Module 7: Te Whakamahi Pūrongo (Data Driven Leadership): This module focuses on using data effectively to inform decision-making, assess progress, and drive continuous improvement.
“He aha te take? He aha te pūtake?”
“What is the cause? What is the root cause?”
Module Objectives:
- Understand the importance of data-driven decision-making in education.
- Identify and collect relevant data to inform school improvement initiatives.
- Analyse and interpret data effectively to identify trends, patterns, and areas for improvement.
- Use data to inform and evaluate school programmes and initiatives.
- Communicate data effectively to stakeholders, including teachers, students, parents, and the wider community.
- Develop a data-driven improvement plan for a specific area of school focus.
Data are crucial for improving student achievement. By revealing gaps in student learning and instructional practices, they guide teachers and leaders in identifying areas for improvement and tailoring instruction to meet individual student needs.
However, data alone do not provide solutions. They serve as a valuable tool for understanding student learning and informing decision-making. Interpreting data is paramount; it involves uncovering the ‘story behind the numbers’ by identifying patterns and relationships. This process requires ongoing analysis, reflection, and the collection of further evidence to refine understanding and inform continuous improvement.
Types of Data:
- Demographic data: Information about students, staff, and the school community.
- Student achievement data: Standardised tests, classroom assessments, and student work samples.
- Perceptions data: Information gathered through surveys, questionnaires, observations, and student voice.
- School processes data: Information about programs, classroom practices, and assessment strategies.
When gathering data, focus on relevant information that serves a specific purpose. Avoid collecting excessive data, which can be time-consuming and difficult to analyse.
While student achievement data provides valuable information about outcomes, it doesn’t explain the underlying causes. To understand these, utilise formative assessment data, classroom observations, student voice, and other relevant sources.
Analysing Data:
Start by posing a specific question about your data, focusing on differences, gaps, or the impact of teaching practices. Look for unexpected findings and identify patterns, trends, and categories.
Avoid jumping to conclusions; explore the data deeply, considering multiple perspectives and questioning your assumptions.
Evaluate data quality using the 4 Cs: Completeness, Consistency, Comparison, and Concealed information.
Create a concise data overview and share it with colleagues to gain diverse perspectives.
Generate inferences and potential explanations, remembering that correlation does not equal causation.
Develop a range of data stories to identify areas for further investigation.
Recognise that data may not tell the whole story and that further data collection may be necessary to confirm findings.
Resources:
https://research.acer.edu.au/cgi/viewcontent.cgi?article=1317&context=research_conference
Task: Developing a Data-Driven Improvement Plan
- Select a specific area of school focus (e.g., literacy, numeracy, student well-being).
- Identify relevant data sources and collect the necessary data.
- Analyse the data and identify key trends, patterns, and areas for improvement.
- Develop a data-driven improvement plan that outlines specific goals, strategies, and action steps.
- Post your data-driven improvement plan on the online forum for peer feedback and discussion.
Assessment:
- Completion of all readings.
- Participation in the online forum discussion.
- Development and submission of a data-driven improvement plan.
- Demonstration of the ability to analyse and interpret data effectively.
23 Responses
I find my data incredibly important and as a Dean at Years 11-13 it forms a large snapshot of many things.
I run reports weekly, monthly and each term on Attendance on top of the daily checks done by our amazing attendance officer for my Year 11-13 students of which I oversee 186 students! I try to pick up trends e.g. if they are always away on a set day a week, or a set lesson and so forth.
We also have an effort and respect grade that is given by all teachers weekly – I often use this to chat in regards to poor behaviours or output in a subject or all subjects OR if its consistently 5/5 at the end of each term I send out a wee terrible A.I poem with a Freddo frog to thank the student for valuing the classroom opportunities – this is new for me this year as I have spent a lot of this leadership course finding ways to see the positive small wins that make you smile.
The data that I love doing the most is looking at the Achievement in my Year 11s who are still trying to pass the Numeracy and Literacy CAAs (that they start sitting in Year 10!) and those students who are working towards Level 2 and Level 3 NCEA (and UE to an extent).
Due to the way we split the deaning load at our kura the data I use from Year 11, informs into Year 12 and until the student leaves our kura for their future pathway.
By tracking (using our KAMAR software), the students attendance in lessons, alongside overall % pass rates (in all subjects) and then into the amount of credits on offer and what students need for their future pathway really help be work with the ākonga and whānau to deliver personalised strategies for success. Some of my success stories that win your days come from this space and working with students over multiple years to see success. Earlier this year my tracking of Numeracy data meant I could call in a Year 12 student who has been struggling through her Level 2 Maths course this year battling to get 5 more numeracy credits to say that she’d done it and that she no longer had to join the list of students who are being placed through these CAA assessments 2 yearly as she’d done it in her class in her internal assessments.
By printing off the Level 2 and Level 3 data to date early in Term 3, I called in students who were running close to the line in terms of numbers of credits left on offer and success in the academic realm for NCEA – but inside this the conversations lead to what they hope to do in 2026 and beyond. Sometimes supporting the student to spend time with our Careers team to get their CV and cover letters checked, ensure they have a first aid course or looking into specific work experience options stem from this data. Also as we hit this time of year where the end is nigh, we can use the time to tailor a timetable for a student who may need to be in 2 English classes to get the necessary English credits or similar.
I could talk all day about data as in my teaching role I also reflect on every set of class results and their distribution over Not Achieved, Achieved, Merit and Excellence and how the wins or fails inform my next steps for teaching the students in front of me and lesson design into the following units of work and/or that topic the following year!
Dionne, excellent use of data and analysis to keep abreast of student attendence, effort and achievement and the correlation between student attendence and student achievement.
Kia ora whānau!
Amy Begg and I worked on this together, so our data is somewhat similar as we are in the same school.
Focus Area: Reading Fluency
We have been collecting data for the last couple of years on reading fluency, specifically with the ability to read texts accurately at a good pace. The data helps inform any issues with decoding, which can create barriers to comprehension.
Data Collection and Analysis
The specific data collection we use is a fluency test each term. Students are given a text at their year level, and are given 1 minute to read as many words out loud as they can. From this test, students are placed into percentile bands, and the results are analysed in terms of words correct per minute (WCPM) and accuracy (%). The most recent findings for Years 4–8 are outlined below:
Percentile Students Avg. WCPM Avg. Accuracy (%)
0–10% 13 63.23 87.85
11–25% 9 91.11 94.56
26–50% 19 110.84 96.95
51–75% 33 111.38 96.97
76–90% 10 178.30 98.80
91–100% 8 180.38 98.88
From this data, we have 22 students who would be considered low performers.
Interventions for Low Performers:
To address these learning needs, the following approaches are currently in place:
-Targeted small-group sessions designed to strengthen fluency and decoding.
-Individualised reading support focused on accuracy, fluency, and comprehension.
-Specialised intervention programmes that provide structured and intensive practice.
Next Steps
To build further capacity in fluency, teachers will introduce the following strategies across classrooms:
-Buddy Reading – Students alternate reading aloud, supporting one another through modelling and practice.
-Echo Reading – Teachers or adults model fluent reading of a passage, with students immediately repeating to mirror expression, pace, and tone.
-Re-reading Familiar Texts – Encouraging students to revisit texts they know well to strengthen automatic word recognition, fluency, and reading confidence.
-Out loud reading at home – communication with parents to encourage them to get their children to read to them out loud regularly.
Considerations:
-What is nice about this programme is that we get such regular feedback that it means we can see clearly when improvement has been made. It is manageable for the workload because the test itself is quite short.
-When a new student comes to our school, they often perform lower than they are capable of. The unfamiliarity of the test means that students can initially struggle, but they improve quickly when they understand what the test is.
-Occasionally, students will skip over words they don’t know to read shorter words quickly. This means that the data will become skewed in favour of that student, so students have to be reminded that the test also prioritises accuracy.
Tom great that you and Amy could co-construct a response. Your interventions, next steps and considerations are excellent.
Area of focus: Numeracy
Data Sources: PAT – Mathematics covers number knowledge, number strategies, algebra, geometry and measurement, and statistics. PAT:Mathematics is for Years 4 to 10, but there is an additional, slightly easier test aimed at Year 4 which some schools choose to use in Year 3.
Key Trends:
The CSNS ‘bell curve’ is to the right of the national distribution of scores, indicating higher achievement in this piece of assessment than the norm-referenced sample.
The mean stanine is 5.4, above the national data.
While our aim is for all learners to make at least a year’s worth of progress in a year, we are aiming for accelerated progress (more than a year’s worth of progress within a year) for the learners in Stanines 1 & 2.
A pleasing number of learners achieving in the 6th, 7th, 8th and 9th Stanine.
All groups of learners scored higher median scores when compared with their national peers, apart from Year 3 Females and Year 4 Males.
The short tail on both Year 5 Male data is pleasing.
Overall, Males have outperformed their Female peers, apart from Year 4.
The short tail on all data is pleasing.
Year 3 female data is of concern.
Focus on extending the top learners in each group is required so they can enjoy comparative success with their peers.
When compared with learners across New Zealand, our learners in Year 5 learners have higher mean scores than their norm referenced peers.
Whole School: Goals We are currently in our third year of working with “The Learner First” This professional development has seen our whole school maths data improve significantly over the last three years. This year we have hosted a whanau maths night with “The Learner First” upskilling our whanau on how they can be working at home, what the new curriculum looks like and creating and environment where whanau are more actively involved in their childs learning.
Next steps:
Initiate a maths extension group in year ¾ to help boost up learners who are starting to find concepts difficult. Due to the new curriculum expectations it will be beneficial to try and plug gaps as early as possible.
Ensure that there are class enrichment tasks, problem-solving challenges, and opportunities for independent projects.
Provide extension groups across year levels to ensure high-achievers experience growth.
Great results Caleb. I admire your school’s high expectation of students achieving more than a years progress with in a year. “Learner First” PD for teachers and students is excellent.
Specific area of school focus: Numeracy – specifically preparedness for the Numeracy Corequisite
Relevant data sources:
Prior cohort results (2023 – 2025); Year 9 Maths teacher conversations – Qualitative insights: engagement, work ethic, misconceptions and readiness; Year 9 Maths results – End of year achievement trends and topic-specific strengths/weaknesses; Maths PAT scores from year 9 and beginning of year 10
Key trends, patterns, and areas for improvement:
Steady growth for the student’s first attempts are seen – 2023 (83%) → 2024 (86%) → 2025 (87%).
In 2023 we noticed that students needed more targeted supports regarding achieving the Numeracy Corequisites based on their PAT scores and the first round of CAA’s being sat. We noticed a correlation between PAT scores of 3 and below and non-achievement, and PAT scores of between 4 and 5 achievements seemed to correlate with specific language skills shown in the English PAT scores. A subject was introduced in year 9 in 2024 called Numeracy and Literacy which supported majority of the students in getting their CAA numeracy results the following year. However, we noticed that students with PAT scores of below 4 were still not achieving and we needed to see how we could better support these students.
Specific goals, strategies, and action steps:
My goal was to improve numeracy skills and the achievement of the Numeracy Corequisite steadily and to reduce inequities for low PAT learners.
My goal was also to foster greater communication between the Year 9 Maths teachers (part of the Middle School) and the Year 10 Maths teachers (part of Junior Secondary – a stand-alone year).
The strategies that we focused on was to build relationship with the Year 9 teachers through having subject specific meetings regularly, throughout the year. We had some PD on the Numeracy CAA and on strategies for teaching the process ideas. We also introduced the NAL subject in Year 9 and had specific focus on Numeracy and Literacy for 45 minutes each, once a fortnight (2024, 2025).
In 2025 we introduced a Numeracy option Line in which targeted support would be provided to students who were deemed ‘at risk of not passing their Numeracy CAA’ based on results and teacher input. This was a class of 18 students for Semester 1 2025 (13/18 passed their Numeracy!).
Next Steps:
The Numeracy option line was so successful that this Semester, we have offered a Literacy Option line, by invitation. The aim is to support students who did not get their literacy corequisites last round, but also to close some of their gaps and build their confidence in literacy before they move to Year 11.
Both programmes are responsive to the cohort coming through.
I would like to implement a “Numeracy and Literacy Risk Register” that tracks students across their middle years (7 – 10) so that we can target support earlier on, thus raising the level of Numeracy and Literacy across the Middle Years.
Some encouraging and interesting trends and successes Liezl. Really like the strategies that you have intruduced to support all Y9 students.
Kia ora Liezl, love to read how other kura are preparing for these CAAs – we offer specialised Lit and Num classes at Year 11 (so offered to those who have missed first opportunities) and we had similar pass rates for numeracy this year – the Lit ones not quite yet – better in the Reading results but the Writing is a large work on!
I frequently chant to myself as I prepare Year 10 and to an extent Year 11 lessons “we are all teachers of numeracy and literacy!” … as I try come up with a strategy to get students better prepared – I have a Year 10 class this year of 20 students, 12 of them re-sat reading, 15 of them re-sat writing last week and 11 are re-sitting numeracy this coming week!
And I’ve been scratching my head at why they were so pen reluctant in my lessons and any assessments that required high literacy load were getting poor results! I wish I had delved into their data earlier in the year after the first round! (as she just wrote above how much she loves data… needs to look into those results better next year!!)
Focus Area: Reading
Our school is following the Literacy Connections literacy programme, which enables us to measure and track progress for all learners, including neurodiverse students.
Data Collection and Analysis
Classroom teachers collect reading fluency data termly using standardised fluency literacy tests. Students are categorised according to percentiles, and the data is analysed to determine average words correct per minute (WCPM) and reading accuracy (%). The current findings for Year 4–8 students are as follows:
Percentile Students Average WCPM Average Accuracy (%)
0–10% 13 63.23 87.85
11–25% 9 91.11 94.56
26–50% 19 110.84 96.95
51–75% 33 111.38 96.97
76–90% 10 178.30 98.80
91–100% 8 180.38 98.88
Based on this data, students in the lowest percentiles (0–10% and 11–25%) are identified as low performers. Each year group has a list of these students to ensure targeted support.
Interventions for Low Performers
Once identified, we design and implement specific reading fluency interventions, which may include:
Small-group instruction tailored to reading needs.
One-on-one reading support to focus on fluency and comprehension.
Specialized reading programs for intensive practice.
Next Steps
To further support fluency, the following strategies will be implemented:
Buddy Reading – Students take turns reading pages or paragraphs aloud, giving the learner a break while hearing fluent reading modeled.
Echo Reading – An adult reads a sentence or short passage first; the student repeats immediately afterward, matching pace, expression, and tone. This improves prosody and expression.
Re-reading Favorite Books – Encouraging repeated reading of the same text helps build confidence, automaticity, and word recognition, which are essential components of fluency.
Amy, great that you and Tom could co-construct a response. Your interventions, next steps are excellent.
Focus Area: Reading
Our school is following the Jane Farral literacy programme which enables us to measure progress for our neurodiverse learners.
Data Analysis: Classroom teachers collect date bi-annually in the form of standardized literacy tests. We assess students on Emergent, Transitional and Conventional levels to make sure everyone can achieve at their individual level.
This data indicates the following percentages and respective literacy levels in a class of 25 students.
Emergent – 20%
Transitional – 44%
Conventional – 36%
Based on these findings we came up with the following strategies to help support learners improve their literacy skills.
Include a literacy Smart goal in all learners’ Individual Education Pathway during the start of a year and review this goal mid-year
Team up with student, whanau, teaching staff and therapists to help set this goal and work on strategies to achieve it.
Next steps:
Ensure intentional reading occurs every day (buddy reading, group reading, individual reading
Encourage intentional reading at home
Excellent strategies and next steps Sanet. Involving all stake holders in decisions around individual gaols and strategies is fantastic.
This year our school has had a big focus on parent involvement and communication. Linking our vision – One Size Fits One- we aimed to target 100% of all parents to either attend or make communications twice a year for parent/ teacher interviews. This is focusing on how well we are implementing our vision for our students.
In correlation to this data, we are then going to analyze EOT 2 data for the students whose parents did not attend Goal Setting Conferences. This data would include: Data for Attendance, Data for Reading, Data for Writing, Data for Maths – which would all be analyzed at the end of Term 3.
At the beginning of the year, we encourage all parents to come along to what we call a goal setting session for their child/ren. These run from 8am – 5.15pm and happen in 15min intervals. Goal setting forms sent home with students for parents to reflect on.
Here is the data collected from Term 1 (these are done in syndicate lots to look for trends)
Total senior school parent attendance was 85%
Total middle school parent attendance was 88%
Total junior school parent attendance was 93%
These are broken down even further into class percentages but I haven’t shared that data on here.
Total reflection – 88% of parents attended Goal Setting Conferences, either on the day on or at another time convenient for parents and teacher.
14 students had attendance rates under 90%.
From this data, we concluded that when students are in Junior school, parents like to keep track of how their child is doing and how they have started their school life in the first 2 years. They are eager to engage. By the time students get to the senior school, parents have generally attended every such conference and often have more engagement with the classroom teacher via message and email.
In Term 3, we hold parent/teacher conferences where parents come along for 15 minutes to discuss their child’s report – and discuss new goals. There was a big emphasis for all teachers to ensure they make contact with those parents who had not yet confirmed a booking time with the teacher. Teachers were told to try and make other appointment times if needed – as the goal is to get 100% engagement from parents.
This data is yet to be analyzed.
In relation to the achievement of students whose parents did/do not attend learning conferences – in my class alone I did not see a huge trend in students under achieving because their parents did not come in for a conference. There is however a trend in attendance (as seen above).
I have used this data on the forum because I think it is a really interesting way of collecting data and looking outside the box – rather than always focusing on our main areas of learning. Whanau and the community have a lot to do with schools and how we work together is so important. We will continue to look at this data as the years progress – as this is our first year of looking at it.
We have goal setting sessions at the start of the year as well, but I like your school’s strategy of sending home goal setting forms for them to discuss and reflect on first. Will propose this at our school.
Femke, your school is certainly looking outside the box on gathering data on parent engagement, students attendence and linking this to student achievement. I don’t doubt that your school has worked very hard to achieve the high percentage of parent engagement and student attendence. Some schools struggle to reach these percentages.
This is so interesting Femke.
I love the ‘goal setting’ meeting idea for the beginning of the school year as a way of increasing whānau engagement in a student’s learning journey. Thank you for sharing this.
Summary of Writing Initiatives Year 4, 5 and 6Current Status and Key ChallengesCurrently, the majority of our students are achieving at or above curriculum expectations in writing. We have identified several contributing factors for children that are not:
Curriculum Expectations: The demands of the writing curriculum have changed.
Cognitive Complexity: Writing requires complex cognitive skills that some students find challenging.
Motivation: We’ve observed a potential drop in student motivation as writing tasks become more demanding.Our data reveals some significant patterns:
– Gender Gap: Female students are outperforming males by a notable 14%.
– Year-Level Trends: Year 4 students are our highest-achieving group , while Year 5 and Year 6 students show lower achievement..
– Specific Cohorts: The data highlights specific areas of concern, for Year 6 girls and Year 5 boys
– Māori Student Achievement: Our Māori students’ achievement rate in writing is 46%, which is consistent with their reading data. We will be using a survey to gather student voice to better understand and address this.Our Current Approach
To address these challenges, we have been using a thematic approach to reduce cognitive load and build on students’ existing knowledge. This strategy is also more culturally responsive, as it connects writing topics to students’ lived experiences, which can increase motivation and engagement. We will continue to follow the structured literacy program, ensuring a structured sequence for language instruction.Our Plan for Moving Forward
– Building on our current initiatives, our strategy focuses on three key areas:
– 1. Fostering Authentic and Engaging Writing
We will create more opportunities for students to write for real purposes and audiences. This includes activities like contributing to the school newsletter or creating books for younger students. These authentic tasks will give students a genuine reason to write, boosting their motivation and providing a clear purpose for developing their skills.
– 2. Enhancing Teacher Capabilities
To improve the quality of writing instruction, we will focus on professional development. This will involve:
Implementing a program of peer observations, where teachers can observe and learn from each other.
Providing constructive feedback, refinement, and practice for explicit skill instruction.
Starting in 2026, we will explore the Better Start Literacy Approach for students in Years 4-6. This program has been tailored for classroom use and could provide a valuable framework for structured literacy teaching.
We will also consider options like the ALL (Accelerated Literacy Learning) program.
– 3. Prioritizing Student Voice
To ensure our efforts are targeted and effective, we will actively seek out student voice. Our upcoming team survey will provide qualitative data that offers direct insights into student perspectives on why they are struggling, what motivates them, what they see as barriers, and what kind of support they find most helpful. This student-centered approach is critical for developing interventions that truly meet their needs.
Alastair it is fantastic that the majority of your students are achieving at and above expected level. Not surprising though that girls are out performoing boys in writing. Excellent strategies to lift student achievement. Love the use of student voice to gather further understanding, thematic approach, drawing on students’ experiences and authentic reasons to write.
Data Driven Improvement Plan for School-wide Behaviour
Purpose:
To reduce disruptive behaviours, promote positive behaviour, and improve student engagement and wellbeing using data to inform decision-making.Data Sources:
Behaviour incident reports on hero
Playground data sheets (swearing)
Attendance records
Teacher and teacher aid feedback
Identified Areas for Improvement (Based on Term 3 Data):
51.5% of behaviour incidents occur in different areas of the playground over MT and LT
42% of incidents occurred in the classroom
Inappropriate language is the most frequent behaviour
Year 5 and 6 have the highest rates of incidents
The majority of incidents occur on a Thursday
Behaviour Improvement Goals:
Reduce playground and classroom incidents
Increase engagement in learning across all classes
Support targeted students with Individual Plans/Goals
Improve staff consistency in responding to incidents
Strategies:
Whole School (Tier 1):
Implement Positive Behaviour for Learning (PB4L) matrix and school-wide expectations
Weekly focus on values – CARING, CONNECTED, CURIOUS, CORAGEOUS and CREATIVE
Consistent use of restorative practices after incidents
Class Circle Time to build relationships, classroom culture and emotional literacy
Targeted Support (Tier 2):
Identify high-needs students through data
Individual Behaviour Support Plans/Thermometers/Check in’s/Contracts
Small group social skills programs/TA support
Intensive (Tier 3):
Work with SENCO/LSC for students with complex needs
Risk Assessments, Safety plans and support plans
TA support
Collaborate with family/whānau
Referrals for external support – RTLB/MOE/SWiS/Mana ake
Next Steps & Monitoring:
Staff PLD on behaviour expectations and response strategies (PB4L, Berry St, Restorative Conversations)
Review behaviour data monthly and share with staff
Use data review to inform Values focus
Weekly focus on Values – shared via daily notices and playground scripts
Playground lesson plans and videos
Change language around ‘behaviour’ to ‘culture’
School wide acknowledgement system in place Term 4
Evaluate progress against goals and update plan monthly (in line with data feedback)
Success Criteria:
Reduction in behaviour incidents
Increased student safety and sense of belonging
Consistency in staff behaviour management
Improved learning time and learning data
Beth, your startegies and next steps are excellent and are proven to be best practice in lifting student behaviour. Interesting that poor student behaviour is higher on a Thursday. I wonder why that is?
Data Focus Area: Reading
Data Sources: BSLA Assessments in NON word reading and non-word spelling, Connected Text assessment data, Mid term reporting data against new Literacy curriculum, teacher OTJ’s.
Data Analysis: Data was collected as a team after our mid term reporting round. During the team meeting, each teacher filled in a table to identify
– who was working within and towards expectations in their class
– gender and ethnicity
– target students
– What PD might help
– Their next steps as a teacher/team
We found we had a higher number of year 3 students working within expected levels for reading in both areas of gender and ethnicity, except Maori students (57% in year 2, 50% in Year 3).
Is this because most of the year 2’s are in 1 class together with a small number of year 3’s? (This was based on numbers and a couple of tricky student combinations.)
We also follow the brain science around reading where it is suggested formal reading instruction should not happen until they are 7. Therefore, our school starts formal reading when children have a better grasp of phonemic and phoneme awareness, thus not starting the BSLA programme in New Entrant as recommended. This will also lead to why the year 2 data for reading is lower than Year 3.
We then discussed our findings, collectively agreed on our team’s target students for reading, shared next steps and then allowed time for teachers to discuss strategies and next steps. We also looked at other areas that maybe contributing to the data of target students such as attendance, pastoral and behaviour data, taking a holistic approach to data.
Out of the 42 year 2 and 3 students working towards, we identified
– 16 to participate in Tier 2 literacy support (40%)
– 5 have SLT, ICS or are under an ORS application.
– 2 have just finished Literacy Tier 2 intervention
– 6 are being monitored for attendance
– 2 are ESOL with developing English ability
This narrowed it down to 10 target students to work out different strategies for.
Areas for improvement/Next Steps:
– Following up on absences for the 6 students more closely.
– Revisiting our plans to strengthen home/school partnerships, such as whanau voice, 1-1 whanau meetings, information afternoon around reading to ensure families fully understand the Reading and BSLA expectations at our school.
Brainstorm ideas for this. In the past, the school has put out a parent video about Literacy at Bromley. Collect data from parents, have they seen this video? Have parents engaged in the online parent portal from the ministry we have shared?
If not, why not? Also discussing with whanau the support they feel their child needs and their ideas on what we could do to help at school and at home.
– Plans to talk to our Learning support coordinator about which external agencies may be needed for our target students.
– Dive deeper into the 10 target students. What parts of the Reading curriculum do these students need to focus next? The gaps included reading areas such as Identifying Perspectives and Connecting and Responding.
– This term, team meetings will be dedicated to more unpacking and implementing other areas of the new reading curriculum that go beyond just BSLA. One way I plan to do this is to collaboratively plan a week of literacy to help deepen everyone’s understanding and practise using the new curriculum.
– Enlist the support and perspectives of our Maori colleagues and advisers for our Maori students. What extra support can we provide in class for our Maori students?
– Do a student satisfaction survey. I wonder what they think of themselves as a learner? What are their opinions of themselves as readers?
– Teacher Observations. Ask teachers video themselves – self and then peer assess.
– During CRT days, go and watch each other in our team and Junior team for any tips and tricks.
– Make classes more even next year, ensuring a more equal numbers of year 2’s and 3’s instead of having a main class of year 2’s and only a few year 3’s to make up the numbers.
Lindi, the rigorous and accurate data analysis has given your team a host of excellent strategies to employ this years as well as next year to improvement students outcomes and to hone in on the targeted students. Well done. I really like the idea of a students satisfactory survey.