Taradale Intermediate School - School Charter Strategic and Annual Plan for
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School Charter Strategic and Annual Plan for
Taradale Intermediate School
2019 - 2021
Principals’ endorsement: 20th February 2019
Board of Trustees’ endorsement: 27th February 2019
Submission Date to Ministry of Education: 4th March 2019
Taradale Intermediate School
Taradale Intermediate School 2018 - 2020Introductory Section - Strategic Intentions
To provide rich, real and relevant learning experiences for all students to become internationally minded, life-long
Mission Statement
learners.
In partnership with our community, to develop inquiring, knowledgeable and caring young people who are challenged
Vision
to be their best.
Seek To Achieve – whaia kia tutuki
Motto
Equity in education can be seen through two dimensions: fairness and inclusion. Equity as fairness implies that personal or
How will Taradale
socio-economic circumstances, such as gender, ethnic origin or family background, are not obstacles to success in
Intermediate School
education. Equity as inclusion means ensuring that all students reach at least a basic minimum level of skills. Equitable
provide equity and
education systems are fair and inclusive and support their students in reaching their learning potential without either
excellence in our
formally or informally erecting barriers or lowering expectations. Andreas Schleider 2014 OECD
school programmes
from 2019 - 2021
The 5 New Zealand Curriculum Key Competencies will be integrated in all areas of learning at Taradale Intermediate
• Thinking
• Using language symbols and texts
• Relating to others
• Managing self
• Participating and contributing
As will the attributes of our learner profile:
Inquirers We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and
with others. We learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable We develop and use conceptual understanding, exploring knowledge across a range of disciplines.
We engage with issues and ideas that have local and global significance.
Thinkers We use critical and creative thinking skills to analyse and take responsible action on complex problems. We
exercise initiative in making reasoned, ethical decisions.
Communicators We express ourselves confidently and creatively in more than one language and in many ways. We
collaborate effectively, listening carefully to the perspectives of other individuals and groups.
Principled We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity
and rights of people everywhere. We take responsibility for our actions and their consequences.
2Open minded We critically appreciate our own cultures and personal histories, as well as the values and traditions of
others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.
Caring We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive
difference in the lives of others and in the world around us.
Balanced We understand the importance of balancing different aspects of our lives—intellectual, physical, and
emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and
with the world in which we live.
Reflective We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths
and weaknesses in order to support our learning and personal development.
Risk-takers We approach uncertainty with forethought and determination; we work independently and cooperatively
to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
WE VALUE LEARNERS WHO:
Values
Care (Kia manaaki)
✓ Knowing, holding onto and acting on values that will live effectively in a global community, and grow as lifelong
learners.
✓ Working to secure a sustainable social, culture, economic and environmental future.
Share (Kia tiaki)
✓ Understanding the importance of connectedness ... and its many rewards including respect in oneself and others
(diversity), responsibilities and relationships with people, the land and environment.
Dare (Kia toa)
✓ To be the student of the Taradale Intermediate School learner profile.
✓ To achieve – whaia kia tituki Live the whakatauaki – Whaia te iti kahurangi, ki te tuohu koe, me he maunga teitei
(aim high)
The principles of the New Zealand Curriculum will guide our curriculum:
Principles • High expectations
3• Treaty of Waitangi
• Cultural diversity
• Inclusion
• Learning to Learn
• Community Engagement
• Coherence
• Future Focus
We will be guided by the following priorities:
National Education
1. Increased participation and success by Māori through the advancement of Māori education initiatives, including
Goals
education in Te Reo Māori consistent with the principles of the Treaty of Waitangi.
2. Respect for the diverse ethnic and cultural heritage of NZ people, with acknowledgement of the unique place of
Māori, and New Zealand’s role in the Pacific and as a member of the international community of nations.
School goals • All learners, and Māori learners in particular, will have a strong sense of their own language, culture and identity.
• Māori learners will achieve success as Māori. There will be no significant difference between the achievement of
Māori and Pacifica learners and the rest of the learners.
• Learners will display increasing agency including being assessment capable learners.
• Development of collaborative practice as a vehicle to drive deep student learning will be a focus.
• Development of a Taradale Intermediate School Graduate Profile
WHAT TARADALE INTERMEDIATE SCHOOL IS DOING TO REFLECT THE CULTURAL DIVERSITY IN NEW ZEALAND
Māori dimensions
The school curriculum will encourage learners to understand and respect different cultures that make up New Zealand
and Cultural
society. It will ensure that the experiences, cultural traditions, histories and languages of all New Zealanders are
Diversity
recognised and valued. The curriculum will acknowledge the unique position of Māori and the place of Pacific Island
societies in New Zealand society. In response to other cultures, we offer language classes in French, Mandarin and of
course, Te Reo Maori.
WE WILL RECOGNISE AND VALUE THE UNIQUE POSITION OF MĀORI CULTURE IN NEW ZEALAND by ensuring that all learners
have the opportunity to acquire basic Te Reo and understanding of everyday conversational language (e.g. greetings,
local places). The Treaty of Waitangi will guide our relationships and the nature of our interactions with the Māori
community. We will acknowledge and respect the values, traditions and history of Māori, observe cultural sensitivity to
Tikanga Māori (Māori protocol) and show respect for the local Māori identity involved in the school and community.
WHAT REASONABLE STEPS WILL BE TAKEN TO INCORPORATE TIKANGA MĀORI INTO THE SCHOOL CURRICULUM?
Te Reo and tikanga Maori will be integrated across the curriculum with on-going professional development provided
with through Te toi tupu and Te Wananga o Aotearoa. Regular powhiri will continue. Staff meetings will begin and end
with karakia. The National Anthem will be sung in Māori and English. We encourage and expect the correct
pronunciation of Māori place names and personal names. Learners will be encouraged to join kapa haka with learners
4having opportunities to perform both in the school and for the wider community. Staff knowledge of the history of Ngati
Kahungunu and our local area with a focus on Otātara will be encouraged. Most staff will complete the ‘He papa
tikanga’ course through Te Whare Wananga o Aotearoa. A graduate learner profile will be developed in consultation
with our community and this profile will articulate the expectations of our learners in te ao Māori.
TO ENSURE EQUITABLE OUTCOMES FOR MĀORI WE NEED TO IDENTIFY LEARNERS WHO ARE at risk of not achieving or have
special needs so that programmes and resources can be targeted to cater for individual needs. A specific programme
of Individual Action Plans, digital databoards and staff coaching reviews will be in operation.
REPORTING to the Board of Trustees on the achievement of Māori learners will be on-going ensuring targets are set and
resourcing put in place.
TO DISCOVER THE VIEWS AND CONCERNS OF THE MĀORI COMMUNITY CONSULTATION WILL TAKE PLACE WITH the school’s
Māori community to develop and make known policies, plans and targets for improving the achievements of Māori
learners. This will take place through whanau hui, telephone polling and informal communications.
Special Character / WHAT WILL THE SCHOOL DO TO PROVIDE FULL-TIME INSTRUCTION IN TE REO MĀORI FOR PARENTS WHO ASK FOR IT FOR
Māori Medium THEIR CHILDREN?
status Families will be directed to local schools that offer this option.
School property That our school property development supports the Taradale Intermediate School vision for effective, innovative, and
creative education.
There will be property development that demonstrates New Zealand’s dual cultural heritage with culturally appropriate
structures around the school identifying us as a New Zealand school e.g. waharoa, pou as examples
The PMC buildings on site will be removed and replaced with fit for purpose innovative classroom spaces that support
collaborative practice while maintaining the personal relationship between our learners and their teachers supports the
provision of the Taradale Intermediate local curriculum and personalized learning.
Turf upgrade
Construction of a school gymnasium
Construction of a school auditorium
Differentiate between staff lounge and professional learning area
Accommodation of all of the Ahuriri RTLB in purpose-built facilities on site
Fire safety systems that are fit for purpose
Intercom systems the enable across school communication
5Fit for purpose administration area
6Strategic Goals Core Strategies for Achieving Goals
2019 - 2021
1. To develop a rich, real and To become a school providing an exemplary inquiry approach by the end of 2020.
relevant curriculum that
captures the imagination o To have a localised curriculum based on the NZC
of our emerging o Deliver our curriculum through a conceptual inquiry lens.
adolescents through an
integrated inquiry
approach.
2. Learners who are: Proactive teaching of cybersafety, sunsmart, sexual health, bullying, nutrition and physical activity.
Safe Proactive teaching of relationship skills, growing as a group, conflict resolution, caring for the environment.
Use restorative practice as an integral part of our school relationships.
Respectful
Learners who can self-regulate their learning. Learners who can think creatively, critically and
Learners
metacognitively. Learners who display intellectual curiosity. Learners who can self-assess.
The implementation of our curriculum and raising achievement plans.
3. Staff who continually 2019
expand their capacity to
• Using Kath Murdoch’s text; “The Power OF Inquiry’” as the means to understand what genuine
improve learner’s learning
inquiry learning is and how we will implement this in our educational setting.
(Professional learning and • Work towards localising our Taradale Intermediate Curriculum. Refine our essential learning
development) curriculum document
• Provide opportunities for our teachers to become experts in inquiry learning.
• Embed clarity of practice and make learning visible.
• Students increasingly become self-regulating by identifying where they are at, their next learning
steps using our kid speak matrices, and then self-report through SeeSaw and our Learner Led
Conferences.
• All staff trained in growth coaching
• Differentiated staff professional development in maths
• Strengthen restorative practice and engage/educate our community / whanau on this practice.
• Grow our knowledge of te reo me nga tikanga Māori through offering another paper at TWOA.
• Accelerating achievement in literacy using our knowledge of good maths pedagogy and drawing
parallels between these.
• Identify and support at risk learners in a coherent systematic way.
• Continue our PLD with Cognition Education – implementing the new digital technology
curriculum. At Taradale Intermediate we are committed to improving our students’ achievement in
7all areas of the curriculum. This PLD application will be supporting the leaders and teachers
to develop exemplary collaborative practice in our context.
• Staff to complete a ‘digital passport’
• Leadership development with ‘The Think Farm’ for existing and aspiring leaders.
• The development of all teaching staff and some support staff in Google Apps for Education.
• Some specialist staff engage with learning in the STEAM subjects (STEAM is an educational
approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as
access points for guiding student inquiry, dialogue, and critical thinking.)
2020
• Embed exemplary inquiry learning pedagogies across the school
• Have our localised curriculum being taught throughout the school.
• Strengthen clarity of practice and develop visible learning approaches, including inquiry.
• Students become experts in self-regulation through clarity of expectation, student speak matrices
and self-assessment.
• Develop student to student growth coaching
• Strengthen restorative practice and engage/educate our community / whanau on this practice.
• Grow our knowledge of te reo me nga tikanga Māori through offering another paper at TWOA.
• Accelerating achievement in literacy using our knowledge of good maths pedagogy and drawing
parallels between these.
• Continue to Identify and support at risk learners in a coherent, inclusive and systematic way that
meets the requirements of the 2020 Learning Support Vision.
4 Strengthen community
1.1 Through SchoolDocs policy review
relationships
1.2 Through relevant parent education opportunities particularly involving consultation and information
1) With our about our localised curriculum
parent/caregiver group 1.3 Through accelerated learning relationships – this includes ‘Get Connected’ days at the start of the
2) With the school school year.
whanau 1.4 Through actively facilitating ‘think tank’ type opportunities for our families to contribute ideas and
provide feedback and feedforward.
2.1 Through the establishment of whanau meetings.
8Baseline Data or School Context
Learners’ At the end of 2018 Taradale Intermediate BOT withdrew the school from the IB Candidacy programme and authorised the
Learning school to redevelop the Taradale Intermediate Curriculum using an Inquiry Based Conceptual approach in line with the NZC.
The BOT and the school community feel that this will develop the “Deep Learning” opportunities and capabilities that our NZ
students need to equip them to be internationally minded life-long learners.
School Using collaborative planning to ensure that our programmes are driven by a local curriculum and meeting the needs of our
Organisation diverse group of emerging adolescents.
and
Structures
Review of Act on the recommendations of the Education Review Office
Charter and
Consultation
To promote greater consistency in school evaluation, senior leaders have recently redeveloped their self-review framework.
They are aware of the need to continue to strengthen self-review processes, including learning area reviews and updating the
self-review policy.
Appraisal processes include a wide range of documentation, regular observations and feedback. It is timely to review
appraisal and link it to teachers’ personal inquiries and reflections to improve their practices.
9Improvement Plan – Curriculum, Progress and Achievement
Strategic Goal:
• By the end of 2019 TIS will have a localised curriculum based on the NZC and this will be delivered using a conceptual, inquiry-
based learning approach
Annual Goal 2019:
• To work our way through the localised curriculum action plan.
• To work our way through the Inquiry learning action plan.
• To work our way through the Community Engagement action plan.
Baseline data:
• In 2018 Taradale Intermediate School ceased the quest to be an IB PYP World School
• In 2018 our ERO Review recommended we need to strengthen partnerships with parents and whanau (Community Engagement)
• The ‘emerging ideas’ from the curriculum, progress and achievement task
force https://conversation.education.govt.nz/assets/CPA/Overview-of-emerging-ideas-A4-final.pdf
Key Improvement Strategies
Inquiry Learning PLD Action Plan February 2019
What Who Actions Required:
Plan for all teachers to have up to Explore Kath Murdoch PLD
date inquiry knowledge, Curriculum Development Promote teacher agency around inquiry – Blogs, reading
understanding and capability Learning Leader and Deputy ‘The Power of Inquiry’ text – unpacking and using for teacher development on a regular
Principal basis.
Curriculum Development
Continue to build on signage around Learning Leader, Curriculum Signage for the library and other common spaces where there is a need.
TIS and review the Inquiry Cycle Lead Teachers, Leadership Team New Inquiry Cycle posters created and in rooms.
graphic.
Curriculum Development
Develop school-wide expectations of Document to be created for future reference.
Learning Leader, Curriculum
what you will see in an inquiry TIS signage created that reflect our school. (branding)
Lead Teachers, Leadership
classroom
Team
Visit Classrooms
Continue to develop a deeper Curriculum Development Shared documentation e.g. The Power of Inquiry by Kath Murdoch
understanding of inquiry learning Learning Leader, Principal & PLD – lead by leadership team based on Kath Murdoch’s work.
Leadership Team
10Local Curriculum Action Plan February 2019
What Who Actions Required:
Use the MOE Tool kit and PLD and workshops on offer in Term 1 to guide the process
Curriculum Development
Develop local curriculum Learning Leader, Curriculum
Lead Teachers, Leadership Team
Curriculum Development
Engage with whanau and community leaders
Learning Leader, Deputy
Develop local curriculum -involving
our parent community Principal and Te Ao Maori Lead Consultation
Teacher
Develop local curriculum – taking Principal and Te Ao Maori Lead
Develop a ‘Graduate Profile’ as part of the Taradale Cluster/MAC
into consideration a Maori world Teacher
view, local iwi/history
Seek student voice regarding Deputy Principal Use councillors to seek feedback
developing our local curriculum
Community Engagement Action Plan February 2019
What Who Actions Required:
Continue to build an understanding Curriculum Development Think tank
within our school community on Learning Leader, Curriculum Learner led conferences - feedback
curriculum, progress and Lead Teachers, Principal & Get Connected Days and review of these
achievement Review of SMS – for real-time reporting
Leadership Team
Explore reporting options for 2020 and beyond.
Open Communication with families Curriculum Development Updated website
Learning Leader, Curriculum Facebook
Lead Teachers, Principal & SeeSaw
Written communication – newsletters/notices
Leadership Team
Engaging with Whanau Leadership Team and Te Ao Hui
Maori Lead Teacher
11Annual Goal
Taradale • To improve the overall standard of literacy at Taradale Intermediate School.
• To accelerate the progress of learners performing below curriculum expectation for year
Intermediate
level.
• To move all learners one curriculum sub-level in a year.
School
Annual Targets
Curriculum and • End of 2019 90% of Year 7 learners will be working at or above level 4i in reading.
Raising Achievement Plan: • End of 2019 90% of Year 7 learners will be working at or above level 4i in writing.
LITERACY • End of 2019 90% of Y8 learners will be working at or above level 4ii reading.
• End of 2019 90% of Y8 learners will be working at or above level 4ii writing.
• End of 2019 85% of our Year 7 Māori learners will be at curriculum level 4i in reading.
• End of 2019 80% of our Year 7 Māori learners will be at curriculum level 4i in writing.
• End of 2019 90% of our Year 8 Māori learners will be at curriculum level 4ii in reading.
• End of 2019 90% of our Year 8 Māori learners will be at curriculum level 4ii in writing.
of Learners Needing Acceleration
Start of 2019 - Maori Learner Achievement
Statement Of Position and Needs
READING WRITING
MORE THAN ONE Year 8 Maori learners 5% 7.8%
CURRICULUM SUB-LEVEL
BELOW EoY EXPECTATIONS Year 7 Maori 9.4% 14.8%
learners
WITHIN ONE CURRICULUM Year 8 Maori 19.7% 29.7%
SUB-LEVEL BELOW EoY learners
EXPECTATIONS Year 7 Maori 18.8% 25.9%
learners
Start of 2019 School wide Achievement
READING WRITING
MORE THAN ONE Year 8 learners 3.7% 5%
CURRICULUM SUB-LEVEL
BELOW EoY 4.5% 7.7%
EXPECTATIONS Year 7 learners
WITHIN ONE CURRICULUM Year 8 learners 11.9% 15.5%
SUB-LEVEL BELOW EoY
EXPECTATIONS 16% 25%
Year 7 learners
*Based on end of 2018 data (TIS data and contributing schools’ data)
In 2019 we are using data provided by our contributing schools.
12Focus on needs
Reading
• Using taught reading strategies across the curriculum
• The link between reading and writing – knowledge and skills
Writing
• Creating content and ideas – many learners to a lot of scaffolding to get writing started
• Punctuation and grammar plus spelling can often impact on learners self-efficacy in writing. A change in mind set as well
are deliberate acts of teaching necessary.
School Curriculum Expected Outcomes For Learner Progress From One Year To The Next
Aligned to the NZC and Literacy Learning Progressions
Reading Writing
At the end of Year 7 At the end of Year 8 At the end of Year 7 At the end of Year 8
At 4i learners are working towards At 4ii learners demonstrate: Learners are expected to be Learners are expected to be achieving at
demonstrating: achieving at 4i of the NZC. Level 4ii of the NZC. They are expected to the
Increased accuracy and level of control, Increased accuracy and level of control, They are expected to the meeting meeting the following indicators:
increased accuracy and speed, increased accuracy and speed,
independently selecting strategies, large the following indicators:
independently selecting strategies, large
range of texts. range of texts.
RESPOND TO AND THINK CRITICALLY ABOUT TEXTS CONTENT AND IDEAS CONTENT AND IDEAS
• Use appropriate skills and technologies to find and use a range of texts for specific
purposes. The student prepares for the writing task. They can The student prepares for the writing task. They can create content
• Use a use a wide range of comprehension strategies to understand text such as: create content that is concise and relevant to the that is concise and relevant to the curriculum task and that
using prior knowledge, along with information in the text, to interpret abstract curriculum task and that often includes detail includes detail and/or comment supporting or elaborating on
ideas, complex plots, and sophisticated themes most of the main points. The writer can write a wider range of texts
and/or comment supporting or elaborating on the
• identifying and resolving issues that come from competing information in texts than they can at Level 4i
main points.
• gathering, evaluating, and synthesising information across a small range of texts
• identify and evaluate the way writers’ use language and ideas to suit their
purpose.
• Apply criteria to evaluate texts e.g., accuracy of information; presence of bias.
SENTENCE FORMATION
The student can write a range of
13KNOWLEDGE AND SKILLS grammatically correct sentences and include a SENTENCE FORMATION
variety of sentence structures, beginnings and
• Decode texts automatically. lengths for effect. The student can write a range of grammatically correct
• Use a range of strategies, such as inferring, to work out more complex words. sentences and include a variety of sentence structures,
• Recognise and understand the features and structures of a wide variety of text types VOCAB AND LANGUAGE FEATURES beginnings and lengths for effect. The student demonstrates
and text forms. The student uses and can discuss clear and
greater accuracy and fluency in their writing than they did at
• Recognise and understand a variety of grammatical constructions and some rhetorical precise words and phrases that are appropriate to
patterns (e.g. cause and effect; comparing and contrasting) Level 4i.
the topic, register and purpose of the writing,
• Make links across texts by recognising connectives (Conjunctions, prepositions or including expressive, academic and subject-
adverbs) or adverbial clauses -EG Whether you like it or not, you have to go to bed specific vocabulary. This includes the deliberate
now. use of language features (such as rhetorical
• Use a growing and wider range of academic and content-specific vocabulary to questions and metaphors) to engage the VOCAB AND LANGUAGE FEATURES
understand texts. audience and convey meaning. The student uses and can discuss clear and precise words and
• Interpret metaphor, analogy, and connotative language. phrases that are appropriate to the topic, register and purpose
STRUCTURE of the writing, including expressive, academic and subject-
The student can use clear and logical text
specific vocabulary. This includes the deliberate use of
structures to organize their writing effectively for its
language features (such as rhetorical questions and metaphors)
purpose, eg. when writing personal narratives,
to engage the audience and convey meaning. The student
poems, arguments, feature articles, character
uses more sophisticated vocabulary and language features than
profiles, research reports, essays, responses to
they did at Level 4i.
literature, short answers.
The student can organize ideas into paragraphs
and make clear links between paragraphs.
STRUCTURE
The student can use clear and logical text structures to organize
SPELLING
their writing effectively and with some impact for its purpose, eg.
The student can fluently and correctly encode all
high-frequency words and most unfamiliar words, when writing personal narratives, poems, arguments, feature
including multi-syllabic, irregular or technical articles, character profiles, research reports, essays, responses to
words. literature, short answers. They can sometimes innovate in order
to achieve this.
PUNCTUATION AND GRAMMAR
The student uses basic punctuation correctly. The student can organize ideas into paragraphs in which the
They attempt some complex punctuation, eg. ideas are clearly related.
semi-colons, colons, parentheses.
Their errors do not interfere with comprehension
SPELLING
The student can fluently and correctly encode all high-frequency
words and almost all unfamiliar words, including multi-syllabic,
irregular or technical words*. Their writing contains few intrusive
spelling errors.
PUNCTUATION AND GRAMMAR
The student uses basic punctuation correctly. They use some
complex punctuation with greater accuracy than they did at
Level 4i, eg. semi-colons, colons, parentheses.
Their errors do not interfere with comprehension.
14Literacy Intervention – Actions, Timelines and Monitoring Points
READING WRITING
Beg Year 7 (Tier 1 and 2 Beg Year 8 Beg Year 7 (Tier 1 and 2 Beg Year 8
Support) Support)
Learners showing the Learners showing the Learners showing the Learners showing the following will need
Target Learners (at risk of not following will need further following will need further following will need further further investigation to determine level of
meeting the curriculum expectation investigation to determine investigation to determine investigation to determine support needed.
for year level) should be identified level of support needed. level of support needed. level of support needed.
by Week 6 Term One based on data
Data
triangulated from a number of
Data Data Data Below PAT p&g 60.4
sources.
Below PATc 53.2 Below PATc 60.4 Below PAT p&g 57.6 Curriculum Level 3ii or below
Curriculum Level Curriculum Level Curriculum Level Y7 Teacher 2018 OTJ of below or well
3i or below 3ii or below 3i or below below
Y6 Teacher 2018 OTJ of Y7 Teacher 2018 OTJ of Y6 Teacher 2018 OTJ of
below or well below below or well below below or well below -
Contributing school data Contributing school data
Mid-Year Tier 1 and Tier 2 Mid-Year Tier 1 and Tier 2 Mid-Year Tier 1 and Tier 2 Mid-Year Tier 1 and Tier 2 Support
Support Support Support Learners showing the following will need
Learners showing the Learners showing the Learners showing the further investigation to determine the level
following will need further following will need further following will need further of support needed.
investigation to determine investigation to determine investigation to determine
the level of support the level of support the level of support Difficulties in:
needed. needed. needed. Developing content and ideas
Difficulties in: Forming sentences
Decoding Difficulties in: Difficulties in: Using appropriate vocab and language
Word recognition Decoding Developing content and features
Fluency Word recognition ideas Structuring writing to meet the purpose
Indicators which may indicate a Comprehension Fluency Forming sentences Spelling
need for Tier 1 or 2 support. Comprehension Using appropriate vocab Using correct punctuation
Non-engagement in and language features
learning Structuring writing to meet Continued evidence of:
Lack confidence in Continued evidence of: the purpose Non-engagement in learning
interactions in learning Non-engagement in Spelling Lack confidence in interactions in
groups learning Using correct punctuation learning groups
Lack of perseverance Lack confidence in Lack of perseverance
Unable to work interactions in learning Non-engagement in Unable to work independently
independently groups learning Resistant to asking for support
Resistant to asking for Lack of perseverance Lack confidence in Parental Concern
support Unable to work interactions in learning
Parental Concern independently groups
Resistant to asking for Lack of perseverance
support Unable to work
Parental Concern independently
Resistant to asking for
support
Parental Concern
15Working at Level 3i or below of the NZC Working at Level 3ii or below of the NZC
Standardised testing which may PROBE – Under 9 years PROBE – Under 10 years
indicate a need for further
BURT- Under 9 years BURT – Under 10 years
investigation.
PATc Score of 45.0 PATp&g Score of 53.2
What This Looks Like at Taradale Intermediate
Tier 1 Support:
AN ETHIC OF CARE
Effective classroom
Caring classroom communities that are focused on literacy goals help develop learners’ reading and writing identities and proficiencies.
teaching with
• Teacher aware of; how learners learn best, what their gaps are and where to next.
deliberate acts of • A classroom culture of sharing and acceptance/validation of others ideas.
teaching ARRANGING FOR LEARNING
Effective teachers who provide learners with opportunities to work independently and collaboratively to make sense of ideas. Teachers also provide
opportunity for learner's to work with learners of different ability to their own.
Regular reviewing in team
meetings (at least once a
• Flexible and responsive grouping.
term.) What is impacting on the
BUILDING ON LEARNERS THINKING
learning? If Tier 1 learners are
Effective teachers plan learning experiences that enable learners to make connections between what they already know and new learning. They
not making significant progress,
discussion should be had with also provide contexts that build on the expertise, interests and experiences of all learners.
the SIT team re: next steps.
• Personalised individual/group support targeted at the needs identified for individual learners. No assumptions made about learning and skills,
We need to be aware of
teachers respond to assessment through their planning and teaching.
learners whose achievement
WORTHWHILE LITERACY TASKS
has stagnated or regressed but
still do not meet the Tier 1 Effective teachers understand that the tasks, examples and texts they select influence how learners view, develop, use and make sense of literacy.
criteria.
• Meaningful tasks with real-life contexts and purpose for reading and/or writing
• Learner created tasks – based on questions/inquiry
EVALUATIVE CAPABILITY MAKING CONNECTIONS
Effective teachers support learners in creating connections between reading and writing and everyday experiences.
IAP Check in:
• Texts and text types that are relevant to their lives – at this stage and this age.
Team Leader discussion with Team • Consistent and deliberate planning for tasks requiring multiple connections across learning areas
• Use of real life scenarios to make links between literacy and the “Real World.”
Teachers
ASSESSMENT FOR LEARNING
Effective teachers use a range of assessment practices to make learners thinking visible and to support learners’ learning.
Discussion Prompts
• Range of data used in planning.
• Tell me about this learner.
• Teacher and student analysis of data – to form where to next steps/goals.
• What were this learner’s
• Reading and Writing matrix used, referred to and forms the basis for teaching and learning, goals and where to next.
needs earlier in the year? • Peer and self are utilized for assessment.
• What evidence of progress • Effective tracking and discussion of assessment data of target learners through Individual Action Plans.
do you have for this learner?
• Are they likely to be still ‘at
COMMUNICATION
risk’ at the end of 201__?
Effective teachers are able to facilitate classroom dialogue
• Give me some examples of
Effective questioning – open ended and encouraging higher order thinking.
how your teaching has
changed to target this
learner. • Seesaw online journal with students’ self-reflection and feed-forward/feed-back from the teacher.
• Use of a modelling book.
16• What • Oral discussions: utilise teacher tools such as TALK MOVES - explanations, show me…, repeating/rephrasing and expanding on ideas.
interventions/resources have Justification of ideas.
you used/found helpful? • Annotated examples showing what the student can do. This can be done by the child and the teacher.
• Are the parents of this • Learner voice/ownership – learner doing the talking.
learner aware of what you
have put in place to target
LANGUAGE
this learner?
Effective teachers shape language by modelling appropriate terms and communication their meaning in ways that learners understand.
• Have you had contact with
this learner’s parents (in a
learning context) since the • Vocabulary introduced/displayed/examined.
LLCs in Term 2?
• Is there any support you TEXTS AND REPRESENTATIONS
need with this learner? Effective teachers carefully select texts and models to provide support for learners thinking.
Record of discussion (Notes or • Appropriate equipment for learning task.
record where video evidence is • Models/exemplars of how work can be presented using a variety of structures: graphs, maps, diagrams, tables, pictures etc.
saved) • Variety of materials – genre, text types
TEACHER KNOWLEDGE - Instructional Capability
Effective teachers develop and use sound knowledge as a basis for initiating learning and responding to the needs of all their learners.
• Sound teacher knowledge of what teaching – teacher understands the English curriculum levels literacy Learning Progressions and knows
where their own and learner needs are.
• Planning and preparation prior to teaching. Know the resources you are using and what they involve.
• Use of teachable moments.
• Extension activities/opportunities.
• Learners knowing what they are learning and why.
• Follow up activities to consolidate new learning.
• Teacher as a learner – active participation in PD/workshops.
• Teacher as a reflective practitioner.
• Variety of contexts
Learners who are Tier 2 Support:
Learners Learning
achieving one year or Possible in class literacy interventions utilizing Learning Assistants and supplementary support programmes such as
Behaviour That Would more below the AVAILLL
Trigger standard for their year
level would trigger an
Tier 2 Supplementary investigation into Tier 2
Support supplementary support
Learners who are All learners who have been involved with Tier 1, 2 or 3 support will be monitored until they leave the school.
achieving at Level 1 or Twice a term documented discussion at team meetings of learner progress based on learners Individual Action
2 of the curriculum Plan or IEP. This will be led by the SENCO.
Learners That Would would trigger an Transition to High School: IAPs will be provided and SENCO staff informed of the support they have received.
application for a Tier 3
Trigger supplementary support
Tier 3 Supplementary which will look like:
Support • RTLB support
• High Learning
Needs
• ORS
17Capacity For Change and Acceleration of Learner Achievement (Staff)
Historically
2010 – Present Day
Ongoing staff professional development.
• Leadership capacity and capability of the school team through the Taradale Literacy Cluster
• Lead teacher – HB Literacy Lead Teacher meetings (Massey University/EIT) 2010-2013
• Membership and PLD opportunities through the Hawke’s Bay Literacy Association
• Ongoing staff professional development workshops and in-service days from outside providers
• Utlilising experts within the school to run inhouse PLD/workshops
• Mentoring programme for PCTs and teachers new to Taradale Intermediate
• The development of and yearly review of the TIS ‘Literacy – Teacher Capability Matrix’
2015-2016
• Start of the IB PYP journey
• School involvement Professional Learning action plan for Writing – Lead by Lead Teacher and Mentor Teacher
• Development of the TIS Writing matrix in Teacher Speak and Kids speak based on the Literacy Learning Progressions – in consultation with Murray Gadd.
• Development of the TIS Reading Matrix in Kids Speak based on the Literacy Learning Progressions
• PLD development around the Teaching of Writing – ‘The components of an effective writing lesson’ as a pedgagocical guide to accelerate the progress of all learners.
• Upskilling lead team to carry out observations and Open-To-Learning conversations with staff around the change and implementation of pedagogy being expected to
accelerate learning.
• The development of IAPs to focus in on needs to learner.
• Moving from data boards to Individual Action Plan (IAPs)
• IAPs to connect to teachers inquiries for 2016.
• Learning Assistants directly involved in the PLD to strengthen understanding of the writing process
• Moderation practices strengthened with the use of the Writing matrix – regular discussions around assessing writing through moderation meetings at Learning Team level, school-
wide and across the Taradale network of schools through the literacy cluster
• GROWTH Coaching introduced as a way to frame up conversations on how to accelerate learning and improve teaching
2017
Continued focus on teaching literacy the TIS way using acceleration strategies (direct instruction).
• Continued emphasis on change to accelerated practices through Teaching as inquiry process.
• Lead Team responsible for carrying out in class observations and reflective conversations with teachers around professional goals, target learners IAPs and teaching as inquiry
focus.
• All teachers encourage to attend the Taradale Literacy Cluster meetings held termly at local schools (current pedagogies, professional dialogue, across schools moderation).
• The purchase of three texts to support each teacher in accelerated practices and quality learning engagements. The Writing Book by Louise Dempsey and Sheen Cameron, The
Oral Language Book by Louise Dempsey and Sheena Cameron, and Teaching Reading Comprehension Strategies by Sheena Cameron.
• IAP check-ins with Lead Team and Team Leaders
• In-class Literacy Intervention across all learning teams – to accelerate progress
• GROWTH Coaching continues as a way to frame up conversations on how to accelerate learning and improve teaching
• Staff enrolled in He Papa Tikanga – aspirations, partnerships and pathways with Te Ao Maori.
2018
• Taradale Intermediate is addressing sustainable strategic change by strengthening the lead team to include a teacher from each learning team
• Growing the Leadership capabilities of the newly appointed Lead Teacher
• The Lead Team will work with teachers in their classrooms (where possible) to support accelerated practices teachers have developed through PLD and/or Teacher Inquiries during
2016/2017
18• Staffing available to implement an acceleration programme later in Term one, 2018
• GROWTH Coaching continues as a way to frame up conversations on how to accelerate learning and improve teaching. Four more staff members undetaking training in April
• Teacher planning to reflect planning for learning and give clarity
ACTION PLAN
To Improve Outcomes For Target Groups.
Identify Student Learning Strengths And Needs.
• Target group descriptors established.
• Description of the students below or well below curriculum expectations for year level which trigger a Tier 1 or Tier 2 or Tier 3 response.
• Priorities set in relationship to school goals.
• BOT aware of needs of target groups and support interventions.
Actions and Innovations
• What needs to be done differently?
• What can we build on that is working with other learners to focus acceleration?
• What does the research tell us?
• How can we build the staff capability and capacity to do this?
• How will Teacher Inquiry be integrated into this?
• How can we have greater whanau engagement with our target learners?
1. Common understanding of expected progression established.
2. Common understanding of what acceleration means established.
3. Short –term tactical responses to student achievement in place.
4. Strategic plans to build teacher and leadership team capability in place.
5. Whole child approach with whanau involvement in designing interventions to accelerate learner progress.
Impact
• What data do we need to collect to show what worked, why and for whom?
1. Student achievement data used to inform decision making.
2. Collaborative approach to inquiry into what works for our learners.
3. Monitoring of learner progress who have had support throughout their time at Taradale Intermediate School.
Refocus
• How are we ensuring we continue acceleration so there are improved outcomes for all learners?
• What sustainable strategic changes have we made?
• How has our pedagogy shifted?
1. Development of leadership capability.
2. Differentiate support for teachers to allow them to develop their skills/pedagogy.
3. Trail tools and resources to build capability.
19Annual Goal
Taradale Accelerating the progress of our target Maori learners.
Intermediate Accelerating the learning of learners who are identified not meeting curriculum expectation.
Annual Target
School End of 2019 85% of our Year 7 learners will be at curriculum level 4i.
Curriculum and End of 2019 90% of our Year 8 learners will be at curriculum level 4ii.
Raising Achievement Plan. End of 2019 80% of our Year 7 Māori learners will be at curriculum level 4i.
Mathematics End of 2019 85% of our Year 8 Māori learners will be at curriculum level 4ii.
20Start of 2019 Maori Learner Achievement
Statement Of Position and Needs of Learners
MORE THAN ONE CURRICULUM SUB-LEVEL BELOW 4%
EoY EXPECTATIONS
Year 8 Maori learners
Year 7 Maori learners 11%
WITHIN ONE CURRICULUM SUB-LEVEL BELOW EoY 26%
EXPECTATIONS
Year 8 Maori learners
Needing Acceleration Year 7 Maori learners 28%
School wide Achievement
MORE THAN ONE CURRICULUM SUB-LEVEL BELOW 5%
EoY EXPECTATIONS
Year 8 learners
Year 7 learners 7%
WITHIN ONE CURRICULUM SUB-LEVEL BELOW EoY 18%
EXPECTATIONS
Year 8 learners
Year 7 learners 24%
*Based on end of 2018 data (TIS data and contributing schools’ data)
In 2019 we are using data provided by our contributing schools.
Focus on needs
Number knowledge appears to be the overriding factor impacting on the success of these
learners. This then creates difficulties in the application of understanding across other
mathematical strands.
School Curriculum Expected Outcomes For Learner Progress From One Year To The Next
Aligned to the NZC
At the end of Year 7 At the end of Year 8
Learners are expected to be achieving independently at Early Learners are expected to be achieving at Stage 7 and at Level 4ii of the
Stage 7 in one or more domains and at Level 4i of the NZC. NZC.
NUMBER NUMBER
Apply additive and multiplicative strategies flexibly to whole numbers, ratios, and Apply multiplicative strategies flexibly to whole numbers, ratios, and equivalent fractions
21equivalent fractions (including percentages). (including decimals and percentages).
Apply additive strategies to decimals balance positive and negative amounts Use multiplication and division as inverse operations on whole numbers
Apply additive strategies flexibly to decimals and integers
ALGEBRA
ALGEBRA
Find and represent relationships in spatial and number patterns, using:
Find and represent relationships in spatial and number patterns, using:
- tables and graphs
- tables and graphs
- equations for linear relationships
- general rules for linear relationships.
- recursive rules for non-linear relationships
Apply inverse operations to simple linear relationships.
GEOMETRY
Position & Orientation GEOMETRY
Describe locations and give directions, using grid references, simple scales, turns, and Position & Orientation
points of the compass. Describe locations and give directions, using scales, bearings, and co-ordinates.
Shape: Shape:
Sort two- and three-dimensional shapes into classes, defining properties and justifying Sort two- and three-dimensional shapes into classes, considering the relationships between the
the decisions made classes and justifying the decisions made
Create or identify nets for rectangular prisms and other simple solids Create or identify nets for rectangular prisms and other simple solids, given particular requirements
Draw plan, front, side, and perspective views of objects Draw or make objects, given their plan, front, and side views or their perspective views
Transformation: Transformation:
Identify and describe the transformations that have produced given shapes or patterns Identify and describe the features of shapes or patterns that change or do not change under
transformation
MEASUREMENT
Measure time and the attributes of objects, using metric and other standard measures
MEASUREMENT
Make simple conversions between units, using whole numbers Use metric and other standard measures
Use side or edge lengths to find the perimeters and areas of rectangles and Make simple conversions between units, using decimals
parallelograms and the volumes of cuboids, given whole-number dimensions
Use side or edge lengths to find the perimeters and areas of rectangles, parallelograms, and
triangles and the volumes of cuboids
STATISTICS
STATISTICS
Statistical investigation & Statistical Literacy
Statistical investigation & Statistical Literacy
Investigate summary, comparison, and relationship questions by using the statistical
Investigate summary, comparison, and relationship questions by using the statistical enquiry cycle:
enquiry cycle:
Gather or access multivariate category and measurement data
Gather or access multivariate category, measurement, and time-series data
Sort data and display it in multiple ways, identifying patterns and variations
Interpret results in context, accepting that samples vary and have no effect on one Sort data and display it in multiple ways, identifying patterns, variations, relationships, and trends and
another using ideas about middle & spread where appropriate
22Probability Interpret results in context, identifying factors that produce uncertainty
Order the likelihoods of outcomes for situations involving chance, checking for
consistency between experimental results and models of all possible outcomes. Probability
Express as fractions the likelihoods of outcomes for situations involving chance, checking for
consistency between experimental results and models of all possible outcomes.
Mathematics Intervention – Actions, Timelines and Monitoring Points
Beg Year 7 (Tier 1 and 2 Support) Beg Year 8
Learners showing the following will need Learners showing the following will need further
further investigation to determine level of investigation to determine level of support needed.
Target Groups should be identified support needed.
by Week 6 Term One based on data Triangulated Data
triangulated from a number of Triangulated Data Below PATm 55
sources. Below PATm 49.6 Strategy Stage 6 or below
Strategy Stage E6 or below Curriculum Level 3ii or below
Curriculum Level 3i or below Y7 Teacher OTJ
Y6 Teacher OTJ - Contributing school
data
Mid-Year Tier 1 and Tier 2 Support Mid-Year Tier 1 and Tier 2 Support
Learners showing the following will need Learners showing the following will need further
further investigation to determine the investigation to determine the level of support
level of support needed. needed.
Indicators which may indicate a Difficulties in: Difficulties in:
need for Tier 1 or 2 support. Using part whole thinking Solving problems with decimals and equivalent
Using additive strategies fractions
Using place value strategies Multiplication or division facts
Applying problem solving strategies Using multiplicative thinking
Non-engagement in learning Continued evidence of:
Lack confidence in interactions in Non-engagement in learning
learning groups Lack confidence in interactions in learning groups
Lack of perseverance Lack of perseverance
Unable to work independently Unable to work independently
Resistant to asking for support Resistant to asking for support
Parental Concern Parental Concern
Triangulation of standardised testing Working at Level 3i or below of the NZMC Working at Level 3ii or below of the NZMC
which may indicate a need for Below Stage 6 Gloss Below Stage 7
Below PATm 49.6 Below PATm 55
further investigation.
23What This Looks Like at Taradale Intermediate
Tier 1 Support:
Effective classroom teaching with AN ETHIC OF CARE
Caring classroom communities that are focused on mathematical goals help develop learners’
deliberate acts of teaching
mathematical identities and proficiencies.
Regular reviewing in team meetings (at • Teacher aware of; how learners learn best, what their gaps are and where to next.
least twice a term.) What is impacting • A classroom culture of sharing and acceptance/validation of others ideas.
on the learning? If Tier 1 learners are not ARRANGING FOR LEARNING
making significant progress, discussion Effective teachers who provide learners with opportunities to work independently and collaboratively
should be had with the SIT team re: next to make sense of ideas.
steps.
We need to be aware of learners whose • Flexible grouping.
achievement has stagnated or BUILDING ON LEARNERS THINKING
regressed but still do not meet the Tier 1 Effective teachers plan learning experiences that enable learners to build on their expertise, interests
criteri and experiences.
• Personalised individual/group support targeted at the gaps identified in learner’s learning. No assumptions
made about learning and skills.
WORTHWHILE MATHEMATICAL TASKS
Effective teachers understand that the tasks and examples they select influence how learners view,
develop, use and make sense of mathematics.
• Rich tasks – open ended, integrating strategies.
• Posing the question – “Why is this concept important for me to understand.”
• Learner created tasks.
MAKING CONNECTIONS
IAP Check in: Effective teachers support learners in creating connections in problem solving, mathematical
representations and everyday experiences.
Team Leader discussion with Team Teachers
• Maths that is relevant to their lives – at this stage and this age.
Discussion Prompts • Consistent and deliberate planning for tasks requiring multiple connections across stands.
• Use of real life scenarios to make links between maths and the “Real World.”
• Tell me about this learner. ASSESSMENT FOR LEARNING
• What were this learner’s needs earlier Effective teachers use a range of assessment practices to make learners thinking visible and to
in the year? support learners’ learning.
• What evidence of progress do you
have for this learner? • Range of data used in planning.
• Are they likely to be still ‘at risk’ at the • Teacher and student analysis of data – to form where to next steps/goals.
end of 201__? • Rich tasks, peer and self are utilized for assessment.
24• Give me some examples of how your MATHEMATICAL COMMUNICATION
teaching has changed to target this Effective teachers are able to facilitate classroom dialogue that is focused on mathematical
learner. argumentation.
• What interventions/resources have
you used/found helpful? • Effective questioning – open ended and encouraging higher order thinking.
• Are the parents of this learner aware • Journals with students self-reflection and feed-forward/feed-back from the teacher.
• Use of a modelling book.
of what you have put in place to
• Oral discussions: utilise TALK MOVES - explanations, show me…, repeating/rephrasing and expanding on
target this learner? ideas. Justification of ideas/solutions. Debating of merits of a strategy.
• Have you had contact with this • Annotated maths examples showing what the student can do. This can be done by the child and the
learner’s parents (in a learning teacher.
context) since the LLCs in Term 2? • Learner voice/ownership – learner doing the talking.
• Is there any support you need with this
learner? MATHEMATICAL LANGUAGE
Record of discussion (Notes or record where Effective teachers shape mathematical language by modelling appropriate terms and
video evidence is saved) communication their meaning in ways that learners understand.
• Maths vocabulary introduced/displayed/examined.
TOOLS AND REPRESENTATIONS
Effective teachers carefully select tools and models to provide support for learners thinking.
• Appropriate equipment for learning task.
• Models/exemplars of how work can be presented using a variety of tools: graphs, maps, diagrams, tables,
pictures etc.
• Variety of concrete materials to introduce ideas.
TEACHER KNOWLEDGE
Effective teachers develop and use sound knowledge as a basis for initiating learning and
responding to the mathematical needs of all their learners.
• Sound teacher knowledge of what teaching – teacher understands the maths curriculum levels and the
NUMP stages and knows where their own and learner gaps are.
• Planning and preparation prior to teaching. Know the resources you are using and what they involve.
• Starter activities that are appropriate to learner capability.
• Use of teachable moments.
• Extension activities/opportunities.
• Learners knowing what they are learning and why.
• Follow up activities to consolidate new learning.
• Teacher as a learner – active participation in PD/workshops.
• Teacher as a reflective practitioner.
25• Variety of learning problems to encourage use of different strategies.
Learners Learning Behaviour That Learners who are achieving one year or Tier 2 Support: MST 2016/2017
Would Trigger more below the standard for their year Priority 1 – 2 years below NZC Level
Tier 2 Supplementary Support level would trigger an investigation into Priority 2 – 1 year below NZC Level + Maori /PI
Tier 2 supplementary support Priority 3 – 1 year below
Learners who are achieving at Level 1 or All learners who have been involved with Tier 1, 2 or
2 of the curriculum would trigger an 3 support will be monitored until they leave the
application for a Tier 3 supplementary school.
support which will look like: Twice a term documented discussion at team
Learners That Would Trigger • RTLB support meetings of learner progress based on learners
Tier 3 Supplementary Support • High Learning Needs Individual Action Plan or IEP. This will be led by the
• ORS SIT Team member.
Transition to High School: IAPs will be provided and
SENCO staff informed of the support they have
received.
Capacity For Change and Acceleration of Learner Achievement (Staff)
Historically
Ongoing staff professional development.
Continued relationship with Advisors Plus who are tasked with developing:
a) Leadership capacity and capability of the school team through the HB Maths Leadership Forum
b) Ongoing staff professional development workshops and in-service days
c) Mentoring programme for PCTs.
2016 - 2018
School involvement in the Maths Support Teacher Programme, ALIM Programme with the support of Waikato University.
Implementation of a school Supplementary Inquiry Team.
a) Leadership team (SIT TEAM under guidance of MST teacher) implementing a change in philosophy and pedagogy. This is based on current
research by Dr. Bobbie Hunter and Dr. Glenda Anthony.
• Upskilling SIT team to carry out observations and Open-To-Learning conversations with staff around the change and implementation
of pedagogy being expected to accelerate learning.
• Use of IAPs to focus in on needs to learner.
• IAPs to connect to teachers inquiries in 2017.
b) School wide PLD delivered through staff meetings.
c) Embedding of Financial Literacy Programme and Goals
Increased capability and confidence in financial capability for students.
Increased capability and confidence in financial capability for teachers.
Provide opportunities for whānau/community through real life contexts to improve financial capability and confidence.
Collaborative practices in schools and clusters for developing financial capability.
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