Analysis of Variance Reporting
School Name:
West End Te Kura Ō Mōrere
School Number:
Strategic Aim:
To gain equitable outcomes for all students by improving the achievement levels for Maori so they are able to meet the appropriate National
Annual Aim:
We have a schoolwide aim across all curriculum levels to improve the outcomes for Maori students. A driving force in this is the need to strengthen
whanau engagement with the school and their children’s learning and achievement. This aim will continue to underpin a great deal of our wider
school professional discussion and development.
Target:
To move targeted Maori students to an age appropriate standard in Reading
Baseline Data:
After analysing our 2015 National Standards data and taking into account the students who have left, 17 Year 2-6 Maori students were achieving
below the standard in Reading ( 3 Well Below and 14 Below)
Students were assessed using the following assessment tools – Running Records, Star, AsTTle, Observation Survey & Probe to form an OTJ on
student achievement in Reading.
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Standards and participate fully in the New Zealand education system.
Analysis reporting
Ministry of Education | Analysis of Variance Reporting
Actions
What did we do?
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To continue with the Responsive
Approach in Reading as outlined
by Mere Berryman (Supporting
Students with Literacy Difficulties)
To refine the teacher monitoring
& feedback at Team / Staff
meetings by using spreadsheet
analysis & team discussions
centred around targeted students
through the use of our SMS.
To continue to strengthen links
with our Maori community &
involve whanau more actively in
their children’s learning.
Specifically through the
engagement of Matua Peter
Taylor as a Te Reo/ Tikanga
Kaiako – advisor across all levels
of our Kura & school community
To assist West End School to
maintain an on-going &
sustainable relationship with
Ngati Te Whiti hapu personnel.
To add to the West End Te Kura
O Morere cultural pedagogy &
competence through Te Reo &
Tikanga.
To take advantage of any
relevant Professional
Development opportunities – i.e
Louise Dempsey , Chuck Marriot
(Availl) etc.
Outcomes
What happened?
Two students left during the year.
Beginning of the Year
15/16 – 93% targeted students were
Below ( 12) Well Below (3)
1/16 – 7% was At ( 1)
End of Year
5/15 - 33% targeted students were Below
( 3) & Well Below (2)
10/15 – 66% targeted students were At
( 4) & Above ( 6)
In summary 93%of targeted students
were Below / Well Below at the start of the
year as identified by EOY National
Standards OTJs in Reading at the end of
2015.
By year’s end 2016 only 33% of targeted
students remained Below / Well Below –
a 60% improvement indicating a positive
shift in results for the majority of our
targeted Maori students in Reading.
Further illustrating this point there was a
59% increase from start of year to end of
year of students At / Above standard in
Reading.
Ministry of Education | Analysis of Variance Reporting
Reasons for the variance
Why did it happen?
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Continued strong classroom
instructional reading programmes
& accompanying effective
interventions i.e. – Phonics
Continued inclass support from
Part Time teachers is prioritised &
focussed on the ongoing needs of
the students.
Continued intervention & support
programmes i.e. Rainbow
Reading, Early Words, Explode
the Code, Quick 60.
Regular monitoring of the
targeted students each term with
specific assessments being done
to monitor their progress in
Reading.
The development of closer
relationships with parents &
whanau to enhance & support
student learning in Reading.
Strengthening teacher
professional knowledge &
practice through attendance at
selected PLD – Sheena Cameron
& Kay Hancock
Engagement of the Resource
Teacher of Literacy to assist in
planning programmes for
students who were Well Below
the National Standard.
Evaluation
Where to next?
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In 2017 a schoolwide focus of all
students who are Below & Well
Below the National Standard in
Reading.
Continued use of the Quick 60
Programme to provide
accelerated progress in Reading
for 2017 targeted students.
Continued use of e-AsTTle (Y4-6)
Reading to refine strengths /
weaknesses / Next Steps in
Reading.
Continued support of professional
development for staff through our
involvement & membership of
Taranaki Literacy Association.
Continue to strengthen whanau
engagement through West End
Te Kura Whanau Hui forum.
Tumuaki continuing to be
involved in the Taranaki MAC
Cluster in 2017 with its central
focus on improving Maori student
achievement.
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Tātaritanga raraunga
Of the 2 students who remain
Well Below . One is identified
High Learning Needs & had an
individualised programme
supported by the RTL & B. The
other student has had an
extended time with RT Lit. . A
referral being made to the Child
Mental Health Service. Further
support was enlisted & provided
by the RTL & B, LSF with a
referral being made to HLN in
2017.
Planning for next year:
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For 2017 we will have a schoolwide focus on targeted students who are Below / Well Below the National Standard . Identify at risk students & discuss data with classroom
teachers
Putting target lists on SMS to be accessible for all staff with dates for regular data input on target students in preparation for team discussions & /or sharing with parents /
whanau
Place target students into intervention groups for specific assistance ensuring that the programs meet specific individual needs.
Continue to encourage and support teachers to attend relevant professional development courses and share effective practice.
A continuation of teacher monitoring & feedback at Team / Staff Meetings by using spreadsheet analysis & team
discussions centred around targeted students through our SMS
SETL focus on raising achievement particularly for our priority learners.
To continue to build on our staff cultural responsiveness , pedagogy & competence through Te Reo & Tikanga opportunities
To take advantage of related PLD to upskill our teaching staff.
Continuing use of e-AsTTle to refine assessment techniques / next steps in students’ reading.
Ministry of Education | Tātaritanga raraunga
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