Pukeokahu School Student Achievement Policy! !

Reviewed October 2010

Pukeokahu School Board of Trustees Student Achievement Policy NAG 1

Contents:
Student Achievement Policy:! Procedure 1.01 - A Mori Student Achievement Plan! Procedure 1.02 - Special Needs/ Abilities Pupils! Procedure 1.03 - A Career Education and Guidance Plan! Procedure 1.04 - An Assessment, Review and Reporting Plan! Procedure 1.05 - Classroom Programme Planning and Delivery! Procedure 1.06 - Professional Development and Training Plan! Procedure 1.07 - Dyslexia! Procedure 1.08 - Digital Safety and Use Procedure! 2 4 5 6 7 8 10 11 12

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Student Achievement Policy:! !

A.! Purpose

This policy documents how Pukeokahu School will ensure it meets its obligations under: 1. National Administration Goal 1 - which requires the Board to foster student achievement by providing teaching and learning programmes which incorporate the Vision, Principles, Values, Key Competencies and Learning Areas as expressed in the New Zealand Curriculum. 2. National Administration Goal 2, section 3 - which requires the Board to report to students and their parents on the achievement of individual students, and to the schools community on the achievement of students as a whole and of ' groups (identied through (iii) below) including the achievement of Maori students against the plans and targets referred to in (v) below The Board, through the principal and staff, will: 1. 2. Acknowledge that the New Zealand Curriculum is the statement of official policy relating to teaching and learning at Pukeokahu School. The following principles, as detailed in The New Zealand Curriculum will underpin and guide the design, practice and evaluation of curriculum at every stage: 2.a. High Expectations: The Pukeokahu School curriculum will support and empower all students to learn and achieve personal excellence, regardless of their individual circumstances. 2.b. Treaty of Waitangi: The Pukeokahu School curriculum will acknowledge the principles of the Treaty of Waitangi, and the bicultural foundations of Aotearoa New Zealand. 2.c. Cultural diversity: The Pukeokahu School curriculum will reect the countrys cultural diversity and value the histories and traditions of all its people. 2.d. Inclusion: The Pukeokahu School curriculum will be non-sexist, non-racist, and non-discriminatory; it will ensure that students identities, languages, abilities, and talents are recognised and affirmed and that their learning needs are addressed. 2.e. Learning to learn: The Pukeokahu School curriculum will encourage all students to reect on their own learning processes and to learn how to learn for life. 2.f. Community engagement: The Pukeokahu School curriculum will have meaning for students, connect with their wider lives, and engage the support of families, whanau, and the wider communities. 2.g. Coherence: The Pukeokahu School curriculum will offer all students a broad education that makes links within and across learning areas, provides for coherent transitions, and opens up pathways to further learning. 2.h. Future focus: The Pukeokahu School curriculum will encourage students to look to the future by exploring such signicant future- focused issues as sustainability, citizenship, enterprise, and globalisation. 3. Every decision relating to curriculum and every interaction that takes place will reect the values identied as important in both the NZ Curriculum and as identied by our community. The specic ways in which these values nd expression at Pukeokahu School will be guided by dialogue between the school and its community. 4. Teaching approaches that consistently have a positive impact on student learning, as detailed in research will be promoted. Evidence tells us that students learn best when teachers: 4.a. create a supportive learning environment; 4.b. encourage reective thought and action; 4.c. enhance the relevance of new learning; 4.d. facilitate shared learning; 4.e. make connections to prior learning and experience; 4.f. provide sufficient opportunities to learn; 4.g. inquire into the teachinglearning relationship. 5. 6. The values, key competencies, and learning areas will provide the basis for teaching and learning across the school. The school curriculum will be dynamic, regularly built on and reviewed. It will reect and be responsive to: 6.a. on-going priorities as outlined in the National Administration Guidelines, as well as school charter; 6.b. current priorities identied through self-review; 6.c. classroom evidence based needs; and 6.d. the teachable moment.

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B. Pukeokahu school will meet its obligations under National Administration Goal 1 and Goal 2(iii) by developing and implementing the following plans: 1. A Mori Student Achievement Plan

to ensure that Mori in attendance at Pukeokahu School are able to enjoy education success as Mori as dened by the Ministry of Education Document; Ka Hikitia - Managing for Success; 2. Special Needs Procedures

that ensures that the school implements teaching and learning strategies to address the needs of students identied on the special needs register. 3. A Career Education and Guidance Plan

to ensure that the school provides appropriate career education and guidance for all students in Year Seven and Eight, with a particular emphasis on specic career guidance for those students who have been identied by the school as being at risk of leaving school unprepared for the transition to the workplace or further education/training. 4. An Assessment, Review and Reporting Plan

to ensure that Students, Parents, Family/Whanau and the community are kept informed of their childs progress and achievement. 5. Classroom Programme Planning and Delivery Procedures

to ensure that classroom programmes reect the schools curriculum, pedagogy and assessment plans, are based on student needs 6. Staff Professional Development Plan

to ensure that teachers are able to provide high quality, current teaching practice. 7. Dyslexia Procedure

Dyslexic children can become quickly disillusioned by constant failure in classrooms. This puts a high percentage of our youth at risk. By acknowledging the 4th dimension of intelligence and realising that dyslexic children think and see the world predominantly in pictures will help us adjust the way we teach to assist these children in reaching their full potential. 8. Digital Safety and Use Procedure

Pukeokahu School will use a range of digital learning technologies to enhance student learning. The publication of all material on our websites and third party websites are for the expressed purpose of: a. b. c. learning and education; to share student learning within the school community and abroad; to promote the school within the wider community.

This policy was formally adopted by the Pukeokahu School Board of Trustees on

___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Pukeokahu School Student Achievement Policy! !

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Procedure 1.01 - A Mori Student Achievement Plan!

A.! Purposes

To ensure that Mori in attendance at Pukeokahu School are able to enjoy education success as Mori as dened by the Ministry of Education Document; Ka Hikitia - Managing for Success; B.! Procedure 1. 2. 3. 4. 5. 6. Management will consult the Ministry of Education Document Ka Hikitia and set goals around the principles set out by this document. Management and the Board will use Ka Hikitia as the founding document when planning student achievement resourcing and funding. Consultation will take place annually through face to face hui with the Mori members of the school community. The board will actively seek to have Mori Board Members from the local Mori Community. The school management will identify Mori student achievement and analyse assessment results to best identify areas of need for Mori students. Management will actively encourage and provide opportunities for the Pukeokahu School students to engage in Te Reo Mori.

This procedure is approved by the Pukeokahu School Board of Trustees

___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.02 - Special Needs/ Abilities Pupils!

A.! Purposes

To ensure that the school implements teaching and learning strategies to address the needs of students identied on the special needs register. B.! Procedure 1. Responsibility for programmes for special needs pupils.

The teaching principal is responsible for the programmes for special needs pupils. This means that where additional support is provided, such as: a. b. c. Teacher aide support Specialist teachers (eg RTLB, RTLit) Part time teaching

the teaching principal retains overall responsibility for the pupils programme. 2. The specialist teacher is a. b. c. 3. an advisor supporter coach

The teaching principals role: a. b. c. d. e. f. g. h. plans IEP meetings, and prepare reports for them ensures that the support provided for the pupil is appropriate according to the childs needs lead in implementing special needs programmes organise and implement the SEG budget see that planning is coordinated throughout the school organise teacher aide employment and timetables update the special needs/ abilities register monitor the outcomes of special needs programmes and their effectiveness, and report as requested to the staff, and Board of Trustees

4.

Register of Special Needs/ Abilities support a. b. c. A Register of Special Needs Support Register will be kept for all children who have received special needs support. The register will provide a brief summary of support provided over time and will be available to all staff. A record of any intervention will also be kept of the students individual assessment record.

This procedure is approved by the Pukeokahu School Board of Trustees

___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.03 - A Career Education and Guidance Plan! !

A.! Purposes

To ensure that the school provides appropriate career education and guidance for all students in year 7 and above, with a particular emphasis on specic career guidance for students identied as being at risk. B.! Procedure 1. 2. 3. If a child is identied as at risk discussions will be held with the parents during a three way conference. Goals will be discussed and identied. Steps to achieve those goals will be recorded and shared with the parents and the child.

This procedure is approved by the Pukeokahu School Board of Trustees

___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.04 - An Assessment, Review and Reporting Plan!!

A.! Purposes

To ensure that Students, Parents, Family/Whanau and the community are kept informed of their childs progress and achievement. B.! Procedure Teachers are expected to use a range of informal and formal methods to monitor pupils progress against the learning outcomes. 1. Assessment 1.a. Teachers will regularly assess student progress. 1.b. Achievement information in a number of areas will be collected twice a year for the purpose of reporting to the Board of Trustees. 2. Evaluation 2.a. Teachers will regularly evaluate their teaching, the learning programmes and student achievement. 2.b. Evaluations of specic programmes are made as per the schools Curriculum review schedule. 3. Reporting to Parents 3.a. Teachers will report informally at their discretion or on a request from a caregiver. 3.b. Teachers will report formally at least twice a year (this might include, written reports, Caregiver/ teacher interviews, meet the teacher meetings, personal ePortfolios, portfolio chats or formal interviews and reports at key transition times i.e. rst report/ 6 year net etc). 4. A summary of the twice yearly Achievement report is included as a supplement to the Principals Management Report twice yearly.

This procedure is approved by the Pukeokahu School Board of Trustees

___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.05 - Classroom Programme Planning and Delivery!

A.! Purposes

To ensure that classroom programmes reect the schools curriculum, pedagogy and assessment plans, are based on student needs B.! Procedure 1. ! Class Programme Planning Requirements

The teaching principal is required to have the following for their class programme: a. b. Year Overview - The teaching principal will develop a Year Overview in Term Four or the previous year to map out important dates and key events. Term Statement of Intent i. ii. iii. iv. v. vi. a long-term plan/overview is to be developed prior to the start of each term. the teaching principal, with consultation with students, will choose the Big Idea or Overlying Concept for the term. plans will indicate the value and key competency focus for the year that relates to the Big Idea or Overlying concept. time must be allocated for student wonderings and self-direction. each learning area is to have the AO connection to the NZC; the Learning Opportunity/Context; Learning Intentions; and references. the teaching principal may choose to list a lesson sequence or activities.

vii. at the end of the term, a Term review must be completed before planning for the next term may begin. c. d. 2. As part of this planning, the teaching principal will need to identify and record current groupings and specic individual needs within their classes Planning may need to be modied as delivery progresses to accommodate needs of students. These decisions will be formed by the teaching principals ongoing assessment.

Daily Planning

As planning is modied to better meet needs, quick notes should be made on unit plans or in daily planning to record modications. (NAG [iii] [iv] ) this is for the teachers needs in future planning and catering for individual students. 3. Classroom Evidence Based Priorities (Teacher Inquiry) Teachers must focus on the learning needs of their students. Each student has different learning needs. These needs may become known through historical information, from own classroom observations or as a result of an event (eg: trauma) 4. The Teachable Moment We acknowledge that some of the most powerful learning opportunities are those that result from a current event (particularly in the local community) and will take advantage of these. 5. Home Learning Home Learning plays an important part in consolidating, supporting and reinforcing many of the skills taught at school which are required to become increasingly literate and numerate. It usually involves the practice of already/nearly acquired skills and demands a high level of independence, or at least encourages it. Home Learning can be very rewarding. It can also be a major source of frustration and concern for teachers and parents, creating tension in the household or in the rst few minutes of a new day at school. On these occasions, home learning can be detrimental to attitudes to learning, skill development and relationships at home or school. In an effort to make home learning purposeful and positive, we have set the following guidelines: At Pukeokahu School we consider the following activities as ones that all children should complete: a. Home reading, as set in class, using resources from school and supplemented by resources available in the household or from a local library. This is likely to include keeping a reading log or diary of reading completed over time. It is expected that children will take increasing responsibility for their own reading as they get older. b. c. Learning of basic facts, as appropriate (e.g. addition facts, times tables) Learning and testing of spelling, or completion of alphabet activity. 8 of 13

Pukeokahu School Student Achievement Policy! ! a. b. c. d. e. f. g.

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In addition, the following activities may, from time to time be set: Collect a news item, or discuss topical issues with parents, grandparents or similar. Practise a skill. Collect materials and/or construct a model. Prepare for a competition e.g. Australasian English/science competition, Mathex, Speech competition. Completion of some activities. Home learning challenges Gathering information/collecting data

Time spent on home learning will vary according to age, as will the level of parental support/involvement. Tasks such as reading can be a very rewarding and enjoyable time for families taking up as much time as the childs interest holds. However there are some tasks that are more mundane, requiring greater attention and sometimes, support. As a general rule we believe that students in their rst four years of school should spend no longer than ten minutes each evening on directed homework, outside of reading. For students in either of their nal two years at school (year 5/6) these tasks should not take any longer than fteen minutes, or one hour for a full week. Teachers will monitor those elements of home learning that have been organized in class. This may involve the signing off of spelling learning, reading logs or similar. The school will also provide some suggested activities for family engagement or support of the current learning topic at school. These activities will be updated at the beginning of each term and placed on the school website.

This procedure is approved by the Pukeokahu School Board of Trustees ___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.06 - Professional Development and Training Plan!

A. Purpose

To ensure that teachers are able to provide high quality, current teaching practice. B. Procedures 1. 2. 3. 4. 5. 6. All staff will have the opportunity to discuss their professional development needs and plans with the Principal. This must occur, and be documented, if reimbursement is expected. Corporate professional development will occur each year as per the schools Strategic Professional Development Plan. This development will be a cost on the Board of trustees. Corporate development should, where possible, occur during non-contact time to maximize the learning opportunities for staff. This will be negotiated with staff in December and not exceed 10 days. Individual professional development (from 1999) will be negotiated between the appraiser and appraisee as a result of the Appraisal Process, agreed to will form the basis of the appraisees development goals or performance goals. It is the responsibility of the individual to keep a record of development and training opportunities taken on their individual portfolio. Development and Training may include short courses, longer term courses, residentials, observations, university (or similar) papers and professional reading. All individual training requires follow up or support as a means of encouraging integration into the teachers repertoire. 7. 8. 9. Reimbursement for travel is at up to the award rate using the staff reimbursement form. At the completion of the development and training opportunity, the Principal or team leader may require that feedback from the course come back to the staff or syndicate. Staff who have spent their Training and Development budget can negotiate with the Principal for additional funding. steps to cater for these.

10. The Board will consider the impact of Training and Development opportunities staff with families and take reasonable

This procedure is approved by the Pukeokahu School Board of Trustees ___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.07 - Dyslexia!

A.! Purposes

Dyslexic children can become quickly disillusioned by constant failure in classrooms. This puts a high percentage of our youth at risk. By acknowledging the 4th dimension of intelligence and realising that dyslexic children think and see the world predominantly in pictures will help us adjust the way we teach to assist these children in reaching their full potential. B.! Procedure 1. 2. 3. 4. 5. 6. C.! Early identication rst through classroom teachers and then qualied specialists. Intervention through: Specialised methods implemented individually and By making adjustments to whole class instruction to enhance potential in such children. Close communication lines with the family to assist with unlocking their childs potential. Researching the use of alternative assessment methods

Conclusion All children have the right to a good education. Because the MOE have no specialised facilities available for dyslexic - or children with elements of dyslexia, the responsibility has fallen onto the classroom teachers to provide programmes and assistance to parents. Most teachers are not qualied to do this; therefore it has become of the utmost importance for schools and educators to research and nd information and tools to help them provide quality assistance to these children. We will aim to constantly improve our programmes for dyslexic children.

This procedure is approved by the Pukeokahu School Board of Trustees ___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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Procedure 1.08 - Digital Safety and Use Procedure! !

A. Purpose

Pukeokahu School will use a range of digital learning technologies to enhance student learning. The publication of all material on our websites and third party websites are for the expressed purpose of: a. b. c. learning and education; to share student learning within the school community and abroad; to promote the school within the wider community.

At all times Pukeokahu School will up-hold students privacy and property rights. Students may refuse to publish their learning at anytime. D. Procedures 1. What is Digital Safety?

Our children live in an increasingly digital world in which there are a growing number of ways people can communicate and connect with others. As a result of this there are many more safety issues that families, schools and communities need to be aware of and manage. Digital Safety is a new term that refers to being safe when using communication technologies such as the Internet, email, mobile phones and other tools. 2. Publication of student images and learning:

The publication of Pukeokahu students images and learning will be on sites which promote learning in the Web2.0 environment, for example: a. b. c. d. e. f. g. h. 3. The Pukeokahu School Website Student ePortfolios The School Youtube Channel The Pukeokahu Google APs Domain The School Flickr Account The School Voicethread Account Slideshare.com and Scribd.com Other Web2.0 sites that help us.

Student Copyright

Students have rights of privacy in their personal information (including their personal images) and have property rights (copyright) in their schoolwork. Students are entitled to the protection of these rights, and schools should take steps to ensure that they comply with any relevant laws. Schools should be especially concerned to safeguard any privacy rights the students may have and to ensure they do not breach students' copyright in the artistic or literary works they produce. Guidelines for Schools, 2000.
4. Privacy and online publishing

Parents and students should be aware that the school cannot control who has access to the information published on its Internet website or the other websites mentioned. In recognition of this, the school takes steps to safeguard the privacy of the students and to comply with the Privacy Act 1993. Guidelines for Schools, 2000
5. Roles of Responsibility: A. The Board of Trustees

"Ultimately the BOT of a school is legally responsible for the conduct of its school, including the operation of the school's website" Guidelines for Schools, 2000
B. Senior Management i. ii. iii. iv. Establish policy guidelines that reect the wishes of the parent community Inform and update the BOT Manage the outworking of these policies with teaching staff and students Ensure permission is granted for internet use and publication of students work online and on television, in writing by parents/legal guardians on enrolment

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Pukeokahu School Student Achievement Policy! ! C. Parents and Community i. ii. iii. D.

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Have the right to make an informed decision about the publication of their own childrens images and ' schoolwork in online spaces and other media such as television The policies of the school and actions of the teaching staff should reect the majority wishes of the parent community From time to time a parent or legal guardian, in partnership with the senior management, may agree to publication outside of the guidelines below eg when a student is interviewed by the media

Teachers

Teachers have a professional responsibility when working with students and publishing their images and schoolwork online. Therefore they must always consider the following: i. ii. iii. iv. v. E. Understand and acknowledge the rights of students Ensure the purpose for using a particular environment is clear To ensure safety procedures are observed Ensure the content of the work published reects student quality learning. Take responsibility for all material published online in spaces they have authorised for student work to appear.

Students

Pukeokahu kids online must: i. ii. have a teacher present in the room when using the internet. only go to sites the teacher knows about and has approved

iii. mostly use our own artwork and music. iv. if we need to use other peoples work we ask rst and acknowledge the author/owner. ' v. know the right thing to do if we come across any inappropriate content. vi. if I nd any inappropriate content I will get my teacher straight away and they will block the site. vii. use kind, caring and supportive words. viii. only use our rst names to identify ourselves ix. only edit posts and work we have created ourselves

This procedure is approved by the Pukeokahu School Board of Trustees ___________________________________ Date of Adoption Signed:

___________________________________ Chairperson, Board of Trustees

___________________________________ Date to be Reviewed

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