation and grammar in all aspects of writing across the curriculum.
More rigour in
marking to
identify surface
features errors.
Teachers to use asTTle writing matrixes when
marking and to assist with planning to ensure
coverage of skills. Students’ attention should
be drawn to surface features during reading
and writing lessons and subsequent follow up.
Team
meetings/group
lessons/individual
conferences &
feedback
Ongoing
Improved standard of
writing across the
curriculum
Review 2012:
Summary:
There is rigour in marking to identify surface features errors however while students do understand the rules of surface features
they lack commitment in applying the rules of proof reading.
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Next steps 2013:
School wide focus on surface features continues. More rigour in applying these skills and students taking ownership of their work.
Ensure students
understand & can
use asTTle
matrixes and
know what
surface features
are.
Students to develop understanding and
knowledge of surface features through own
use of writing matrixes.
In class/
Marking/
Conferencing
Increased student
awareness and
application
Review 2012:
Summary:
Students aware of surface features and teachers regularly have discussions about them.
Next Steps 2013:
Common thoughts between teachers that students have the knowledge and understanding but the application is not important to
them. Create a checklist/success criteria of more common errors and have students regularly refer to it when completing written
work.
Goal 5: Audience and Purpose: To focus on audience and purpose in both reading and writing across the curriculum.
In all reading and
writing activities
across the
curriculum, focus
on the
audience/purpose
Teachers to discuss with their students who
the audience a piece of writing is for, and what
the purpose is, irrespective of the subject.
Discuss the audience & purpose of students’
own writing.
In class, group &
individual sessions.
Ongoing
Improved standard of
writing across the
curriculum with a more
focus on
audience and purpose.
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Review 2012:
Summary:
Some teachers regularly focus on understanding/recognition of Audience, others indicating more emphasis required in both writing
and reading.
Next steps 2013:
Through reading and writing lessons continue to teach specific domains. PD, through staff and team meetings to assist teachers
understanding of audience and purpose.
Goal 6: Resources: Teachers to select and use a wide range of interesting fiction and non fiction materials in a range of
media that relate to their students’ literacy needs, instructional levels and where appropriate, reflect the cultures within
the school. The resources selected may relate to the current integrated topic but may also be independent of that. The key
criteria for selection is the appropriateness to meet the individual and/or group literacy needs.
Reading lessons & plans written according to
different reading levels.
APs & HOD
Literacy to guide
staff to develop
their longterm &
weekly planning.
School librarian.
Ongoing
Lesson/weekly plans
reflect the identified
needs of groups within
each class.
Review 2012
Summary:
Grouping and differentiation evident across the school.
Next Step 2013:
46
Extend this goal to include differentiation when teaching writing.
Goal 7: Pedagogy & content knowledge: Teachers to strengthen personal subject knowledge, to provide consistency
across the school.
In-class observations by
HOD Literacy, Senior
Management team & APs
to identify staff pedagogical
needs.
Teachers, with the assistance
of the HOD Literacy & APs, to
identify their own personal
learning and pedagogical
needs
In house staff
workshops/ team
and staff
meetings/
mentoring
Ongoing/needs
based identified by
HOD Literacy, & APs
from class
observations.
Deficiencies in class
programmes
overcome/student
outcomes improved.
Review 2012:
Summary:
Observational visits shouldn’t be threatening. Differentiated professional development needs based.
Next Steps 2013:
Teachers to identify areas that need support with to enable HOD Literacy to offer specific PD sessions.
Plan and deliver relevant training.
Goal 8: To raise the profile of Literacy throughout the school.
Provide
opportunities for
a variety of
literacy activities
to occur schoolwide & within
individual
classes.
Participation in literacy competitions eg Litex, North
Harbour Speech competition, Spelling Bee, haiku
competition etc , author visits, drama performances,
relevant displays in the library and taking as many
opportunities as possible to highlight literacy at
school assembly, students will realise that it is an
important and integral part of Northcross life.
External and
internal
competitions,
activities,
performances, NZ
Book council,
National Library etc
Ongoing
Things literary to be a
regular occurrence
throughout the year.
Recognition of literary
successes to be
acknowledged at
school assemblies.
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Review 2012:
Summary: Literacy achievements and opportunities acknowledged in a public forum.
Next Steps 2013:
Continue to participate in external literacy competitions / activities.
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NORTHCROSS INTERMEDIATE SCHOOL CHARTER
SCHOOL OPERATIONS, GOVERNANCE AND MANAGEMENT SECTION: 2013
Curriculum:-
Human Resources:-
Key school documents that inform the Northcross Intermediate School Charter relating to
curriculum include;
New Zealand Curriculum 2010
Nation Curriculum Standards 2010 – Literacy & Mathematics
Curriculum Implementation Plans; ( see Integrated Concept plan).
P.A.T, asTTle, Summative Testing Programme. Details processes and
procedures for reviews
Classroom descriptions
Associated Policies
Northcross Intermediate School Annual Plan
Northcross Intermediate School Strategic Action Plan
Mathematics & Literacy yearly overviews
Key school documents that inform the Northcross Intermediate School Charter relating to
human resources include;
Job Descriptions
Performance Agreements
Staff Appraisals
Staff Handbook
Student Homework diary
Staff Professional development Programme
Roles & Responsibilities Schedule
Accidents & Medical Register
Personnel & Curriculum Policies
Northcross Intermediate School Annual Plan
Northcross Intermediate School Strategic Action Plan
Finances:-
Property:-
Key school documents that inform the Northcross Intermediate School Charter relating to
finances include;
Annual Budget
10 Year Property Plan
SUE Reports
Assets Register
Auditors Reports
Associated Policies & Procedures
Northcross Intermediate School Annual Plan
Northcross Intermediate School Strategic Action Plan
Key school documents that inform Northcross Intermediate School Charter relating to
property include;
10 Year Property Plan
5 Year Property Schedule
Maintenance Schedule
Hazards Register
Health and Safety Procedures
Evacuation Procedures
Plant & Machinery Practices & Procedures
Insurance
Associated Policies
Northcross Intermediate School Annual Plan
Northcross Intermediate School Strategic Action Plan
Health and Safety:Key school documents that inform the Northcross Intermediate School Charter relating to
health and safety include;
Strategic Plan
Operational Plan
Hazards Register
Maintenance Schedule
Evacuations Procedures
Student Support Programmes and Procedures including School Nurse and Physio
Northcross Intermediate School Health & Safety Guidelines Handbook
Associated Policies
Northcross Intermediate School Annual Plan
Northcross Intermediate School Strategic Action Plan
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