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
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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 2018Collingwood 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 / 17with 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 / 18teaching 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 / 19facilitate 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 / 20Collingwood 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 / 21Overall 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 / 22to 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 / 23Collingwood 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 / 24Teacher 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 / 25A4L 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 / 26Collingwood 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.
Page / 27Collingwood 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 / 28Collingwood 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 / 29Collingwood Area School Achievement Targets (Objective 2.4)
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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 / 30Collingwood Area School Achievement Targets (Objective 2.5)
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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 / 31Collingwood Area School Achievement Targets (Objective 2.6)
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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 / 32Collingwood Area School Achievement Targets (Objective 2.7)
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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 / 33Collingwood Area School Achievement Targets (Objective 3.1)
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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 / 34responsiveness 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 / 35Collingwood Area School Achievement Targets (Objective 3.2)
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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 / 36Collingwood Area School Achievement Targets (Objective 3.3)
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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.
Page / 37Collingwood Area School Achievement Targets (Objective 3.4)
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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
er
20
17
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