Literacy+-+Action+Plan

E Watson Syndicate Leaders Teachers ||  || March || Students identified as reading below their chronological age. Classroom test results used: AsTTle, Probe and running records. || Target students in each class identified. Syndicate discussions based on target results from term 2 regarding the success of the current intervention.
 * Action || Who || Cost || When || Expected Outcome || Actual Outcome ||
 * Identify target groups || C Robson

Target sheets sent to EW for final review. New target students to be identified by the syndicate leaders based on EOY data. || <span style="font-family: Tahoma,sans-serif;">C Robson <span style="font-family: Tahoma,sans-serif;">A Clague <span style="font-family: Tahoma,sans-serif;">E Watson <span style="font-family: Tahoma,sans-serif;">Syndicate Leaders ||  || <span style="font-family: Tahoma,sans-serif;">Ongoing || <span style="font-family: Tahoma,sans-serif;">Abecee Darian, Phonemic awareness, Talk to Learn, T.A programmes, Reading Recovery offered to students with the most need. Ongoing support offered to classroom teachers to cater for students’ within the classroom programme. || <span style="color: red; font-family: Tahoma,sans-serif;">T.A programmes in place. P.D sessions offered to staff. <span style="color: #0070c0; font-family: Tahoma,sans-serif;">T.A meeting each term with C.R. <span style="color: #0070c0; font-family: Tahoma,sans-serif;">Syndicate discussions based on target results from term 2 regarding the success of the current intervention.
 * <span style="font-family: Tahoma,sans-serif;">Identify support to be provided for target group || <span style="font-family: Tahoma,sans-serif;">L Leggett

<span style="color: #00b050; font-family: Tahoma,sans-serif; font-size: 12pt;">Syndicate meetings to discuss the outcomes of EOY data and the success of the intervention. || <span style="font-family: Tahoma,sans-serif; font-size: 8pt;">Budget Holder <span style="font-family: Tahoma,sans-serif; font-size: 8pt;"> L Leggett || <span style="font-family: Tahoma,sans-serif;">6000 || <span style="font-family: Tahoma,sans-serif;">Ongoing || <span style="font-family: Tahoma,sans-serif;">Resources to assist in the teaching of literacy to be purchased to enhance the teaching of reading and writing. || <span style="color: #0070c0; font-family: Tahoma,sans-serif;">Middle school budget spent on reading books for purple and gold level. <span style="color: #0070c0; font-family: Tahoma,sans-serif;">Arataki budget spent on books for 11.5+ readers.
 * <span style="font-family: Tahoma,sans-serif;">The purchase of Literacy resources/books || <span style="font-family: Tahoma,sans-serif;">Literacy Team

<span style="color: #00b050; font-family: Tahoma,sans-serif; font-size: 12pt;">New PROBE Kits purchased. Context support kits purchased for Junior Syndicates. || <span style="font-family: Tahoma,sans-serif; font-size: 11pt;">Whole staff ||  || <span style="font-family: Tahoma,sans-serif;">Ongoing || <span style="font-family: Tahoma,sans-serif;">Construct a matrix using the literacy progressions, national standards and AsTTle matrix. || <span style="color: #00b050; font-family: Tahoma,sans-serif;">AsTTle writing matrix and National Exemplars matrix currently being used. Moderation sessions conducted with each syndicate. <span style="color: #00b050; font-family: Tahoma,sans-serif; font-size: 12pt;">Syndicate meetings regarding the use of Literacy Progressions for the reports and OTJ’s. || <span style="font-family: Tahoma,sans-serif;">asTTle Reading
 * <span style="font-family: Tahoma,sans-serif;">Revise the school writing matrix to reflect the changes to AsTTle and the National Standards || <span style="font-family: Tahoma,sans-serif; font-size: 11pt;">Literacy team
 * **<span style="font-family: Tahoma,sans-serif;">Assessment **

<span style="font-family: Tahoma,sans-serif;">Writing Samples

<span style="font-family: Tahoma,sans-serif;">Probe Reading

<span style="font-family: Tahoma,sans-serif;">Running Records || <span style="font-family: Tahoma,sans-serif;">Year 4-6 Classes

<span style="font-family: Tahoma,sans-serif;">Whole School

<span style="font-family: Tahoma,sans-serif;">Year 3 -6

<span style="font-family: Tahoma,sans-serif;">Year 1 – 3 <span style="font-family: Tahoma,sans-serif;">Year 4-6 those on the colour wheel ||  || <span style="font-family: Tahoma,sans-serif;">Term 1 <span style="font-family: Tahoma,sans-serif;">Term 3 <span style="font-family: Tahoma,sans-serif;">Term 4

<span style="font-family: Tahoma,sans-serif;">Term 2 <span style="font-family: Tahoma,sans-serif;">Term 4

<span style="font-family: Tahoma,sans-serif;">Term 1 <span style="font-family: Tahoma,sans-serif; font-size: 9pt;">(New students only) <span style="font-family: Tahoma,sans-serif;">Term 2 <span style="font-family: Tahoma,sans-serif;">Term 4

<span style="font-family: Tahoma,sans-serif;">Terms 1,2,3,4 <span style="font-family: Tahoma,sans-serif;">Week 5 and 10 || <span style="font-family: Tahoma,sans-serif;">Identify Areas of Learning within Reading and Students Gaps and Strengths

<span style="font-family: Tahoma,sans-serif;">Identify Areas of Learning within Writing and Students Gaps and Strengths

<span style="font-family: Tahoma,sans-serif;">To provide a student’s decoding and comprehension reading age compared to their chronological age.

<span style="font-family: Tahoma,sans-serif;">To provide the student’s colour wheel reading level using the PM reading system. || <span style="color: red; font-family: Tahoma,sans-serif;">Completed term 1

<span style="color: #0070c0; font-family: Tahoma,sans-serif;">Completed term 2

<span style="color: #0070c0; font-family: Tahoma,sans-serif;">Completed term 2

<span style="color: red; font-family: Tahoma,sans-serif;">Term 1 data collected <span style="color: #0070c0; font-family: Tahoma,sans-serif;">Term 2 data collected

<span style="color: #00b050; font-family: Tahoma,sans-serif; font-size: 12pt;">All EOY data collected and analysed. || <span style="font-family: Tahoma,sans-serif;">Spelling || <span style="font-family: Tahoma,sans-serif;">All teachers ||  || <span style="font-family: Tahoma,sans-serif;">Term 1 || <span style="font-family: Tahoma,sans-serif;">Christine R and Lisa L to run a staff meeting on Spelling under Scrutiny. || <span style="color: red; font-family: Tahoma,sans-serif; font-size: 10pt;">Staff meeting with all staff conducted in term 1. || <span style="font-family: Tahoma,sans-serif;">Teacher Aide professional development || <span style="font-family: Tahoma,sans-serif;">Pauline Hall <span style="font-family: Tahoma,sans-serif;">Helen Freeman <span style="font-family: Tahoma,sans-serif;">Sue Andrews <span style="font-family: Tahoma,sans-serif;">Lynn Dunn <span style="font-family: Tahoma,sans-serif;">C Robson ||  || <span style="font-family: Tahoma,sans-serif;">Ongoing || <span style="font-family: Tahoma,sans-serif;">1:1 support for at risk students <span style="font-family: Tahoma,sans-serif;">Updating teacher aide knowledge on skills and strategies to assist at risk learners. || <span style="color: red; font-family: Tahoma,sans-serif;">Marianne Undertaking PD with Jill Watts for Reading. <span style="color: #0070c0; font-family: Tahoma,sans-serif;">T.A meeting each term with C.R. ||
 * __<span style="font-family: Tahoma,sans-serif;">Professional Development __
 * <span style="font-family: Tahoma,sans-serif;">Cross Grouping within and across syndicate teams || <span style="font-family: Tahoma,sans-serif;">Syndicate Teachers ||  ||   || <span style="font-family: Tahoma,sans-serif;">Learning Programmes that cater for the needs of all students. || <span style="color: red; font-family: Tahoma,sans-serif;">Cross grouping across Akoranga. Other groupings as needed. ||
 * <span style="font-family: Tahoma,sans-serif;">Teacher Aides to be in classrooms to support at risk students