Charter 2020 WESTBRIDGE RESIDENTIAL SCHOOL
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CHARTER PURPOSE AND CONTENTS This Charter is the School’s key planning document and is the basis for all Board activity. It sets out, for our school, parents, families/whanau, and our wider school community, what the Board will achieve for its students and how it will do this. The Charter provides a sense of direction and purpose, guides teaching and learning programmes, and addresses the most urgent learning and strategic matters for the School. The Charter is set out in the following sections: 1. Westbridge School Overview • Westbridge Residential School Introduction • Enrolment • Programme Description - School • Programme Description – Residential 2. Strategic Plan 2020-2021 3. Annual Plan 2020 4. Student Achievement Targets 2020 5. Annual Plan Evaluation 2019 6. Student Achievement Targets 2019 Evaluation • Analysis of Variance 2
1. Westbridge Overview Westbridge Residential School Westbridge Residential School (WRS) has capacity to provide specialised education for 32 students in Years 3 – 11 who have complex learning, emotional and behavioural needs. Westbridge is located in a quiet rural setting in Massey, West Auckland. Fifty full and part time staff are employed across the school and residential settings. The Westbridge programme involves intensive teaching of life skills, social skills and academic skills. Personnel in the school work with external agencies, including the Ministry Of Education, to offer other interventions and therapies as required to meet the needs of students. The overall aim of the school is to reintegrate students back into an age appropriate setting. Enrolment There are two pathways for enrolment into the school: 1. Intensive Wraparound Service (IWS): IWS is a service which includes an individually tailored and comprehensive range of supports across home, community and school settings. 2. RSS only: This pathway provides 24 hour teaching and learning opportunities through the school day and residential provision. Both pathways require an application to be submitted to a panel for consideration, and currently have the same three enrolment criteria: • the young person is aged 8 - 15 years (year 3–10). • they have social, behaviour and/or learning needs that are highly complex and challenging (and may have associated intellectual disability) and require support at school, home and in the community. • local learning support services have been accessed and have been unable to meet these needs. To allow time for new students to adjust to Westbridge and to allow time for staff to quickly become familiar with student needs, there is a nominal cap of five enrolments per term (through either pathway). Programme Description – School Westbridge programmes are underpinned by a growing understanding of Trauma Informed practice (ARC model). To compliment this approach, in 2020, the school will be looking at how to further embed ‘Zones of Regulation’ into both staff and student practice. In addition, Functional Behaviour Analysis will be looked at in greater depth. Westbridge is a PB4L Restorative school and restorative practice is a strong feature of the school. Beyond this, the work of the school can be broken down into four areas: A Personalised Academic Programme - Individualised and small group teaching is structured to include direct acts of teaching of new materials and guided practice using an inquiry based learning approach wherever possible. Behaviour Modelling and Learning - Skills attainment is governed by the careful planning of the antecedent events in each student’s school day. Responses to student behaviour are consistent, structured, pre-planned and protect the mana of the student. Social Skills Training - Social skills are taught in structured lessons and bridged to authentic applications in the school setting. Opportunities for skills rehearsal are given with instructive feedback offered in practice settings. Behaviour Management Modelling – Facilitating the successful re-integration of students into an age appropriate educational environment at the end of the Westbridge enrolment phase is priority work. Part of the plan to assist this process is for local school personnel to observe the practices of targeted teaching and contingency management by teachers at Westbridge and to be supported by Westbridge staff in the application of these methods in their educational setting. 3
Programme Description – Residential Activities, Life Skills and Leisure Programmes – The residential programmes aim to improve skill levels in order to support children and young people in the residence to integrate into activities and community sports and cultural groups, increase their confidence in these areas and provide them with alternatives to less appropriate pastimes. Behaviour Modelling and Learning - Skills attainment in the area of behaviour improvement is supported by the management of the antecedent events, and consistent, structured and pre-planned responses to behaviour in a way that protects the mana of the student. Social Skills Training - Social skills are taught directly during structured lesson times. Opportunities for rehearsal and to receive feedback are given during structured sessions involving games or community activities; and then these skills are bridged to authentic learning opportunities in the school setting. Behaviour Management Modelling (for families/whānau) – Facilitating the successful re-integration of children and young people into their homes and communities at the end of the Westbridge enrolment phase is priority work. Part of the plan to assist this process is for families/whanau/teachers to observe the practices of contingency management, routines and care by Child and Youth Workers/Teaching Staff at Westbridge. A second part involves Westbridge Child and Youth Workers/Staff at Westbridge providing feedback on the application of these methods within their home/community settings. 4
Our Values: Our Mission: Marutau -Safety In collaboration with the IWS, MOE and whanau, to provide Takohanga - Respect programmes for our students that will enable them to: Manaakitanga - Responsibility • Maximise their learning, strengths and potential and develop positive and pro-social behaviours. • Enhance their cultural identity and self-efficacy. • Successfully transition back to their whanau, school and community. CHARTER 2020 Our strategic priorities for the next 1-3 years promote student learning, engagement, progress and achievement through… 1. Student Learning 2. Effective Teaching 3. Leading the School What this will look like…. What this will look like…. What this will look like…. The school fosters student achievement Staff are recognised as leaders in Our service is cost effective, caters for by providing teaching and learning providing for children and the needs of all students, and programmes that incorporate the adolescents with complex represents best practice. The school National Curriculum and are intellectual needs and/or inclusive, culturally responsive and safe underpinned by the key competencies. behavioural needs, to maximise physically and emotionally. The school All learning is delivered in a 24/7 student learning goals. has strong relationships with whanau teaching and learning environment and stakeholders. where ‘living is learning’. Strategic Goal Strategic Goal Strategic Goal • Develop and implement a new 24/7 • Continue to develop and grow • Embed the new access pathway into teaching and learning curriculum staff, both day school and RSS. A particular focus to be on the residential staff, through the transition procedures for students • Continue to work with IWS to provision of relevant professional design and implement new enrolling through the new pathway. learning opportunities. measurement, reporting and • Implement the new RSS funding student achievement review model. processes. WRS Specific Goals WRS Specific Goals WRS Specific Goals • Embed new culturally • Embed trauma informed • Embed internal evaluation responsive initiatives. practice within the school. processes and identify those that • Embed Zones of Regulation are emergent, regular and into practice within the school. strategic. • Well Being: Embed new systems, processes and procedures.
STRATEGIC GOALS 2020 2021 1. STUDENT LEARNING Develop and implement a new 24/7 Embed the new 24/7 curriculum. teaching and learning curriculum. The school fosters student achievement by providing teaching and learning programmes that incorporate the National Curriculum and are underpinned by the Continue to work with IWS to Review the new IWS/RSS key competencies. All design and implement new measurement, reporting and student learning is delivered in a measurement, reporting and achievement review processes. 24/7 teaching and student achievement review learning environment processes. where ‘living is learning’. Embed new culturally responsive Review culturally responsive initiatives. initiatives. 2. EFFECTIVE TEACHING Continue to develop and grow staff, Continue to develop and grow staff, both day school and residential both day school and residential staff, All staff are recognised as staff, through the provision of through the provision of relevant leaders in providing for relevant professional learning professional learning opportunities. children and adolescents opportunities. with complex needs and/or behavioural needs to maximise student learning goals. Embed trauma informed Review trauma informed practices practice within the school. within the school. Embed Zones of Regulation into Review Zones of Regulation practice within the school. practice. 3.LEADING THE SCHOOL Review the new direct access pathway into RSS. Our service is cost effective, caters for the needs of all students, and represents best practice. The school inclusive, culturally responsive and Embed new financial changes in Review new financial budget and safe physically and 2020 budget. provide MoE with feedback. emotionally. The school has strong relationships with whanau and stakeholders.
Embed internal evaluation Review the effectiveness of the 3.LEADING THE SCHOOL processes and identify those that evaluation processes and refine. (continued) are emergent, regular and strategic. Well Being: Embed new systems, Review all systems, processes and processes and procedures. procedures.
ANNUAL ACTION PLAN 2020 SELF-REVIEW Annual Goal ACTION TO ACHIEVE STRATEGIC GOALS STRATEGIC What? /How? Who? /When? Indicators Of Progress – What will we see? GOALS Develop and 1.1 Develop DP School/ Lead IT plan will be formulated in term 1 2020. Refined, 1. STUDENT implement a new the use of IT in Teacher IT School/ developed actioned through 2020. This will include a LEARNING 24/7 teaching and the school as a Teaching Team review of hardware and software. The school learning curriculum. learning tool Terms 1 - 4 fosters student achievement 1.2 Review the DP IT plan will have residential input to ensure a whole school by providing use of IT in the Residential/Cottage approach. This will include a review of hardware and teaching and Cottage Managers/Residential software in the residential setting. learning Environment as Team programmes a Terms 1 – 4 that learning/leisure incorporate tool. the National 1.3 Explore the SLT The use of sensory equipment will be explored to support Curriculum use of sensory trauma informed practice. Individual student needs will be Terms 1 - 4 and are equipment in considered as well as the whole student cohort. Best practice underpinned both settings in the use of sensory equipment will be reviewed. by the key including competencies. sensory rooms All learning is Continue to work 1.4 Compare Principal/ SLT/David IWS will supply Westbridge with information on delivered in a with the IWS to IWS measures Pluck (IWS) /Lisa Westbridge students. This will be reviewed with a view to 24/7 teaching design and of achievement Parker (IWS) strengthening/streamlining measures of and learning implement new with Terms 1 - 4 achievement/progress. environment measurement, Westbridge. where ‘living reporting and Look for ways is learning’. student to align
achievement measures. review processes. Embed new 1.5 Establish a SLT/Te Mangai Initiatives will be cemented by establishing a cultural culturally Cultural Team/Whole team calendar to include Termly Powhiri, Matariki, Pasifika responsive Calendar. Terms 1 - 4 Night, Maori language week and other selected language initiatives. weeks. 2. Continue to 2.1 Review the Principal/DP’s Collate the information from the appraisal process (cross – EFFECTIVE develop and grow appraisal Terms 1 - 4 site) in term 1 to inform the PD programme throughout TEACHING staff, both day process to 2020. All staff are school and ensure it recognised residential staff, informs as leaders in through the individual and providing provision of group PD for children relevant needs. and professional adolescents learning with opportunities. complex Embed Zones Of 2.2 Develop Principal/DP’s/Cottage Develop measures of success that can be used to measure needs Regulation into measures of Managers progress. Implement measures that can be used for self – and/or practice within success to be Terms 1 - 4 review. behavioural the school. used with needs to staff/students. maximise Embed trauma 2.3 Explore the Principal/SLT Explore opportunities for implementing FBA into staff student informed practice use of practice at all levels to ensure the function of student Terms 1 - 4 learning within the school Functional behaviours becomes the focus for student planning. goals. Behaviour Analysis.
Embed the new 3.1 Principal/SLT The RSS only pathway will be reviewed to ensure 3.LEADING access pathway Continue to Terms 1 - 4 appropriate students are enrolled. The criteria for THE SCHOOL into RSS. A work with enrolment will be distinct from IWS enrolments. Our service is particular focus to the MOE to cost be on transition ensure the effective, procedures for success of caters for students enrolling the the needs of through the new pathway. all students, pathway. and Implement the 3.2 BOT/Principal/EO’s Engagement with the MOE will continue until a satisfactory represents new RSS funding Continue Terms 1 - 4 funding model is generated. best model. Engagement practice. The with MOE school Embed internal 3.3 Use the Principal/SLT A one page table with three columns inclusive, evaluation model (emergent/regular/strategic) will be in place for 2020. This culturally processes and developed will include a timetable for all types of review. The table will responsive identify those that in 2019 to be updated at least termly at SLT meetings. and safe are emergent, guide physically regular and review in and strategic 2020
emotionally. Well Being: Embed 3.4 All Staff Supervision will continue in its adapted form (term 3 2019 The school new systems, Continue to Terms 1 - 4 review). Formal review will occur in Term 3 2020. has strong processes and offer relationships procedures. Supervision with whanau for all staff. and Review in stakeholders. Term 3. 3.5 Revisit All Staff The Philosophy of Care will be revisited early in Term 1, the Term 1 2020. Its purpose will be discussed and reviewed. Philosophy of Care with staff.
3.6 Explore DP The Role and purpose of the PKW will be explored and the role of Residential/Residential reviewed. The aim will be to elevate the role to best the PKW staff support student well being. with a view to improving student well being
Student Achievement Targets 2020 Specific OTJ- Measure of Tools Timing Responsibility Objectives Performance Learning Target At least 18 months PM January – a. Teaching Staff – Reading: progress will be made Probes December 2020 b. Curriculum by each student over a Burt Word Leader - Reading All Students will year or more than one asTTle make at least asTTle sub level per ‘Expected’ term. progress in Reading. Learning Target At least 18 months asTTle January – a. Teaching Staff – Writing: progress will be made Schonell December 2020 b. Curriculum by each student over a Leader - Writing All Students will year or in more than make at least one asTTle sub level per ‘Expected’ term. progress in Writing. Learning Target At least 18 months Jam January – a. Teaching Staff – Mathematics: progress will be made GLOSS December 2020 b. Curriculum by each student over a asTTle Leader – All Students will year or more than one Mathematics make at least asTTle sub level per ‘Expected’ term. progress in Mathematics. Learning Target- Students will progress Social Skills January – a. Cottage Social Skills: through the 6 stages of taught across December 2020 Managers the band system. site. b. Youth All students will Workers achieve at least one band per term prior to transitioning. Maori and Pasifika Target: Maori and Pasifika will achieve gains in literacy and numeracy that are at least equal to those made by their non-Maori and non-Pasifika peers 13
ANNUAL ACTION PLAN 2019 - EVALUATION SELF-REVIEW Annual Goal ACTION TO ACHIEVE STRATEGIC GOALS STRATEGIC What? /How? Who? /When? Indicators Of Progress – What will we see? GOALS Commence an in-depth Focussing SLT Focussing questions agreed on (by SLT) 6/3/19 1. STUDENT review of why and what questions for Term 1 LEARNING 1. What do you think is the purpose of our school? the school delivers, by various The school 2. What is your why? (why do you work here?) gathering the voice of stakeholders fosters student 3. What do we do that works well with and/or for our stakeholders (IWS in achievement by students? particular), community providing 4. How could we get better outcomes for our students? (including ex-students) teaching and 5. Think about your own practice (in a reflective way), what and academics. learning are two/three things that you could improve on? programmes that incorporate the ACHIEVED National 1.1 Gather Deputy Information will be gathered using face to face interviews using Curriculum and the voice of Principals the focussing questions as a guide. are Westbridge Terms 1 underpinned by Staff using PD ACHIEVED the key sessions/Call competencies. Back Days All learning is delivered in a 24/7 teaching 1.2 Gather PKW’s Information will be gathered using face to face interviews and learning the voice of using the (adapted) focussing questions as a guide. environment Westbridge Possible questions (students)? students What do you think is the purpose of our school? where ‘living is What do we do that works well for you? learning’. What else could we do that would help you be more successful?
ONGOING (2020 Annual Plan) 1.3 Gather Principal Information will be gathered using face to face interviews using the voice of Term 2/3 the focussing questions as a guide. key IWS staff - David ACHIEVED Pluck/Lisa Parker/Chris Garrod/Jenny Lawrence 1.4 Gather Student Information will be gathered using face to face interviews using the Voice of Pathways the focussing questions as a guide. parents (past Coordinator & present) Term 3 ONGOING 1.5 Collate all SLT New plans will be formulated for inclusion in 2020 planning. information Term 4/4 then create ACHIEVED new action plans. Report back to key stakeholders, including BOT, before finalising. Work with IWS to 1.6 Review Student Appropriate information shared including quantitative and design and implement the four Pathways qualitative data. Key Westbridge personnel in attendance
new measurement, weekly Coordinator/ (Teachers/PKW). reporting and student meetings for Deputy achievement review each student Principal Day ACHIEVED processes. in terms of School information gathered, Term 3 personnel attending and structure of meetings Cultural 1.7 Devise a Principal ACHIEVED Responsiveness within framework of & SLT the school is reviewed review and Terms 3/4 then implement changes. 1.8 Build on Deputy School staff will work closely with residential staff on regular existing Principals planned events e.g. Matariki and Pasifika night. Opportunities strengths in Terms 1-4 will be sought to support and add to existing practice the Residential ACHIEVED setting. Look for ways to • School PD in Residential ACHIEVED include • Fashion Show led by school ACHIEVED school staff in • Food Initiative (3.4) ACHIEVED Residential • School Lunch Routine mirrors residential ACHIEVED initiatives to • Greater cross-over of school/residential staff ACHIEVED
ensure whole • Athletics Day – Joint initiative – ACHIEVED school • Formal Residential Cultural programme established – outcomes. ACHIEVED • Art programme in school with cultural focus –ACHIEVED • School staff employed with strengths in cultural responsiveness – ACHIEVED • Potential COL opportunity: ACHIEVED 2. EFFECTIVE Continue to develop 2.1 Review Deputy Staff will have the opportunity to reflect on their PD needs and TEACHING and grow staff, both Wednesday Principal have input into the PD programme. All staff are day school and PD Residential ACHIEVED recognised as residential staff, programme Term 1 Residential programme planned in smaller chunks following leaders in through the provision in Residential staff feedback. providing for of relevant setting. children and professional learning adolescents opportunities. 2.2 Provide Principal and Scheduled weekly meetings between: with complex support to Deputy a) Principal and Deputy Principal Residential and; needs and/or the new Principal Day behavioural b) Deputy Principal Day School and Student Pathways appointments School Coordinator needs to following the Terms 1-4 maximise restructure. student Identify PD ACHIEVED learning needs and goals. support required Establish a baseline of 2.3 Handbook Principal All staff will have a handbook that provides all the relevant knowledge for staff to be Term 2 baseline knowledge with respect to trauma informed practice. around trauma developed by informed practice, Chris Garrod ACHIEVED
based on the ARC (IWS) for all model (with support staff. from IWS staff) 2.4 Handbook Principal/ Relevant aspects of trauma informed practice will be reinforced to be Deputy in scheduled PD unpacked Principals with all staff ACHIEVED 2-3 times per Terms 3/4 term in PD session and whole staff days Trial and explore the 2.5 IWS staff Principal/ Cottage Managers will work with IWS staff in term 1. Lessons application of Zones of will work Deputy will be delivered in term 2 in the Residential setting. Areas for Regulation (with with Cottage Principals/ school staff to support will be identified. support from IWS Managers to Cottage staff). plan delivery Managers ACHIEVED of the Terms 1-4 Meetings with IWS staff occurred in Term 1. Plan made and modules lead staff identified. Zones of Regulation has replaced Social Skills delivery in A planned programme runs across three days in Residential: Monday – Introduction; Tuesday – Unpack; Wednesday – Recap. Review needed in Term 4.
Assist MOE to embed 3.1 Regular Principal Regular teleconference and face to face meetings will occur 3.LEADING the new access meetings Terms 1-4 that allow open dialogue between the MOE and the Residential THE SCHOOL pathway into RSS. A with MOE will Schools. Our service is particular focus to be continue. cost effective, on the transition These will caters for the procedures for review ACHIEVED. needs of all students enrolling progress of through this new enrolments Termly meetings occurring. students, and represents pathway. and allow for best practice. open The school dialogue as inclusive, issues arise. culturally Continue engagement 3.2 Ensure Principal/ MOE will be provided with up to date information on budget responsive with the MOE ensuring budgets are Executive costs as required. Information on new pathway cost will be and safe strong advocacy for shared with Officer shared. physically and adequate bulk grant MOE and cost Terms 1-4 emotionally. funding, with specific effectiveness ACHIEVED The school funding and personnel is sought. has strong support for the new Ensure relationships access pathway relevant data Engagement started May/June and continued. with whanau students. on the costs and associated stakeholders. with the new pathway are well documented.
Use the ERO document 3.3 The ERO SLT SLT meetings will be scheduled to allow for strategic review. All ‘Effective School document Terms 1-4 of the annual goals will be evaluated against the new Evaluation’ to review ‘Effective framework. and strengthen School processes for internal Evaluation’ ACHIEVED: SLT have produced a review document using the evaluation. will be ERO headings of Strategic, Regular and Emergent. This will unpacked by guide future reviews. Next steps (term 4) – looking at the detail the newly of the review process. formed SLT. Robust systems for Strategic, Regular and Spontaneous evaluation will be agreed upon.
Well-Being: Review all 3.4 DP Plan will be developed with nutritionist and change systems, processes and A nutritionist Terms 1-4 management group. Starting point will be a report plus a focus procedures. and session with all staff. Menus will be reviewed with a view to consultant making incremental change throughout the year. will be engaged to ACHIEVED review the Menus completely changed in Term 2 following engagement food with nutritionist and change management group. Staff ‘All –In’ provision achieved. Regular change group meetings led by DP. across site 3.5 SLT /All Staff Supervisor will consult with staff and review the 2018 model of Supervision Terms 2/ 3 provision. Documents around staff and student safety will be will be reviewed with all staff. reviewed as well as the ACHIEVED: Following survey of all staff (Term 2), SLT reviewed procedures Staff feedback with Supervisor. Supervision adjusted to better around meet needs – group SLT supervision, group Residential keeping staff supervision, individual supervision for Teachers/Teacher Aides and students with support staff to be included. Timing of twice per term safe. (weeks 4 & 8) to continue.
ANALYSIS OF VARIANCE : Strategic Aim: To raise student Achievement in Writing Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub levels in 18 months) Baseline data: 21 students attended the school during 2019. Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?) • Accelerated learning in Of the 21 students who attended: Ensure each student has a clearly identified ‘Target’ for the year based on baseline data. literacy continued to be Prioritise students who are at risk of not achieving the target as early as possible. Make the 2 joined the school during term 4 and implemented. only base line data was gathered. Individual Education Plan (IEP) a living document where all interventions are noted and reflected • Lead Teacher modelled (excluded from statistics) on weekly. best practice 3 transitioned out of the school after We have successfully applied for Professional Learning Development (PLD) through the ministry. • Writing workshops with less than a term or were not attending This is having a positive impact in engagement and is improving the digital fluency of the external facilitator. (excluded from statistics) teachers and students. • Writer of the week programme used to 13 made at least Expected progress – We have developed a relationship with a number of local schools. We are keen to continue this increase an output of 81% as it helps us keep up to date with what is happening in mainstream schools. It is also an writing samples on a opportunity for our staff to collaborate with other teachers and schools – this has started to weekly basis happen. • Teacher Aide support for all students with daily Continue to upskill in writing assessment. spelling word lists, Dolch words plus writing Involvement in Accelerated Literacy Learning (ALL). support in class. • Employed a literacy expert who has willingly shared expertise with others. • Recognised the links between reading and writing and encouraged these. • Successfully applied for ministry funded PD (received 100 hours) in the area of digital
technology. The main focus has been on ‘creating’ rather than ‘consuming’. This appears to have increased engagement in writing. • Work in conjunction with external specialists, i.e. speech language therapists and RTLB.
Strategic Aim: To raise student achievement in Mathematics Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub levels in 18 months) Baseline data: 21 students attended the school during 2019. Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?) • Increased Mathematics curriculum Ensure each student has a clearly identified ‘Target’ for the year based on baseline Of the 21 students who attended: time data. Prioritise students who are at risk of not achieving the target as early as • Hands on resources used to 2 joined the school during term 4 and only possible. Make the Individual Education Plan (IEP) a living document where all base line data was gathered (excluded interventions are noted and reflected on weekly. encourage ‘concrete’ understanding especially in the from statistics) We have successfully applied for Professional Learning Development (PLD) through area of number: addition, 3 transitioned out of the school after less the ministry. This is having a positive impact in engagement and is improving the subtraction, multiplication, than a term or were not attending digital fluency of the teachers and students. division, ratios and proportions, (excluded from statistics) fractions, decimals and We have developed a relationship with a number of local schools. We are keen to 14 made at least Expected progress – continue this as it helps us keep up to date with what is happening in mainstream percentages. 88% • Inquiry model used with students schools. It is also an opportunity for our staff to collaborate with other teachers and • Mathletics and prodigy used as an schools – this has started to happen. independent and motivational We have set up a digital classroom with chrome books – this has increased learning tools. engagement in learning – which over time should increase achievement. This is a • Use of widely accepted strength-based approach as many of the students already have an interest in learning assessments to inform teaching on a digital platform. More recently, the students have created seesaw accounts, this and learning. E-Asttle, GLOSS, JAM, allows them to engage with whanau and receive online feedback about their learning. IKAN, AWS are examples of this. We believe this will prove to be a strong motivational tool in the future. • The introduction of online auctions Involvement in Accelerated Learning in Maths (ALiM) where the students can use bonus points to buy rewards. This is showing them how to apply what
they are taught in real life situations. • Successfully applied for ministry funded PD (received 100 hours) in the area of digital technology. The main focus has been on ‘creating’ rather than ‘consuming’. This appears to have increased engagement in maths.
ANALYSIS OF VARIANCE: Strategic Aim: To raise student achievement in Reading Annual Target: 100% of Students to make at least ‘Expected’ progress (‘Expected’ = 1 curriculum sub level in 6 months, 2 curriculum sub levels in 12 months, 3 curriculum sub levels in 18 months) Baseline data: 21 students attended the school during 2019. Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?) • Rainbow Reading – daily basis Ensure each student has a clearly identified ‘Target’ for the year based on baseline data. Of the 21 students who attended: • Scholastic Literacy Pro – has Prioritise students who are at risk of not achieving the target as early as possible. Make the encouraged reading for 2 joined the school during term 4 and Individual Education Plan (IEP) a living document where all interventions are noted and enjoyment in addition to existing only base line data was gathered reflected on weekly. programmes (excluded from statistics) • Teacher Aide support by Continue with EPIC (Online) as this proved to be popular and increased engagement in reviewing sight words, blends 3 transitioned out of the school after reading. and letter sounds. less than a term or were not attending We have successfully applied for Professional Learning Development (PLD) through the • Teacher PD used to share (excluded from statistics) teaching strategies. ministry. This is having a positive impact in engagement and is improving the digital fluency • Teachers attending external PD. 13 made Expected progress – 82% of the teachers and students. • Lexia Reading programme. • The use of nationally recognised We have developed a relationship with a number of local schools. We are keen to continue assessment tools to inform this as it helps us keep up to date with what is happening in mainstream schools. It is also teaching and learning (E-Asttle, an opportunity for our staff to collaborate with other teachers and schools – this has Probe, PM benchmarks, 6 Plus) started to happen. • Employed a literacy expert who has willingly shared expertise We have set up a digital classroom with chrome books – this has increased engagement in with others. learning – which over time should increase achievement. This is a strength-based approach as many of the students already have an interest in learning on a digital platform. More • Recognised the links between recently, the students have created seesaw accounts, this allows them to engage with reading and writing and whanau and receive online feedback about their learning. We believe this will prove to be a encouraged these. strong motivational tool in the future. • Successfully applied for ministry funded PD (received 100 hours) in the area of digital technology. The main focus has been on ‘creating’ rather than
‘consuming’. This appears to have increased engagement in reading through using online resources such as EPIC and Reading Eggs. • Work in conjunction with external specialists, i.e. speech language therapists and RTLB.
Strategic Aim: All students will learn new social skills and make progress through the band system. Annual Target: 100% of Student leavers will have achieved 1 band per term, or equivalent, from the time of enrolment Band data: 21 students attended the school during 2019. Final band levels (whether leavers or not). Band Welcome Green White Yellow Neon Silver Gold Platinum Students 1 2 5 3 3 4 3 Actions (what did we do?) Outcomes (what happened?) Evaluation (where to next?) • Continued with Values bands – Social skills teaching is the most important work of the school. We do not generally Of the 21 students who attended: Safety, Responsibility and see academic improvement until key social skills have been acquired. Respect – used data directly 2 joined in term 4 - met the target. The Goal for next year will be to continue to look at our social skills programme from school goals to inform and from the perspective of trauma informed practice. We are looking at changes even 3 transitioned out after less than a term - hence motivate. as a result of our PD early in 2020. The specific focus initially will be on ‘Listening’ met the target. • Continued with Principals and how we may need to modify our teaching of this. Award to reward attainment of 16 others all met the target. Zones Of Regulation has become embedded into the school in a very short space of school goals on a weekly basis. 3 Students have achieved Platinum. This is time. The next steps are in developing a reliable way of measuring progress in the • Modified accrual of days from understanding and application of Zones (by students and staff). The ability to self- very significant and has a huge impact on home goal books to motivate school culture. regulate has a direct impact on student goals, daily percentages and hence the band goal practice at home and system. general motivation towards There is also a cross site goal to look at developing sensory equipment/spaces for gaining bands. students. • Introduces zones of regulation across site
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