Collingwood Area School Annual Plan Section 2018 - Together we ride the wave of lifelong success - Ka eke ngātahi tātou i te ngaru o te angitu

 
Collingwood Area School
Together we ride the wave of lifelong success - Ka eke ngātahi tātou i te ngaru o te angitu

            Annual Plan Section 2018
                              Collingwood Area School Annual Plan 2018
Collingwood Area School Achievement Targets (Objective 1.1)
lin
gwACHIEVEMENT
  Strategic Aim 1: Ensure at least 85% of all students leave school with a minimum of NCEA L2 or equivalent

ooAnnual Objective: 1.1: Accelerate the progress and achievement of students who are below the National Standard, or expected NZC Level equivalent, in Year 1-8 literacy
 dBaseline Data (Quantitative Data) from National Standards Reporting 2017 - Cohort of Concern for Writing:
Ar                   2016 cohort-               WB                  B                  A                  Ab          No. students       No. students
                      2017 cohort              2017               2017               2017                2017             WB:                  B:
ea
Sc                       Y4-Y5                   0                 46%                31%                 23                0                6/13
ho
ol                       Y6-Y7                   0                 30%                50%                20%                0                3/10

Ch
                        Female                   0                 12%                52%                36%                0                5/42
art
er                       Male                    0                 19%                64%                17%                0               10/53

20
                         Māori                   0                 11%                67%                22%                0                 1/9
17
   Discussion on Writing Concerns: The above cohorts are of concern. In 2017, the school focused on boys’ writing. Providing PLD for teachers and giving targeted help to priority
   learners are examples of deliberate actions taken by the school to lift achievement, supported by the MoE SAF practitioner. A disproportionate number of these students (see
   above) are still below the national standard. We also recognise the cohort of girls requiring support; to this end, they have been included in all 2018 targets.

   Targeted Actions to Lift Writing Progress in 2018 to Include: Learning Assistants to support teachers to target priority learners at writing time, continued PLD on the teaching of writing,
   specific focus and training for teachers who have not met agreed targets in 2017, in class support for two targeted students throughout 2018, detailed focus via CoL Achievement
   Challenge and teacher time in 2018. A spelling programme throughout the Primary Syndicate, monitored by Academic Leader/ A.P. ensuring dyslexia is identified early and supported
                                                                                                                                                                               Page / 17
with strong SENCO support and regular, effective IEPs. Teachers monitored by management to ensure they provide enough opportunity for students to develop and edit their writing,
before using for assessment. This was a cause for concern late (too late) in 2017. Further to this, teachers will continue to receive full support in moderating and making teacher
judgements. The introduction in 2018 of A1 Quality Standards (by the Academic Leader/A.P.), as an expectation of presentation and use of student written material will ensure teachers
regularly present books for checking within Primary Syndicate meetings. These actions will support teacher moderation and judgements.

Baseline Data (Quantitative Data) from National Standards Reporting 2017 - Cohort of Concern for Reading:

                   2016 cohort-             WB                 B                   A                   Ab             No students         No. students
                   2017 cohort             2017               2017                2017                2017                WB:                  B:

                      Y4-Y5                 0                  31%                 31%                38%                   0                 4/13

                      Y6-Y7                10%                 10%                 60%                20%                 1/10                1/10

                      Female                2%                 5%                  57%                36%                 1/42                2/42

                       Male                 2%                 19%                 40%                40%                 1/53               10/53

                      Māori                11%                  0                  67%                22%                  1/9                  0

Discussion on Reading Concerns: Reading goes hand in hand with writing, and this data must be considered in tandem with the writing information. A secure literacy programme
requires consistent, quality teaching of reading. It is clear we still have high levels of variance which impacts heavily on our NCEA Level 2 successes.

Targeted Actions to Lift Reading Progress in 2018 to Include: In-class support for two targeted students throughout the year; Reading Recovery (co-funded between BoT and MoE) for
up to 5 students, regular daily reading and writing lessons, with Learning Assistant support (funded by BoT) and community volunteers, as available; continued focus of PLD on the
                                                                                                                                                                       Page / 18
teaching of reading (particularly for the teachers of the above classes in 2017), supported via CoL Achievement Challenge (and covered by Junior Literacy); ensuring dyslexia is identified
early and supported with strong SENCO support and regular, effective IEPs (Individual Education Plans); introduction during 2018 of a ‘reading with your child’ programme in the NE Class
as part of an initial parent education programme; more instructional type/manuals/ non-fiction reading material purchased by the Library, particularly for boys; increase in number of
male teaching staff in 2018 at CAS will provide an improved staff ratio/ male adult presence, with the intention that this will positively impact on boys’ engagement in all aspects of
learning, including with the written word; all staff absolutely clear that the teaching of reading and writing (and any support towards this), is everyone’s responsibility at CAS.

Overall Analysis of Assessment Results for Writing and Reading & Additional Comments (Qualitative Data): As a result of the 2017 CAS Inquiry and SAF intervention, we continue to
build evaluative capability at all levels of the organisation. To support our Kāhui Ako targets we have included girls in this objective. We continue to embed the use of Assessment for
Learning strategies (A4L) in order for the target students to confidently talk about how well they are doing in writing and reading, and be able to identify where to next.

Achievement Target:
     All boys and girls below the standard at the end of the year will make more than one year’s progress and will be writing at or above the standard at the end of next year.
     All boys and girls well below the standard at the end of the year will make at least one year’s progress towards being at the writing standard at the end of next year.

                                                  Teacher and SLT Review Meetings: Reporting to the BoT on Tracking Priority Students
Term 1 Teacher                   Term 1 BoT           Term 2 Teacher   Term 2 BoT            Term 3 Teacher         Term 3 BoT                   Term 4 Teacher Term 4 BoT
Tracking Dates:                  Tracking Report: Tracking Date:       Tracking Report:      Tracking Date:         Tracking Report:             Tracking Date:  Tracking Report:
14.02.18(Students identified) 17.04.18                11.06.18         19.06.18              06.08.18               21.08.18                     23.10.18        20.11.18
06.04.18
                             Implementation (what will we do?)                                                   Evaluation (how will we know if we are succeeding?)
Action:                          Resources & Input:                    Personnel &           Outcome /              Output, Product & Support:                   Monitoring:
                                                                       Timeframe:            Changed
                                                                                             Behaviour
1. Teachers identify which       Analysis of OTJ evidence from 2017    Principal, Primary    Clear & well           Tracking sheets completed supported by       Reported to Staff for
    students need priority       and  teachers’ evaluations.           Syndicate   leader,   understood   data.     NZCER   evidence.                            feedback & to BoT.
    support – targeted           Additional evidence  & supporting     SLT.                  All educators   are    Supplementary    supports identified.        Any further resourcing
                                 information to give a full picture of                       aware of who their IEP targets co-constructed by SENCO.             & adjustments made
    instruction to accelerate
                                 each student & barriers, that need to Begins T 1.           target students        Use of assessment data to triangulate        by Wk. 5 T1.
    progress. CAS will           be addressed.                                               are, which level       evidence.                                    IEPs in regular cycle.
    subscribe to the NZCER       Use of assessment tools for data via                        they are at & can      Whānau experience a meaningful IEP           Syndicate meetings
    marking & analysis           Assessment Map: PATs, asTTle etc.                           pin point ‘next        process, which is tracked, reviewed &        focus on literacy
    service to support           Inclusive Practices PLD made          SENCO attends         steps’ in their        makes a tangible difference.                 strategies.
    tracking.                    available.                            Inclusive Practices teaching.                Inclusive practice resources are woven
                                                                       PLD T1.                                      seamlessly into curriculum adaptations &
                                                                                                                    runs through all aspects of differentiation.
2. Primary Syndicate Leader Tracking sheets.                           All staff involved in All educators          Updated & available tracking sheets (& any Academic & Primary
    and Academic Leader to       Progress judgement evidence.          Reading Recovery      focused on             other data). SLT reports to the BoT who      Syndicate Leader
                                                                                                                                                                          Page / 19
facilitate teacher           Progress meeting recording sheets.                           discussing target      understand data & report on it to the         monitoring data &
   coaching & tracking          Reading Recovery Tracking & PLD.        Ongoing              student progress.      community.                                    ensuring rigorous
   meetings to monitor          A1 Quality Standards document           throughout the       Academic &             Additional Reading Recovery PLD/support       conversations with
                                ensures all teachers know &             year.                Syndicate Leader       will increase impact of this programme.       team to embed ‘next
   progress of target
                                understand the output standards for                          aware of strengths     Syndicate & Academic Leader evaluating        steps’ pedagogy, &
   students & their teachers.   students, to bring equity across the    Academic Leader.     and areas of           success & pinpointing areas for teacher       improved progress for
                                syndicate.                              Primary Syndicate    development.           improvement.                                  students.
                                Coaching & rich Inquiry practice        Leader.
                                becomes the norm in Syndicate
                                Team.
3. Develop & consolidate        Embed CoL Spiral of Inquiry.            SENCO, Specialist    All teachers adjust    Practice criteria record.                     Regular A4L
   school-wide Inquiry          Research into reciprocal teaching.      Classroom            teaching practice      Inquiry tracking minutes.                     walkthroughs.
   Spirals into the teaching    Build on support from SAF & embed       Teacher, Academic    as result of Inquiry   Tracking conversations.                       Ongoing feedback &
                                the Assessment for Learning (A4L)       Leader & Primary     opportunities.         Reporting to BoT.                             feedforward on
   of writing & reading.
                                framework underway.                     Syndicate Leader.    Co-constructed         Appraisal documentation.                      development of
                                Teaching as Inquiry is pivotal to all   All teachers.        strategies as          CoL sharing at Strategic Team Hui & at CoL    pedagogy.
                                appraisal learning & PLD.                                    practice criteria      PLD.                                          Student voice
                                                                                             recorded &             Teacher Planning.                             prioritised for success
                                                                                             shared.                Minutes from Syndicate meetings.              in teacher strategies.
4. Reporting systems under      Build on whole school evaluation of     Parents, Teachers,   Reports will be        Updated reports shared with students,         Stakeholder voices are
   continual review,            CAS reporting in 2017, checking that    Reporting Leader     informative & the      parents and whānau to communicate the         gathered after
   improve the sharing of       new learning & findings are             and SLT & Admin      schedule of            required information at the right time.       reporting cycles to
                                incorporated.                           Team.                reporting will be      Calendared reporting ensures everyone is      check quality &
   clear & pertinent
                                Student & whānau voice is evident in                         timely.                aware of deadlines.                           transparency of
   information with             the layout and communication of                              Students &             Teachers receive full training to upskill &   output.
   students and whānau to       information.                                                 whānau will know       deliver well-honed comments on progress
   support success.             KAMAR systems are user friendly &                            ‘next steps’ as a      not behaviour.
                                available for staff to access both at                        result of reports
                                school & remotely.                                           received.

                                                                                                                                                                        Page / 20
Collingwood Area School Achievement Targets (Objective 1.2)
lin
gwACHIEVEMENT
  Strategic Aim 1: Ensure at least 85% of all students leave school with a minimum of NCEA L2 or equivalent
ooAnnual Objective: 1.2: Accelerate the progress and achievement of Year 9 and 10 students who are unlikely to be working at level 5 of the curriculum by the end of Year 10
 dBaseline Data (Quantitative Data): Writing
Ar                2016 cohort-                WB                     B                   A                   Ab                No students           No. students
ea                2017 cohort                2017                  2017                 2017                2017                   WB:                     B:

Sc                     Y9                       0                   8%                  42%                 50%                    0/12                  1/12

ho
                      Y10                       0                    0                  66%                 44%                     0/9                   0/9
ol
Ch                    Girls                     0                    0                  45%                 55%                     0/9                   0/9

art
er                    Male                      0                   8%                  51%                 41%                    0/12                  1/12

20                   Māori                      0                    0                 100%                   0                     0/1                   0/1
17
    Discussion on Writing Concerns: Despite the relatively small proportion of students, this data still highlights the ongoing need for continued tracking and monitoring of the Year 9
    and 10 cohort. PATs and asTTle are providing data, which we now need to map through continuous evidence-based dialogue with all subject areas, to ensure no one ‘falls through
    the gaps’.
    Targeted Actions to Lift Reading Progress in 2018 to Include: This group made considerable gains in 2017 as Year 8 & 9, and we need to continue that ‘value added’ momentum.
    This cohort have moved from the Primary ‘home room’ framework and into Secondary specialist areas, which heightens the awareness staff need to be consistent in expectations
    about writing & all aspects of literacy. Therefore, assessment data, any test results, coursework and other pieces of evidence such as student voice, must be shared regularly and
    ‘drilled into’. Teachers must regularly track & identify what is, is not working, how well and for whom, and triangulate all available information to plan their teaching & learning
    accordingly.

                                                                                                                                                                            Page / 21
Overall Analysis of Assessment Results for Writing & Additional Comments (Qualitative Data): As a result of the 2017 CAS boys’ writing Inquiry and the successful SAF
intervention, we continue to build evaluative capability at all levels of the organisation. To support our Kāhui Ako targets we have included girls in this objective. We continue
to embed the use of Assessment for Learning strategies (A4L), student voice and choice, in order for all target students to confidently talk about how well they are doing in
writing and associated literacy skills, and be able to identify where to next.
Achievement Target:
All students working below NZC level for Year 9 and 10 will make accelerated progress towards Level 5 by the end of Year 10.
                                                   Teacher and SLT Review Meetings: Reporting to the BoT on Tracking Priority Students
Term 1 Teacher         Term 1 BoT           Term 2 Teacher                Term 2 BoT             Term 3 Teacher          Term 3 BoT              Term 4 Teacher         Term 4 BoT
Tracking Dates:        Tracking             Tracking Date:                Tracking Report:       Tracking Date:          Tracking Report:        Tracking Date:         Tracking Report:
14.02.18 (Students Report:                  11.06.18                      19.06.18               06.08.18                21.08.18                23.10.18               20.11.18
identified)            17.04.18
06.04.18
                             Implementation (what will we do?)                                                      Evaluation (how will we know if we are succeeding?)
Action:                                     Resources & Input:            Personnel &            Outcome & Changed Output, Product & Support:                           Monitoring:
                                                                          Timeframe:             Behaviour:
1. Teachers identify which students         Analysis of OTJ evidence      Principal, Primary     Clear and well          Tracking sheets completed supported by         Reported to Staff
     need priority support – targeted       from 2017 and teachers’       Syndicate leader,      understood data.        NZCER evidence.                                for feedback & onto
     instruction to accelerate progress.    evaluations.                  SLT                                            Supplementary    supports identified           BoT. Any further
                                            Additional evidence &                                All educators are       IEP targets co constructed by SENCO.           resourcing &
     CAS will subscribe to the NZCER
                                            supporting information        Begins T 1             aware of who their      Use of assessment data to triangulate          adjustments made
     marking & analysis service to          to give a full picture of                            target students are,    evidence.                                      by Wk. 5 T1.
     support tracking.                      each student & barriers       Support from NZCER which level they are        Whānau experience a meaningful IEP             IEPs in regular cycle.
                                            to be addressed.              to initiate            at, & can pinpoint      process, which is tracked, reviewed &          Syndicate meetings
                                            Use of assessment tools       assessment process. ‘next steps’ in their      makes a tangible difference to outcomes.       focus on literacy
                                            for data via Assessment                              teaching.               SAC easy for teachers & students to            strategies.
                                            Map: PATs, asTTle etc.        SENCO attends                                  access.
                                            Inclusive Practices PLD       ‘Inclusive Practices’                          Inclusive Practices resources are woven
                                            made available.               workshop PLD in T1                             seamlessly into curriculum adaptations &
                                                                                                                         differentiation.

2. Secondary Syndicate Leader,             Tracking sheets.             All staff involved.     All educators focused    Updated & available tracking sheets (&         Academic &
   SENCO and Specialist Classroom          Progress meeting             Ongoing throughout      on discussing target     any other data).                               Secondary
   Teacher, Academic Leader,               recording sheet.             the year.               students’ progress.      SLT reports to the BoT who understand          Syndicate Leader
                                           A1 Quality Standards                                 Leaders are aware of     data & report to the community on              monitoring data, &
   facilitate termly progress tracking
                                           document ensures all         Academic Leader &       strengths and areas      targets.                                       ensuring rigorous
   meetings to discuss progress of         teachers know &              Secondary               of development in        Syndicate & Academic Leader evaluating         conversations with
   target students & their teachers.       understand the output        Syndicate Leader.       syndicates.              success & pinpointing areas for teacher        team, embed ‘next
                                           standards for students,                                                       improvement.                                   steps’ pedagogy &
                                                                                                                                                                             Page / 22
to bring equity across the                          SLT evaluating and                                                      improve progress
                                        syndicate.                                          reviewing success                                                       for students.
                                        Coaching & rich Inquiry                             and areas for
                                        practice becomes the                                improvement for
                                        norm in Syndicate Team.                             2019.

3. Develop & consolidate school-        Embed CoL Spiral of          SENCO, Specialist      All teachers adjust      Practice criteria record & tracking            Regular A4L
   wide Inquiry Spirals into the        Inquiry.                     Classroom Teacher,     teaching practice as     conversations with coaching meetings.          walkthroughs.
   teaching of all literacy for this    Research into reciprocal     Academic Leader        result of Inquiry        Inquiry tracking minutes.                      Ongoing feedback &
                                        teaching.                    and Secondary          opportunities.           Reporting to BoT.                              feedforward on
   cohort.
                                        Build on support from        Syndicate Leader.      Successful strategies    Appraisal documentation.                       development of
                                        SAF & embed the              All teachers.          are co-constructed as    CoL sharing at Strategic Team Hui & at CoL     pedagogy.
                                        Assessment for Learning                             practice criteria,       PLD.                                           Student voice
                                        (A4L) framework                                     recorded and shared.     Teacher Planning                               prioritised for
                                        (underway).                                                                  Minutes from Syndicate meetings.               success in teacher
                                        Teaching as Inquiry is                                                                                                      strategies.
                                        pivotal to all appraisal
                                        learning & PLD.
4. Reporting systems under continual    Student & whānau voices      Parents, Teachers,     Reports will be          Updated reports shared with students,          Stakeholder voices
   review, improve the sharing of       are evident in the layout    Reporting Leader       informative & the        parents and whānau to communicate the          gathered after
   clear & pertinent information with   and communication of         and SLT & Admin        schedule of reporting    required information at the right time.        reporting cycles to
                                        information.                 Team.                  will be timely.          Calendared reporting ensures everyone is       check quality &
   students and whānau to support
                                        KAMAR systems are user                              Students & whānau        aware of deadlines.                            transparency of
   success.                             friendly & available for                            will know ‘next steps’   Teachers receive full training to upskill &    output.
                                        staff to access both at                             as a result of reports   deliver well-honed comments on progress
                                        school & remotely.                                  received.                not behaviour.
5. Use KAMAR information to             Staff PLD on KAMAR           Mentors, Admin         Staff are aware of       KAMAR used as a responsive and reliable        Secondary
   regularly collate and review data    tools.                       Team, SENCO &          progress of target       tool by all staff to share with students and   Syndicate continue
   to share about and with target                                    Specialist Classroom   students & can talk      parents when appropriate.                      to refine KAMAR
                                                                     Teacher work with      readily about ‘next                                                     use & report on/
   students in Year 9 and 10.
                                                                     subject teachers.      steps’.                                                                 share PLD learning
                                                                                                                                                                    to consolidate use.

                                                                                                                                                                        Page / 23
Collingwood Area School Achievement Targets (Objective 1.3)
lin
gwACHIEVEMENT
ooStrategic Aim 1: Ensure at least 85% of all students leave school with a minimum of NCEA L2 or equivalent
  Annual Objective: 1.3: Students at risk of not achieving NCEA Level 2 or equivalent will achieve this qualification by the time they leave school

 dBaseline Data (Quantitative Data): Students at NCEA L1 who are identified ‘at risk’ of not achieving NCEA Level 1 in 2018: 37.5% (3/8)
                                        Students at NCEA L2 who are identified ‘at risk’ of not achieving NCEA Level 2 in 2018: 50% (3/6)
Ar
ea                    Attendance in 2017           Justified Absence %            Unjustified Absence %             Unjustified Absence Intermittent % Attendance Rate %

Sc                    Year 10                      8.4                            4.4                               2.1                                85.0

ho                    Year 11                      15.1                           6.2                               4.1                                74.6

ol                    Year 12                      16.5                           2.4                               2.4                                78.8

Ch                    Year 13 & 14                 29.1                           6.8                               3.0                                61.1

art
erAnalysis of Assessment Results (Qualitative Data): By using Year 10 and NCEA L1 data from 2017, we have identified students who are ‘at risk’ of not successfully completing NCEA in 2018.
  These ‘at risk’ students require tracking to support them. Continuous evidence-based dialogue between staff, the strategic use of KAMAR tools, regular IEPs and teacher reflection and action

20on supporting assessment data, are vital. Teachers must communicate appropriate information to their parents and adjust all planning for teaching and learning accordingly. Students must
  be able to identify their ‘next steps’ in progress. It is clear that the attendance of our ‘at risk’ students is key to their success at NCEA.

17The BoT will identify and report to the community on attendance and set an appropriate target, monitor and support through positive messaging about maintaining continuity in learning and
  the value of education.

   Achievement Target:
        Students at NCEA L1 who are identified ‘at risk’ of not achieving, will gain NCEA Level 1 in 2018
        Students at NCEA L2 who are identified ‘at risk’ of not achieving, will gain NCEA Level 2 in 2018

                                                                                                                                                                             Page / 24
Teacher and SLT Review Meetings: Reporting to the BoT on Tracking Priority Students
Term 1 Teacher        Term 1 BoT        Term 2 Teacher             Term 2 BoT           Term 3 Teacher           Term 3 BoT             Term 4 Teacher                   Term 4 BoT
Tracking Dates:       Tracking          Tracking Date:             Tracking Report:     Tracking Date:           Tracking Report:       Tracking Date:                   Tracking Report:
14.02.18 (Students    Report:           11.06.18                   19.06.18             06.08.18                 21.08.18               23.10.18                         20.11.18
identified)           17.04.18
06.04.18

                          Implementation (what will we do?)                                                          Evaluation (how will we know if we are succeeding?)
Action:                              Resources & Input:             Personnel &          Outcome & Changed             Output, Product & Support:                      Monitoring:
                                                                    Timeframe:           Behaviour:
1.   Teachers identify which students   Analysis of NCEA, PAT &     Principal,           Clear and well                Supplementary supports identified.                Reported to Staff for
     need priority support. Targeted    asTTle data/ evidence and   Secondary            understood data.              IEP targets co-constructed by SENCO.              feedback & onto BoT.
     instruction to accelerate          teachers’ evaluations.      Syndicate Leader,    SAC available.                Use of assessment data to triangulate evidence.   Any further resourcing
                                        SAC identified.             Principal’s          All educators are             Whānau experience a meaningful IEP process,       & adjustments made by
     progress is delivered & students
                                        Inclusive Practices PLD     Nominee,             aware of who their            which is tracked, reviewed & makes a tangible     Wk. 5 T1.
     have timetables to match their     made available.             Timetable Leader,    target students are,          difference.                                       IEPs in regular cycle.
     needs and focus.                   Timetables organised        Academic Leader &    which level they are at,      SAC easy for teachers & students to access.       Syndicate meetings
                                        accordingly.                Mentors.             & can pinpoint ‘next          Inclusive Practices resources woven seamlessly    focus on literacy
                                                                    Begins Term 1        steps’ in their teaching.     into curriculum adaptations & differentiation.    strategies.
                                                                                         The timetable reflects        Students have well rounded timetables which
                                                                                         student needs not             are full & offer the subjects they chose to
                                                                                         teacher preferences.          specialise in.

2. Secondary Syndicate Leader,          Tracking sheets& KAMAR      Academic Leader,     All educators & BoT           Updated & available tracking sheets.              Academic, Secondary
   Academic Leader, SENCO and           attendance data (reported   Mentors, SENCO &     focused on discussing         KAMAR attendance data is used regularly to        Syndicate Leader & BoT
   Specialist Classroom Teacher         to BoT).                    Specialist           target students’              assist in mentoring & parent information.         monitor data &
                                        Progress judgement          Classroom Teacher    progress & how to             SLT reports to the BoT who understand data &      attendance. Leaders
   facilitate teacher coaching &
                                        evidence via progress       work with subject    improve attendance.           can coach towards meeting academic &              ensure rigorous
   tracking meetings to monitor         meeting recording sheet.    teachers.            Leaders are aware of          attendance targets.                               conversations with
   progress & attendance of target      Coaching & rich Inquiry     BoT involved in      strengths and areas of        BoT sets an attendance target for NCEA            team embed ‘next
   students.                            practice becomes the        attendance data.     development in                students and advertise & celebrate this           steps’ pedagogy &
                                        norm in Syndicate Team.                          syndicates.                   regularly.                                        improved progress &
                                                                    Admin Team           SLT evaluate & review         Syndicate & Academic Leader evaluate success      attendance for
                                                                    support KAMAR        success & areas for           & pinpoint areas for teacher improvement.         students.
                                                                    work.                improvement for 2019.

3. Regular Teaching as Inquiry          Teaching as Inquiry via     SENCO, Specialist    Meetings focus on             Updated tracking sheets.                          Regular A4L
   monitoring meetings, linked to       Inquiry Spiral links to     Classroom Teacher    appropriate gains in          Planning reflects ongoing review.                 walkthroughs.
                                        tracking sheets.            with Secondary       achievement levels.           Minutes from Syndicate and Staff hui.
                                                                                                                                                                           Page / 25
A4L to discuss progress of target    Reflected in appraisal      Syndicate Leader,      The purpose & method     Increased confidence & use of Inquiry Spiral,     Ongoing feedback &
   students.                            documentation &             Mentors, Principal’s   of Inquiry well          which is an ongoing collaboration between         feedforward on
                                        improvements in student     Nominee.               understood.              teacher and classes.                              development of
                                        engagement.                 Ongoing                Teachers focus on                                                          pedagogy.
                                                                    throughout the         areas for pedagogical                                                      Student voice
                                                                    year.s                 improvement.                                                               prioritised for success
                                                                                                                                                                      in teacher strategies.
                                                                                                                                                                      Inquiry Spirals shared &
                                                                                                                                                                      drilled into.

4. Use KAMAR information to             Ongoing staff PLD on        Mentors, Academic      Staff are aware of       KAMAR used as a responsive and reliable tool      Students & whānau are
   regularly collate and review data    KAMAR tools to fit with     Leader, Admin          progress of target       by all staff to share with students and parents   certain about their
   to share about and with target       CAS needs.                  Team, SENCO &          students & Academic      when appropriate.                                 progress & what is
                                        Students understand the     Specialist             Leader meets regularly   Academic Leader holds regular student/            needed to reach their
   students at NCEA L1 & 2.
                                        role of the Academic        Classroom Teacher      with students to         Mentor meetings.                                  achievement targets.
   Students know & discuss ‘next        Leader at NCEA.             work with subject      discuss this data.       Student voice & choice used & recognised as a     Their attendance rates
   steps’ as a result of this sharing                               teachers.                                       strong tool for teacher improvement.              & engagement lead to
   of KAMAR data in Mentor Time.                                                                                                                                      gaining at least NCEA
                                                                                                                                                                      L2.
5. Reporting systems under              Student & whānau voices     Parents, Teachers,     Reports will be          Updated reports shared with students, parents     Stakeholder voice
   continual review, improve the        are evident in the layout   Reporting Leader       informative & the        and whānau to communicate the required            gathered after
   sharing of clear & pertinent         and communication of        and SLT & Admin        schedule of reporting    information at the right time.                    reporting cycles to
                                        information.                Team.                  will be timely.          Calendared reporting ensures everyone is          check quality &
   information with students and
                                        KAMAR systems are user                             Students & whānau        aware of deadlines.                               transparency of output.
   whānau to support success.           friendly & available for                           will know ‘next steps’   Teachers receive full training to upskill &
                                        staff to access both at                            as a result of reports   deliver well-honed comments on progress not
                                        school & remotely.                                 received.                behaviour.

                                                                                                                                                                         Page / 26
Collingwood Area School Achievement Targets (Objective 2.1)
lin
gwOutcome 2.1           Consolidate & integrate the use of a termly tracking system to monitor & evaluate progress & achievement of target students

oo Issues:                 Actions to meet the           Resources &          Personnel                              What we will see happening differently?
                                outcome:                    Input:          & Time Frame:                     Outcome:                     Output:                           Monitoring:
 d Monitoring &         1. Consolidate the termly      Tracking             Academic           Syndicate/Team Leaders have a clear          Digital tracking process    Monitoring and
     evaluation of         tracking meeting            templates,           Leaders/           picture of accelerated progress for target   sheets.                     evaluation meeting
Ar target student          process between             Principal’s report   Syndicate/Team     students in their Syndicate/Team.            Progress and accelerated    timelines are linked to
       progress &          teachers and                to BoT.              Leaders/SLT &      Syndicate/Team Leaders able to share         achievement                 CAS calendar and
ea achievement             Syndicate/Team/SLT. In      Coaching             Teachers.          evaluation with rest of Leadership Team.     expectations, recorded      Annual Objectives.
        requires           2018, this will involve     framework            Term 1 2018        Teachers coached to use assessment info      and shared with staff       The BoT receives
Scconsolidation &          coaching staff & using      modelled on          ongoing            to inform planning for teaching and          and BoT.                    termly updates as per
      refinement           evidence to support         appraisal system.                       learning going forwards.                                                 Objective 1.
ho towards full            discussions.
   integration in our
ol systems              2. Monitoring and              Annual Plan          Principal to       BoT know and understand the impact of        Principal’s report to the   BoT members are
                           evaluation minutes are      Monitoring and       BoT.               annual objectives & actions on               BoT.                        confident to discuss
Ch                         used to report to the       tracking             Term 1 2018        accelerating the achievement of target       Meeting Minutes.            what the evidence tells
                           BoT on the accelerated      calendared.          onwards (as per    students.                                                                them about target
art                        progress and                BoT receives         schedule).         Achievement info shared horizontally                                     student achievement.
                           achievement of target       termly tracking                         and vertically in Staff & Syndicate Hui.
er                         students, termly.           report.
                        3. Continue to link all        Current school       SLT & Teachers.    Annual Plan, Inquiry and PM system are       Job Descriptions.s          Appraisal is a rigorous
20                         appraisal/performance       PM system, which     Term 1 2018        integrated.                                  PM system recorded &        & well-understood
                           management (PM)             is linked to CoL     onwards, working   All staff understand the PM system &         shared with staff.          process, anchored in all
17                         targets to Strategic Aims   Achievement          in tandem with     this is a central focus throughout the       PM meeting timeline         aspects of student
                           and Annual Objectives.      Challenge            TPS.               year.                                        recorded and shared.        achievement &
                                                                                                                                                                        tracking.

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Collingwood Area School Achievement Targets (Objective 2.2)
lin
gw Outcome 2.2                     Consolidate & integrate reliable teacher judgements to inform teachers’ planning & reporting to the BoT

oo Issues:                       Actions to meet the          Resources &           Personnel &                             What we will see happening differently?
                                      outcome:                   Input:             Time Frame:
                                                                                                                      Outcome:                            Output:             Monitoring:
 d Teachers are working       1. Ongoing review &           All resources         Academic            All teachers have a clear rationale for       Assessment              Staff have a
Artowards  using a range of
    evidence data with
                                 confidence in using
                                 moderation
                                                            shared & staff are
                                                            confident about
                                                                                  Leaders/ SLT and
                                                                                  Specialist
                                                                                                      assessment at Collingwood Area School.
                                                                                                      There is a consistent understanding of
                                                                                                                                                    document.
                                                                                                                                                    Improved templates,
                                                                                                                                                                            consistent
                                                                                                                                                                            knowledge of &
ea confidence,   to make
    reliable judgements
                                 processes/templates and
                                 documentation, as an
                                                            purpose and
                                                            implementation
                                                                                  Teacher.
                                                                                  ‘walk throughs’
                                                                                                      purpose of assessment and use of
                                                                                                      assessment processes.
                                                                                                                                                    & exemplars of
                                                                                                                                                    moderation samples.
                                                                                                                                                                            use the right
                                                                                                                                                                            range, of
Sc aboutprogress
          target students’
                  and
                                 outcome of A4L & SAF
                                 work in 2017.
                                                            & are used in
                                                            Staff Hui.
                                                                                  happen up to
                                                                                  twice a term to
                                                                                                      All teachers know what constitutes
                                                                                                      ‘evidence’, how to collect it and how to
                                                                                                                                                    Assessment Map for
                                                                                                                                                    2018 agreed & used.
                                                                                                                                                                            assessments to
                                                                                                                                                                            gather evidence
hoachievement in writing                                    A1 Quality
                                                            Standards
                                                                                  support & reflect
                                                                                  moderation
                                                                                                      collate and use benchmarks.
                                                                                                      Our classrooms reflect A4L principles.
                                                                                                                                                    The BoT can
                                                                                                                                                    communicate
                                                                                                                                                                            of progress &
                                                                                                                                                                            achievement.
ol                                                          throughout the
                                                            school.
                                                                                  expectations.       The BoT are able to track and monitor
                                                                                                      student achievement via Principal’s Report.
                                                                                                                                                    progress &
                                                                                                                                                    achievement gains to
                                                                                                                                                                            Reporting to the
                                                                                                                                                                            BoT is transparent
Ch                                                                                                                                                  the community.          & tracked
                                                                                                                                                                            successfully.
art                           2. Create overview of what
                                 evidence is being
                                                            Digital resources
                                                            Google Drive
                                                                                  SLT and teachers
                                                                                  in Term 1, 2018
                                                                                                      Academic Leaders, Specialist Teacher & SLT
                                                                                                      have a consistent knowledge of and use the
                                                                                                                                                    Assessment
                                                                                                                                                    weighting overview
                                                                                                                                                                            Range of evidence
                                                                                                                                                                            from across the
er                               collected (day-to-day,
                                 periodical and
                                                            ‘Effective Literacy
                                                            in Practice’
                                                                                  onwards.            right range of assessments to gather
                                                                                                      evidence of progress and achievement.
                                                                                                                                                    in Assessment Map.
                                                                                                                                                    Range of evidence
                                                                                                                                                                            curriculum.
                                                                                                                                                                            Portfolios of
20                               transitional), including
                                 how this will assist
                                                            research
                                                            document.
                                                                                                      Teachers use a range of evidence from
                                                                                                      across the curriculum to moderate
                                                                                                                                                    from across the
                                                                                                                                                    curriculum.
                                                                                                                                                                            moderated
                                                                                                                                                                            evidence available
17                               moderation & tracking.                                               judgements at both junior and senior levels
                                                                                                      to create a consistency of judgements.
                                                                                                                                                    Portfolio of
                                                                                                                                                    moderated evidence.
                                                                                                                                                                            for all.

                                                                                                                                                                           Page / 28
Collingwood Area School Achievement Targets (Objective 2.3)
lin
gw Outcome 2.3                 Consolidate & integrate Acssessment for Learning (A4L) strategies

oo Issues:                        Actions to meet the
                                       outcome:
                                                                 Resources &
                                                                    Input:
                                                                                       Personnel &
                                                                                       Time Frame:
                                                                                                                             What we will see happening differently?
                                                                                                                         Outcome:                      Output:                       Monitoring:
 d Strategic Inquiry           1. Ensure all teachers know     Inquiry Spirals via   Specialist         Everyone has a shared understanding of            Inquiry overview.        Surveys &
   requires consolidation         and understand strategic     appraisal and A4L     Teacher/ SLT/      how the process of Inquiry drives change.         Research to inform       walkthrough
Arto support A4L practice         Inquiry cycle/ Spiral of     walkthroughs.         Academic           All of leadership is using strategic Inquiry to   school-wide Inquiry      observations.
  criteria, to drive change       Inquiry, shared via CoL      Classroom             Leaders.           drive and embed change towards A4L                linked to CoL            Teacher planning
ea & ongoing                      and all teacher practice.    Checklists to         Ongoing in 2018.   initiative.                                       Achievement              indicates
        improvement                                            assist practice.                                                                           Challenge & Annual       differentiated LI
Sc                                                             Clear information                                                                          Plan.                    & SC for target
                                                               on expectations.                                                                                                    students.
ho
                               2. All educators co-construct   Research Articles.    Specialist         Use research to inform Inquiry.                   Framework for walk       Use of LI and SC
ol                             practice criteria that          Walk through          Teacher/ SLT/      2018 appraisal model linked to identify           throughs & collecting    (Walkthroughs,
                               exemplify good practice for     process, stake-       Academic           aspects of student underachievement.              student voice.           student voice,
Ch                             use of LI and SC. Academic      holder voices         Leaders.           Review of learning plans for Māori students       Research to inform       teacher voice,
                               Leaders and teachers use        gathered              Ongoing in 2018.   underachieving in writing, which are shared       school-wide Inquiry      whānau voice) for
art                            criteria to monitor and         (students,                               and implemented.                                  linked to identified     Years 1 – 10.
                               evaluate changes to practice    teachers,                                                                                  area for development
er                                                             whānau)                                                                                    & CoL Achievement
                                                               Clear walk                                                                                 Challenge & Annual
20                                                             through criteria.                                                                          Plan.

17

                                                                                                                                                                                  Page / 29
Collingwood Area School Achievement Targets (Objective 2.4)
lin
gw Outcome 2.4            Develop a digital technology strategy which supports teaching and learning

oo Issues                    Actions to meet the         Resources & Input:        Personnel &                               What we will see happening differently?
                                  outcome:                                         Time Frame:                         Outcome:                              Output:               Monitoring:
 d There isn’t a long     1. Review efficiency of       Inquiry Cycle Overview   SLT, BoT, MU         Everyone has a shared understanding of          Documentation              Fact based

Arterm   strategic plan
    for ICT, including
                             current network
                             systems. Identify the
                                                        of current resources.
                                                        Appoint a Technology
                                                                                 holder in 2018 &
                                                                                 N4L as advisors.
                                                                                                      what we will require in future and why.
                                                                                                      Time & motion study/needs analysis to
                                                                                                                                                      collated towards a
                                                                                                                                                      strategy for BoT
                                                                                                                                                                                 recommendations
                                                                                                                                                                                 to BoT to create

ea what    students &
    teachers require
                             current ICT needs &
                             demands. Organise plans
                                                        MU holder.
                                                        Survey whānau,
                                                                                 Crystal Network
                                                                                 to assist in
                                                                                                      ensure a better use of spaces & rooms with
                                                                                                      technology, to support student access to all
                                                                                                                                                      resourcing &
                                                                                                                                                      priorities.
                                                                                                                                                                                 ICT Strategy for
                                                                                                                                                                                 CAS in 2018 &

Sc forlearning
         teaching &          towards creating a
                             strategy for all
                                                        teachers & students.     strategy planning.
                                                                                 Admin/ students.
                                                                                                      types of ICT devices.                                                      beyond.

                             stakeholders,
ho                           accordingly.
                          2. Teachers confidently       Best practice models     Teachers with        ICT fully integrated into teaching & learning   Teachers able to           Student voice,
ol                           facilitate the creation,   explored in other        high levels of       to support, personalise & extend student        facilitate high quality    BoT monitoring
Ch                           sharing, integration of
                             digital content with
                                                        settings.
                                                        PLD in Staff Hui,
                                                                                 confidence to
                                                                                 support peers,
                                                                                                      opportunities.
                                                                                                      All students with learning needs receive
                                                                                                                                                      interactions, sharing
                                                                                                                                                      content/ ideas to
                                                                                                                                                                                 via Principal
                                                                                                                                                                                 reports,
                             students & parents to      support from MU          SENCO to monitor     specific and targeted support.                  support learning.          achievement data
art                          meet progress &            holder & via CoL team.   SAC & student                                                        All students have          of students using
er                           achievement needs.                                  support needs.
                                                                                 Specialist Teacher
                                                                                                                                                      access to appropriate
                                                                                                                                                      technology platforms
                                                                                                                                                                                 assistive
                                                                                                                                                                                 technology.
                                                                                 to assist with                                                       to support progress
20                                                                               Student Voice.                                                       and achievement.
17

                                                                                                                                                                                Page / 30
Collingwood Area School Achievement Targets (Objective 2.5)
lin
gw Outcome 2.5            Consolidate & integrate school wide Inquiry into basic facts, problem solving, place value & number sense in Maths to inform teaching and learning

oo Issues:                     Actions to meet the       Resources & Input:         Personnel &                           What we will see happening differently?
                                    outcome:                                        Time Frame:                       Outcome:                      Output:                        Monitoring:
 d The 2017 Inquiry       1.    By the end of 2018,     Best practice models      Teachers with      Teachers develop strategies that enable          Teachers able to           Planning,

Arabout    the teaching
    of Maths requires
                                teachers will deliver
                                improved
                                                        shared in Staff Hui via
                                                        MU Maths Leader.
                                                                                  high levels of
                                                                                  confidence to
                                                                                                     students and staff to reflect on the
                                                                                                     improvements in their learning in Maths.
                                                                                                                                                      facilitate high quality
                                                                                                                                                      interactions, sharing
                                                                                                                                                                                 Staff Hui
                                                                                                                                                                                 discussions &
          time for              programmes in           Facilitated practice      support peers,     Student and teacher voice and choice is a        content/ ideas to          activities, rates of
ea consolidation     of         Maths.                  discussions ongoing in    ongoing in 2018.   key method to collect evidence of                support learning.          progress &
    skills, to increase                                 2018 between                                 improvements.                                                               achievement
Scteacher confidence                                    Syndicates.                                  Data in Maths via NZC Levels, PATs etc. give                                reported to BoT.

ho in students
          delivery to                                   Modelling in classes
                                                        between practitioners.
                                                                                                     indications of progress.

ol                        2. Ongoing facilitated        Ongoing assessment of     MU holder,         Teachers will be open and able to follow         CoL In School Teacher      Observations of
                             teacher instruction to     teacher progress.         Maths Leader.      Inquiry Spiral practice to lift their pedagogy   shares effective           teachers & follow
Ch                           pinpoint current           Development of            Teachers to        in Maths teaching, differentiated according      practice, models &         up conversations
                             deficits and improve       flexible thinking and     observe each       to the needs of their learners.                  drives whole school        to identify work
art                          practice.                  confidence in teachers.   other in best                                                       change in the              ahead.
                                                                                  practice                                                            teaching of Maths.
er                                                                                examples.
                          3. Teachers supported to      Inquiry cycle templates   MU holder,         Teachers able to identify next steps to          Shared with whole          Discussion/ walk
20                           use Inquiry Spirals/       shared and supported      Maths Leader.      improve their practice.                          staff and tracked via      throughs/
                             inquiry practice to        via appraisal.            Teachers to        Students enjoying accelerated achievement        ITJs and OTJs/ NZC         observations
17                           improve their teaching                               observe each       and can talk about ‘next steps’ in their         equivalent & NCEA.         supported by
                             of Maths.                                            other in best      Maths learning.                                                             evidence to form
                                                                                  practice                                                                                       a report on
                                                                                  examples.                                                                                      findings.

                                                                                                                                                                                Page / 31
Collingwood Area School Achievement Targets (Objective 2.6)
lin
gw Outcome 2.6            Review and improve current tracking and monitoring strategies to increase our NCEA subject endorsements for students

oo Issues:                 Actions to meet the        Resources & Input:        Personnel &                                 What we will see happening differently?
                                outcome:                                        Time Frame:                            Outcome:                              Output:               Monitoring:
 dStudents are below      1. Consolidate the termly   Monitoring &            Academic Leaders/      Secondary Syndicate and Academic Leaders          Digital tracking, NCEA    Regular

ArtheEndorsements
       expected rate of
                   (as
                          tracking meeting process
                          between teachers &
                                                      evaluation minutes
                                                      are used to report to
                                                                              Syndicate/Team
                                                                              Leaders/SLT &
                                                                                                     have a clear picture of accelerated progress to
                                                                                                     increase the amount of subject endorsements
                                                                                                                                                       planning & mentor
                                                                                                                                                       interview evidence.
                                                                                                                                                                                 Academic/
                                                                                                                                                                                 Mentor meetings
        set by CoL        Syndicate/Team/SLT. In      the BoT on the          Teachers.              available for NCEA students.                      Progress and              with students
ea Achievement            2018, this will involve     accelerated progress    Term 1 2018            Leaders able to share evaluation with rest of     endorsement               give information

ScChallenge via MoE)      coaching staff &
                          evidence to support
                                                      & achievement
                                                      towards
                                                                              ongoing.               SLT and report to BoT and CoL on this target.
                                                                                                     Staff coached to use Achievement Standards to
                                                                                                                                                       achievement
                                                                                                                                                       expectations
                                                                                                                                                                                 & evidence.
                                                                                                                                                                                 The BoT receives
                          discussions for             endorsements,                                  inform planning for teaching and learning         recorded & shared         termly updates as
ho                        endorsement focus.          termly.                                        going forwards, towards better quality NCEA       with staff, CoL & BoT.    part of Student
                                                                                                     outcomes for students.                                                      Tracking info.
ol                        2. Time made available      Hui time to focus on    Specialist Teacher,    Teachers engaged in improved pedagogy &           Evidence of an            NCEA data,
                          for teachers to             differentiated          subject specialists,   planning to support higher endorsement rates.     upwards trend in the      updates via
Ch                        streamline NCEA courses     teaching & learning     Principal’s            Students understand the need to collect less      percentage of             KAMAR to
                          on offer & consolidate      strategies to           Nominee,               credits, and ‘do less with more skill’.           students participating    students &
art                       their practice to support   accelerate student      Academic Leader        Courses delivered designed to support             in NCEA at each level,    whānau. NCEA
                          Merit & Excellence          achievement levels.     & all Secondary        endorsement opportunities.                        gaining                   information
er                        outcomes for students.      Mentor & subject        teachers.                                                                endorsements.             shared regularly
                                                      time coaching with                                                                                                         to coach students
20                                                    students, to                                                                                                               & ensure they
                                                      familiarize them with                                                                                                      are aware of
17                                                    the benefits of NCEA                                                                                                       opportunities for
                                                      endorsements.                                                                                                              endorsements.

                                                                                                                                                                                Page / 32
Collingwood Area School Achievement Targets (Objective 2.7)
lin
                                   Following on from our year long Inquiry in 2017, develop a localised NE to Year 13/14 curriculum, connecting the learning opportunities
gw Outcome 2.7                     that CAS provides
oo           Issues                Actions to meet the    Resources &         Personnel &                          What we will see happening differently?
                                        outcome:              Input:          Time Frame:                     Outcome:                        Output:           Monitoring:
 dTeacher planning & pedagogy      Planning structure &     Staff Hui,          SLT, Specialist      The CAS curriculum document will reflect        A learner centred,      Ongoing review
    should promote learning        cycle to connect         Syndicate           Teacher,             interconnected processes of planning,           responsive &            allows analysis of
Arinquiry & activities, that are   school-wide, key         Meetings, best      Academic Leaders     teaching, assessing & reviewing, as the basis   inclusive NE to Year    the curriculum as
   based on a fully integrated,    concepts from whole      practice models     and all teachers.    for teaching, learning & cultural               13/14 Curriculum        it develops the
ea localised curriculum            school overview to       explored & CoL In   Marae portfolio      competence.                                     Document for CAS.       teaching &
                                   classroom plans.         School practice     holder for           Every teacher & learner challenged &                                    learning. Teacher,
Sc                                 Localised curriculum     discussions.        Education. This      supported with high quality, future focused,                            student &
                                   documents will reflect   Ongoing support     work will progress   authentic opportunities.                                                whānau voice will
ho                                 our culture, the         from                & evolve during                                                                              inform future
                                   seasons &                Manawhenua ki       2018 onwards.                                                                                direction &
ol                                 environment,             Mohua.                                                                                                           development.
                                   celebrations & wider
Ch                                 community focus.

art
er
20
17

                                                                                                                                                                            Page / 33
Collingwood Area School Achievement Targets (Objective 3.1)
lin
gwOutcome 3.1             Continue to review how successfully we reflect our ethos and cultural responsiveness, in order to embed a positive and inclusive culture that fosters
                          well-being and enables all children to make progress and achieve at CAS
oo Issues:                  Actions to meet the        Resources & Input:       Personnel                           What we will see happening differently?
                                  outcome:                                   & Time Frame:                   Outcome:                          Output:            Monitoring:
 dSelf-review via BoT     1. Following BoT &              BoT to drive use of      Pastoral Team in    The CAS community is engaged to take part         Full feedback shared       Survey and

Arinneed
      2017 identified a
          to create the
                             Manawhenua
                             groundwork in 2017,
                                                          w@s application via
                                                          NZCER, using positive
                                                                                   Term 1, 2018. BoT
                                                                                   & Manawhenua
                                                                                                       in w@s survey. All feedback received, is
                                                                                                       shared. BoT, Manawhenua, SLT and Pastoral
                                                                                                                                                         with CAS community
                                                                                                                                                         and initial responses
                                                                                                                                                                                    feedback
                                                                                                                                                                                    completed.
      conditions for         implement data               communication to gain    to report to        Team determine actions to support ongoing         to the data are            Groundwork/
eacultural wellbeing,        gathering via the w@s        maximum                  community and       improvements.                                     ‘drilled into’ in T2 to    preparation for

Scthrough     a deeper
        focus on an
                             self-review tool in Term
                             1, 2018. Present initial
                                                          engagement.              support this
                                                                                   team.
                                                                                                       Additional tools identified for ongoing
                                                                                                       monitoring, employed as needed.
                                                                                                                                                         start changes.             Action 2 (below).

       inclusive CAS         findings and explore                                                      A well supported Pastoral Team will
hoculture.    A newly        other appropriate                                                         function as a cohesive group for CAS, with
  configured Pastoral        methods/tools to collect                                                  close ties to whānau & stakeholders
olTeam in 2018 will          student, staff and                                                        including Manawhenua ki Mohua
    drive the required       whānau voice.
Chactions   with SLT &
        BoT support       2. In T2, review w@s data in    Skilled interpretation   SLT & BoT in Term   A single point of contact/ portfolio holder       Clear actions agreed       Self-review
art                          depth to inform gap-         (beyond surface          2 with Pastoral     designated from BoT. With this support,           by BoT, SLT &              document
                             analysis, plan strategic &   reading) of T1 data      Team, supported     relevant data from T1 is penetrated in            Pastoral Team, with a      created,
er                           PLD support.                 required.                by Manawhenua.      depth to build a clear understanding of           timeline to address        facilitated
                                                          BoT will oversee this                        student/ staff & stakeholder experience of        issues. Ongoing            workshops held
20                                                        portfolio to support                         CAS culture. Actions will follow as a result of   actions planned to         to identify next
                                                          SLT & Pastoral Team.                         this work.                                        start in 2018.             steps to create a
17                                                                                                     Support extended directly to the Pastoral                                    “Culture Action
                                                                                                       Team to receive coaching & mentoring from                                    Plan” for 2018
                                                                                                       SLT, BoT & Manawhenua.                                                       and beyond.

                          3. BoT & SLT support the        Strategic support for    SLT and BoT fund    The community all know exactly what is on         CAS students access        Student uptake of
                             new CAS Pastoral Team        the Pastoral Team        relief & PLD for    offer to support wellbeing including cultural     leadership                 programmes is
                             to promote programmes        including termly non-    termly hui for      competence at CAS and who the Pastoral            opportunities, a           monitored and
                             and opportunities on         contact hui time and     Pastoral Team.      Team are.                                         structured careers         Student Voice is
                             offer, which support         appropriate PLD.         Regular updates     Students can name ‘next steps’ in these           programme,                 regularly
                             wellbeing and cultural                                in Flyer.           pastoral areas, because of the support they       appropriate health         collected to check
                                                                                                                                                                                   Page / 34
responsiveness at CAS.       Use of CAS media such                      receive & their confidence in the systems       education & guidance    our levels of
                               as the Flyer to promote                    provided for them.                              counselling.            engagement and
                               wellbeing.                                                                                                         satisfaction of
                                                                                                                                                  services.

4. The BoT is engaged with     A wider range of          School Picnic,   CAS is a more inclusive place to be. Parents,   The process will        BoT presence is
   the community in a          opportunities created     w@s, Show Day,   whānau & students know who the BoT is           support CAS to          evident at events.
   variety of ways to listen   to engage the CAS         Flyer etc.       and what they do to model and uphold a          engage in an ongoing    The community
   to, & reflect back          community in                               positive and inclusive wellbeing culture at     journey towards         have access to
   on, student, staff &        celebrating and                            CAS.                                            building inclusive      regular BoT
   stakeholder voices          endorsing our school                       There is improved engagement and                practices for all       updates and BoT
   regarding our CAS culture   culture.                                   attendance to parent/ community events.         learners & the          comms via CAS
   & climate.                                                                                                             community as a          Flyer and
                                                                                                                          whole.                  Facebook Page.

                                                                                                                                                 Page / 35
Collingwood Area School Achievement Targets (Objective 3.2)
lin
gw Outcome 3.2               Model & promote our school beliefs, values, purpose, principles and vision at all levels

oo Issues                       Actions to meet the
                                     outcome:
                                                              Resources &
                                                                 Input:
                                                                                 Personnel &
                                                                                 Time Frame:
                                                                                                                         What we will see happening differently?
                                                                                                                 Outcome                              Output               Monitoring
 d Self-review in            1. BoT, staff & students can    Facilitated        NZSTA and BOT,   There is an appreciation and expression of   BOT, Staff & Students      A system for
     2016 of our key            articulate the school’s      workshops to       SLT, teaching    the school Values and Behaviours (‘the       are developing ways to     Values and
Ar statements                   beliefs values, principles   shape              staff.           four Cs’) embedded into the CAS ethos.       express & demonstrate      Behaviours
       showed that              and vision as endorsed       conversations                                                                    what the Values and        awards at all
eathese were not ‘living’       by Manawhenua ki             and plan                                                                         Behaviours mean to         levels is in
            in                  Mohua.                       supporting                                                                       them as individuals        development.
Sc the CAS                                                   resources.                                                                       and/or groups.             BoT meetings
     community and                                           New BOT                                                                                                     include time in
ho we continue to                                            members                                                                                                     regular meetings
     focus on this as                                        induction.                                                                                                  to reflect on
ol        a key                                                                                                                                                          progress.
      contributor to         2. Self-review of how we        Ongoing            BoT & NZSTA in   BoT has a shared understanding &             Updated CAS Charter for    Stories that
Ch our vision for               express & demonstrate        consultation -     2018             language around the Values, Purpose,         2019 and beyond            demonstrate our
     student success            our key statements to        BoT to lead with                    Principles, Vision. These will continue to                              Vision is alive are
art                             ensure they are              NZSTA.                              appear in all CAS communications.                                       published at
                                authentic for                                                                                                                            school and to
er                              stakeholders.s                                                                                                                           community.
                                                                                                                                                                         BOT member
20                                                                                                                                                                       statements on
                                                                                                                                                                         website relating
17                                                                                                                                                                       what the Values
                                                                                                                                                                         and Behaviours
                                                                                                                                                                         mean to them.

                                                                                                                                                                        Page / 36
Collingwood Area School Achievement Targets (Objective 3.3)
lin
gw Outcome 3.3              Supporting CAS towards excellence by developing the capability of the BoT to enact its roles and responsibilities

oo Issues:                     Actions to meet the
                                    outcome:
                                                              Resources &
                                                                 Input:
                                                                                 Personnel &
                                                                                 Time Frame:
                                                                                                                      What we will see happening differently?
                                                                                                               Outcome:                             Output:                Monitoring:
 dThe Board membership      1. New BoT members are          Workshops on        BOT, NZSTA,    BoT functions confidently and effectively.   Up to date role              Meeting notes
      has significantly        inducted & brought up        strategic issues;   during 2018                                                 descriptions are             and minutes.
Archanged for 2018 with        to date on key strategic     NZSTA                                                                           available.                   ToR for key
   three new members.          & operational issues         development;                                                                    Committees (where            functions &
ea We will focus on            facing CAS.                  documentation.                                                                  necessary) are               committees are
    forming an effective                                                                                                                    established and              up to date or in
Sc governance team                                                                                                                          responsibilities for key     development as
                                                                                                                                            functions suitably           needed.
ho                                                                                                                                          allocated.                   Members
                                                                                                                                                                         complete NZSTA
ol                                                                                                                                                                       development
                                                                                                                                                                         modules.
Ch                          2. BoT will dedicate time to    Working             BOT, NZSTA,    BoT models leadership and ongoing            Meetings are held and        BoT presence on
                               a shared definition of its   meetings on         during 2018    learning and development.                    attended by quorum.          website & in CAS
art                            role and building a high     areas needing                      School relationships are strong and          BoT is seen by the school    communications.
                               performing team.             extra focus;                       positive.                                    community as a model of      Meeting notes &
er                                                          leadership                                                                      the school Values,           minutes.
                                                            development                                                                     Behaviours & Vision          .
20                                                          tools through
                                                            NZSTA and other
17                                                          appropriate
                                                            channels.

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Collingwood Area School Achievement Targets (Objective 3.4)
lin
                             Undertake a year long Inquiry in collaboration with all Early Childhood and Junior settings in Mohua to review and develop our Transitions to
gw Outcome 3.4               School methodology and practice

oo Issues:                      Actions to meet the
                                     outcome:
                                                          Resources &
                                                              Input:
                                                                             Personnel &
                                                                             Time Frame:
                                                                                                                   What we will see happening differently?
                                                                                                            Outcome:                         Output:            Monitoring:
 dOur CoL acknowledges       An Inquiry across the CoL      SLT and BoT to     Col Transitions   A collectively developed approach to             A published Inquiry,    Stewardship
   the need to review &      will enable all stakeholders   support this CoL   Group and         transitions will become a shared kaupapa         shared on CoL Smart     Group for CoL &
Arimprove the transitions    to review current practice &   work. Our MU       Strategic Team,   in our Kāhui Ako, to support the learning        Curriculum Tool.        Strategic Team
   from ECE to all school    form a working party to        Holder for         Transitions hui   and transitions development across other                                 will receive
easettings in Golden Bay     improve & develop              Transitions will   network. MU       sectors. Manawhenua ki Mohua will be                                     updates and
                             methodologies within a         lead the work at   holder for        fully involved in all aspects of this inquiry.                           reports on
Sc                           community of practice          CAS.               Transitions.                                                                               progress of
                             approach.                                                                                                                                    Inquiry.
ho
ol
Ch
art
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20
17

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