2012 mid year special ed programme report

Mid Year Special

Programmes Report

2012

Rainbow Reading Report Goals: To raise student reading and comprehension achievements in Rainbow Reading.To raise student enjoyment, interest in reading, and sense of achievement.To collaborate with teachers over pupils’ needs re entry and exit expectations.

Method:Students school-wide are identified at the beginning of the year, through Probe (senior school) and Price Milburn (junior school) reading assessments, as to whom is reading below chronological age, and therefore classified as suitable candidates for Rainbow Reading. Students leave classrooms for 15 minutes Monday to Thursday and instructed in Rainbow Reading, a national programme, by two trained teacher aides. Participating students are provided with graded books. Students wear headphones and listen / follow the text, being read to them, up to four times before a Running Record is taken. The Running Record indicates whether or not the student is ready to move up a level on the Rainbow Reading Colour Wheel. At the end of each term students remain on the programme if reading age does not correlate with their chronological age, or they exit the programme having achieved reading age equivalent to chronological age. The number of students on the programme at any one time remains between 40 and 50. Successful students exit at the end of each term and new students enter at the beginning of the next term.

Assessments:Goal 1: To raise student reading and comprehension achievements in Rainbow Reading.

Khan

Lisa

Angus

Ryan

Owen

Camer

on Ella

Harry

Josh

uaKat

ieLu

ke

Soph

ia

Nivay

aJa

ke

Jess

icaKyl

er

Tash

a

Cam B

Matth

ew

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Rainbow Reading Colour Wheel ProgressYear 2 - 2012

February Colour Wheel

April Colour Wheel

June Colour Wheel

June Probe/PM

June Chronological Age

YEARS

. Analysis of Year 2 Students – Term 1 & 2:Seventeen students entered the programme at the beginning of term 1, with three exiting at the end of that term, these three entering the Reading Recovery programme, leaving 14 on the programme at the end of term 1.Two more students joined the programme at the beginning of term two bringing the total year 2 students in the programme to 16; one has since left the school. Of these two students, on the programme for the second term only, one made 2 years’ progress and the other made one year’s progress.Of the 14 students in the programme for the full six month period of terms 1 and 2, 10 made one year’s progress, one made two years’ progress, and one other made four years’ progress. Two made no progress. Progress ranged from 0 months to 48 months.As is school policy, students whose Probe/PM reading age correlates with their chronological age, leave the programme having achieved to a successful level. This would be the case with four students, Lisa, Owen, Katie and Jake however, on reflection with teachers, this policy to be revised bearing in mind it is Instructional Level that is recorded as the school’s official Reading Age and many students require a further term to consolidate above their Instructional Level.

John

Madiso

n

Hunte

rKee

s

Malen

a

Domin

icNoa

h

Jord

an

Cassidy

Dean

Sara

hHen

k

Angel

a0

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February Colour Wheel

April Colour Wheel

June Colour Wheel

June Probe/PM

June Chronological Age

YEARS

Analysis of Year 3 Students – Terms 1 & 2:Eleven students entered the programme at the beginning of term 1, with one departing the school at the end of that term 1, leaving 10 of the original 11 on the programme at the end of term 1.Two more students joined the programme at the beginning of term two bringing the total year 3 students in the programme to 12, with one departing the school by the end of term 2, leaving 11 on the programme at the end of term 2.Of the nine students in the programme for the full six month period of terms 1 and 2, three made progress of one year, four made progress of two years, and one made four years’ progress in the six month period. One student did not progress. The progress ranged from 0 months to 48 months.Of the two students on the programme for term 2 only, one made no progress and the other made two years’ progress.As is school policy, students whose Probe/PM reading age correlates with their chronological age, leave the programme having achieved to a successful level. This would be the case with one student, Kees (with Sarah and Dominic close) however, on reflection with teachers, this policy to be revised bearing in mind it is Instructional Level that is recorded as the school’s official Reading Age and many students require a further term to consolidate above their Instructional Level.

Paik

ea

Blake Ben

Anke

Trey

Ashle

y

Keega

n

Kiera

n

Ashle

e

Sum

mer

Paig

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Te R

uki

Georg

e0

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February Colour WheelApril Colour WheelJune Colour WheelJune Probe/PMJune Chronological Age

YEARS

Analysis of Year 4 Students – Terms 1 & 2:Ten students entered the programme at the beginning of term 1, with one exiting at the end of that term leaving nine in the programme at the end of term 1.Two more students joined the programme at the beginning of term two bringing the total year 4 students in the programme to 11 by the end of term 2.Of the ten students in the programme for the six month period of terms 1 and 2, five made progress of one year, three made progress of two years, one made no progress and another regressed a year. The latter two have both entered the L1 Learning Centre diagnosed as being on the dyslexic spectrum. The average progress ranged from 0 months to 24 months.Of the two students on the programme for term 2 only, one made a year’s progress in the term, and the other student made two years’ progress in the term.As is school policy, students whose Probe/PM reading age correlates with their chronological age, leave the programme having achieved to a successful level. No students are ready to leave yet, (though Anke and Ashlee are close) however, on reflection with teachers, this policy to be revised bearing in mind it is Instructional Level that is recorded as the school’s official Reading Age and many students require a further term to consolidate above their Instructional Level.

Awen Corban Flyn Lily Robin Heather0

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12



YEARS

Analysis of Year 5 Students – Terms 1 & 2:Five students entered the programme at the beginning of term 1, with two exiting at the end of that term, one being an ORS student who made no progress and was unable to benefit from the programme, and the other left the school having improved one year in term 1. This left three in the programme.One more student joined at the beginning of term two bringing the total year 4 students in the programme to four by the end of term 2.Of the three students in the programme for the six month period of terms 1 and 2, one made progress of one year and two made progress of three years each. The average progress ranged from 12 months to 36 months.The student on the programme for term 2 only, made two years’ progress in that term.As is school policy, students whose Probe/PM reading age correlates with their chronological age, leave the programme having achieved to a successful level. No students are ready to leave yet, however, on reflection with teachers, this policy to be revised bearing in mind it is Instructional Level that is recorded as the school’s official Reading Age and many students require a further term to consolidate above their Instructional Level.

Ayla Annie Summer Erin Anahera Reign Nikita0

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4

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14



YEARS

Analysis of Year 6 Students – Terms 1 & 2:Seven students entered the programme at the beginning of term 1, with one exiting at the end of that term after gaining one year’s progress and reaching the highest achievable of the all levels, Toxic. This left six in the programme at the end of term 1.Of the six students in the programme for the six month period of terms 1 and 2, three made progress of one year, two made progress of two years, and one made four years’ progress.As is school policy, students whose Probe/PM reading age correlates with their chronological age, leave the programme having achieved to a successful level. Summer could be ready to leave, (with Ayla and Annie close) however, on reflection with teachers, this policy to be revised bearing in mind it is Instructional Level that is recorded as the school’s Reading Age and many students require a further term to consolidate above their Instructional Level.

ESOL (English for Speakers of Other Languages)Mid-year Report - 2012

Goals: To improve students Listening, Speaking, Reading and Writing (Written Language) skills and knowledge.

Method:Students identified upon entry to Whangaparaoa Primary School through school’s form titled ‘Notification of Early Awareness of Needs’ completed upon entry.A few weeks after school entry, class teachers assess ESOL students using Ministry ESOL / AP – Migrant, or ESOL / AP – New Zealand form. Pupils with scores 112 or less out of a possible 135 are accepted as ESOL students. Funding applications to Ministry twice yearly, February and July / August.Support programmes run four times weekly Monday to Thursday by three trained teacher aides, planning from MOE curriculum document, Years 1 – 6.Migrant students, eligible for funding, are students born overseas in countries where English is their second language. They are able to enter ESOL programmes immediately upon entry to school (if score is 112 or under).Total 39 students enrolled as ESOL throughout terms 1 & 2, three of the 39 departing our school throughout terms 1 & 2, leaving 36 originals (at beginning of term 3, six new students entered the programme (42), and eight progressed off, leaving terms 3 & 4 with a roll of 34).New Zealand born students, eligible for funding, are students born in New Zealand with one parent born in a country where English is their second language. These students enter ESOL programmes (if score is 112 and under) after being at school for two terms.Associate Principal liaises regularly with main office staff over new enrolments to school.

ESOL (English Speakers of Other Languages) – Terms 1 & 2

Number of Students

Tuition Times Year Levels Programmes

6 2.00pm-3.00pm Years 1 to 3 Listening / Speaking

7 2.30pm-3.00pm Years 3 & 4 Reading

7 2.00pm-3.00pm Years 2 to 3 Written Language

7 2.30pm-3.00pm Years 4 to 6 Written Language

12 Roving Years 1 to 6 Monitoring in-class progress

Total 39 students: Tutored between 2.00pm-3.00pm, Monday – Thursday Listening, Speaking, Reading and Writing (3 of the 39 left throughout terms 1 & 2).

Programmes Monday to Thursday as follows:

Progress Terms 1 and 2

Assessment: Goal 1: To improve students’ Listening, Speaking, Reading and Writing (Written Language).

1 2 3 4 5 6 7 8 9 10 11 12 13 140

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NZ Born ESOL Students Listening Results

February 2012 Listening - %July Listening - %

Number of Pupils

Percentage

Student 1: 0% Student 2: 11% Student 3: 8% Student 4: 26%

Student 5: 59% Student 6: 30% Student 7: 48% Student 8: left


Student 13; 0% Student 14: 0%


New Zealand Born ESOL Students – Listening ProgressFourteen students at the commencement of the year with two students (No.8 & No.12) leaving school during first term. Percentile progress range from 0% to 59% Total percentile progress 212%; average percentile progress per student (12 students) 17.66% 8 students progressed; 4 students stayed the same.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250

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Migrant ESOL Students Listening Results

February 2012 Listening - %July 2012 Listening - %

Number of Pupils

Percentage

Student 1: 11% Student 2: left Student 3: -7% Student 4: -7%


Student 9: 15% Student 10: 8% Student 11: -3% Student 12: 15%

Student 13: 22% Student 14: -4%; Student 15: 15% Student 16: 22%

Student 17: 0% Student 18: 0% Student 19: 19% Student 20: -1%


Student 25: 15%

Progress Terms 1 and 2:


Migrant ESOL Students – Listening ProgressTwenty five students at the commencement of the year with one student (No.2) leaving school during first term.Percentile progress range from -7% to 33%Total percentile progress 246%; average percentile progress per student (24 students) 10.25%16 students progressed; 3 students regressed; 5 students stayed the same

1 2 3 4 5 6 7 8 9 10 11 12 13 140

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NZ Born ESOL Students Speaking Results

February 2012 Speaking - %

July 2012 Speaking - %

Number of Pupils

Percentage

Student 1: -9% Student 2: -8% Student 3: 10% Student 4: 24%



Student 13: 3% Student 14: 0%



New Zealand Born ESOL Students – Speaking ProgressFourteen students at the commencement of the year with two students (No.8 & No.12) leaving school during first term.Percentile progress range from -9% to 61%Total percentile progress 193%; average percentile progress per student (12 students) 16.08%9 students progressed; 1 student stayed the same; 2 students regressed

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250

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Migrant ESOL Students Speaking Results

February 2012 Speaking - %

July 2012 Speaking - %

Percentage

Student 1: 15% Student 2: left Student 3: -6% Student 4: 0%



Student 13: 30% Student 14: 6%; Student 15: 30% Student 16: 24%



Student 25: 15%


Migrant ESOL Students – Speaking ProgressTwenty five students at the commencement of the year with one student (No.2) leaving school during first term.Percentile progress range from -10% to 30%Total percentile progress 232%; average percentile progress per student (24 students) 9.66%15 students progressed; 6 students stayed the same; 3 students regressed;

1 2 3 4 5 6 7 8 9 10 11 12 13 140

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NZ Born ESOL Students Reading Results

February 2012 Reading - %July 2012 Reading - %

Number of Pupils

Percentage


Student 3: 5%

Student 4: 31%

Student 5: 67% Student 6: 31% Student 7: 47%

Student 8: left





New Zealand Born ESOL Students – Reading ProgressFourteen students at the commencement of the year with two students (No.8 & No.12) leaving school during first term.Percentile progress range from 0% to 67%Total percentile progress 225%; average percentile progress per student (12 students) 18.75%9 students progressed; 3 students stayed the same

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250

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Migrant ESOL Student Reading Results

February 2012 Reading - %July 2012 Reading - %

Number of Pupils

Percentage

Student 1: 33% Student 2: left Student 3: 0% Student 4: 9%



Student 13: 26% Student 14: -2%; Student 15: 25% Student 16: 23%



Student 25: -6%



Migrant ESOL Students – Reading ProgressTwenty five students at the commencement of the year with one student (No.2) leaving school during first term.Percentile progress range from -6% to 33%Total percentile progress 259%; average percentile progress per student (24 students) 10.79%16 students progressed; 3 students regressed; 5 students stayed the same

1 2 3 4 5 6 7 8 9 10 11 12 13 140

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NZ Born ESOL Students Writing Results

February 2012 Writing - %July 2012 Writing - %

Number of Pupils

Percentage

Student 1: 0% Student 2: 6% Student 3: 11%

Student 4: 21%





New Zealand Born ESOL Students – Writing ProgressFourteen students at the commencement of the year with two students (No.8 & No.12) leaving school during first term.Percentile progress range from 0% to 41%Total percentile progress 189%; average percentile progress per student (12 students) 15.75%11 students progressed; 1 student stayed the same

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 250

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Migrant ESOL Student Writing Results

February 2012 Writ-ing - %

July 2012 Writing - %

Number of Pupils

Percentage

Student 1: 48% Student 2: left Student 3: -3%

Student 4: 4%






Student 25: 3%



Migrant ESOL Students – Writing ProgressTwenty five students at the commencement of the year with one student (No.2) leaving school during first term.Percentile progress range from -6% to 48%Total percentile progress 242%; average percentile progress per student (24 students) 10.08%16 students progressed; 2 students regressed; 6 students stayed the same

Behavioural ReportMid-Year 2012 Goals:To monitor student behaviour both In-classrooms and in Playground.To identify Number of Incidents by Location.To identify number of Incidents by Class and Playground.To introduce a monitoring system that identifies student with behavioural issues.

Method:Each classroom teacher, and each teacher on playground duty, has a Behaviour Book for recording incidents, daily, under the seven heading of:Defiance / Attitude; 2) Physical; 3) Verbal; 4) Property; 5) Theft;Boundaries and 7) BullyingThese seven headings were identified by class teachers as the main areas where incidents should be categorised. Each heading has several sub-headings to ease identification of an incident. Once students have three incidents recorded against them, under any of the seven (above) headings, parents are informed of pending lunchtime detention (which occurs after fourth misdemeanour). After fourth incident, students are retained in detention classroom from 1 to 4 days depending on their year level, eg Year 1, one day; Year 2, two days, Year 3, three days, and Years 4, 5, & 6, four days. Both In-class and Playground Booklets are collected each Friday and each offender for that week (and his / her incident) is recorded. All class teachers are e-mailed on the same day, the names of those students with three incidents. Class teachers then contact parent andinform them of this third incident (and pending detention on fourth). Some teachers contact parents on first and second incidents. Associate Principal contacts parents of students who have a fourth incident recorded against them, and therefore detention the following week. The offending child’s list of incidents is printed out and sent home with child. Parents are generally well accepting of this system.

Years 0-1 Year 2 Year 3 Year 4 Year 5 Year 60

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Number of Incidents - By LocationHalf Year Report

Field 1

Field 2

Junior 1

Junior 2

Classroom

Analysis of Incidents by Location:Field 1 is the domain of Years 4, 5 and 6. Field 2 is the domain of Years 1, 2, 3 and 4.Junior 1 covers the mostly grassed area between A, L and M Blocks, and Junior 2 covers the area parallel to hall (L1 to L4). Classroom refers to each and every individual classroom throughout the school from the newest K3 (Year 0), to the four classes of B5, B6, B7 and B8, all Year 6 students. It is pleasing to note that all Field 1 incidents (from old, large, wooden climbing frame to Ladies Mile boundary) were indeed carried out by Years 4, 5 and 6 students, indicating these students were staying in their own delegated area. Again Field 2 incidents (from old, large, wooden climbing frame to area behind Tindalls and M2) were mainly carried out by Year 0 to Year 3 students, though a small number of Year 5 student’ incidents were recorded in this area that is out-of-bounds to them (Field 2 being the domain of Years 1 to 4).

Junior 1 and Junior 2 areas, both delegatedas years 1 to 4 areas, show incidents occurring here were mainly carried out by Years 1 to 3 students, though Year 5 had a couple of incidents recorded in this area which is out-of-bounds to them. Classroom incidents recorded were Year 6 with 24 for terms 1 and 2, Year 5 with 23, Year 4 with 34, Year 3 with 86, Year 2 with 29 and Year 1 with 30 incidents for the two terms. Research informs us that 8 year old students, generally Year3’s, are notorious for ‘flexing their muscles’ at this level whilst readjusting to the move from junior to middle school behavioural expectations.

Field 1 Field 2 Junior 1 Junior 2 Classroom0

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Number of IncidentsBy Location/Year Level

Year 0-1Year 2Year 3Year 4Year 5Year 6

Defiance Physical Verbal Property Theft Boundaries Bullying0

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Number of Incidents - Classrooms and Playground Half Year Report

Years 0-1Year 2Year 3Year 4Year 5Year 6

Analysis of Incidents - Combined Classroom and Playground:Defiance / Attitude: Lack of respect / manners to ANY adults / peers; rudeness towards ANY adults / peers;Non-compliance in class or group activities (indoors / outdoors).Of the total 372 incidents recorded school-wide, Defiance / Attitude scored 190. Physical:Physically harming others that includes:Fighting / hitting / punching / slapping / foot tripping shoving / choking / striking / spitting (whether at others, onto the ground, onto objects, etc)Of the total 372 incidents recorded school-wide, Physical scored 147. Verbal:Answering back; Always having last word; Interrupting with negative comments; Unacceptable language; Verbal put-downs; Constant arguing / back-chatting peers / teachers; Calling out / shouting across room; Swearing (whether aimed towards others, or in general).Of the total 372 incidents recorded school-wide, Verbal scored 13.

Property:Lack of respect for books; Lack of respect for people’s property; Lack of respect for school’s property or equipment (including toilets / cloak bays).Of the total 372 incidents recorded school-wide, Verbal scored 15. Theft:Taking anything that does not belong to you (includes lunches and PE equipment)Of the total 372 incidents recorded school-wide, Theft scored 6. Boundaries:Out of school boundaries (including in the creek) without adult permission.Of the total 372 incidents recorded school-wide, Boundaries scored 1. Bullying:On-going intimidation; On-going threats; On-going stand-over tactics; On-going teasing; On-going deliberately making fun of othersOf the total 372 incidents recorded school-wide, Boundaries scored 0.

2012 mid year special ed programme report

Education

term students

students terms

successful students

participating students

number of students

students wearheadphones

years progress

student reading