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2016

Advice and Guidance Programme


PRT
Name: Paula Eriha Term: 1 Year: 2016

Term 1 2016

Week Time Development Focus

1 Thursday Planning for first week


4/2/16 Classroom set up and routines
Groupings data from E-tap for maths reading and writing to set
up
Timetable, Overview
Maths teaching Number Knowledge activities whole class to
be adapted to the taskboard. Measurement activities Popcorn
Measurement TKI, NZ Maths as reference
Recount Writing and Procedural writing
Reading, set taskboards, independent activities, set
expectations and routines in Week 2.
Taonga files- cover page and spine to complete, collect a
sample each week, incorporate into the weekly programme, not
an add on

2 Tuesday 1.0 Term Overview


9/2/16 We worked through the overview the week before and looked at
and what goes on the overview. We looked at the time allocation for
Thursday Maths and looked at the Maths at Flaxmere School supporting
11/2/16 resource.

2.0 Units
We created the Unit Folder. Kylie to clarify the Te Reo Mori
planning.

3.0 Behaviour Plan


We worked through her Classroom and School wide behaviour
plan.

4.0 Evidence of Student learning


We created a folder with each students name, last years Numpa
test, space for the running records, Star Testing, Writing sample
and analysis. We looked at the previous data and ensured that the
observations taken so far, match to what we have found so far.

5.0 Running Records


We discussed how we are getting the programme up and running for
Reading. We looked at data and found data that we need to include.
Eg. No data for running records. During CRT release, we take
students on running records starting with new students and priority
students. Up to Level 22, it is on seen text the session after a guided
session. Level 23 plus from the Benchmark Kit. Due to starting
routines, take students with a book from their book box and listen to
them read so you can listen and make some observations without
doing a formal running record. After guided sessions are up and
running, take up to three running records. We will review the analysis
of the running records and look at the data entry on Etap.
6.0 Numpa Diagnostic Test
We discussed again prioritising new students and students that are
missing data. With a different colour, we continue checking. If
they cant do the next question, move onto the next section. We
talked about testing during CRT time and trying to get two or
three done each session. Discussed basic facts programmes.

7.0 Writing Sample


We discussed the collection of a writing sample.

8.0 Maths Measurement Unit


We discussed the measurement unit and how she was going.
Kylie to organise scales for the testing.

3 Tuesday 1.0 Numpa Diagnostic Test


16/2/16 We discussed what she found out from doing a Diagnostic
and Test with students in her release time and other
Thursday observations.
18/2/16
2.0 Writing Sample Analysis
We looked at a writing sample and placed it on the
Flaxmere School Writing Matrix. Paula will go through
the writing and do the same on other samples. It was
suggested that it could be done with about three a night to
ensure it was done. We looked at etap data entry.

3.0 Numeracy planning


We went back to our data on Numeracy and our tests and
placed students into groups. We planned from the unit
planners and then talked about the transfer from our unit
to our daily planning.

4 Thursday Tuesday Kylie was at camp so the meeting was re-arranged on


25/2/16 Thursday after school. Paula was to use Tuesday for further
testing and individual goal setting (Taonga Folders).
Analysis of data from Etap in relation to National Standards
Curriculum Delivery Statements feedback.
Maths Units
Maths Unit assessment.
I Can Sheets for a starting point for targeted teaching and
formative assessment from observation of group learning.
Classroom Management Focus was extreme behaviour.

5 Tuesday The link between Curriculum Delivery Statements (Maths),


1/3/16 I can maths tracking and diagnostic tests.
Running record analysis MSV. How to enter data on E-
Tap. Preparing for Rita Palmer
Classroom Management TOA - Managing difficult
behaviour.
We discussed the behaviour of a particular student and reinforced
expectations. Continue to teach TOA expectations. Use processes
and talk with Robyn, Linda and Haisley. An individual plan is likely
to be needed with Rhondas support and consultation with the student
and family.

6 Tuesday Writing planning for groups


8/3/16 STAR testing analysis what does this mean for my targeted
teaching and learning.
Maths group observation and support (took a group that was
struggling with learning. Gave ideas of activities and worked
with teacher aide to implement them in daily sessions. Firm
with two boys to ensure engagement. Put in place the when
and then idea. They were to be collected for their withdrawl
group but had to show they knew what they were doing before
they could go. (Cherrie supported this well)

7 Tuesday Taonga Folders


15/3/16 We did a check on how the Taonga folders were going. Paula is
challenged by making her expectations clear with her Teacher-aide so
that her teacher aide can add items to the folder. We tried to problem
solve the situation with Paula choosing to do the work herself so that
she knew that the folders were completed the way they should without
having to re-do them.

8 Tuesday No meeting due to Kylie going to EIT.


22/3/16 Kylie discussed issues with Teacher aide support with the
difficult child and with Rhonda worked out a plan to support
Paula and that child. Plan put in place.
Paula to observe Gwen with a reading group as suggested by
Rita Palmer.
Paula to observe Cherrie working with her low group in
Reading, Oral Language and Writing.
9 Tuesday No meeting. Easter break

10 Tuesday Unit assessments


We reviewed how unit assessments should be arranged in the
assessment folder. Kylie took the folder for a deeper look at the
assessments. The assessments should be in a different folder from the
daily planning as you will run out of room for each area of work.
Behaviour Management
Check in on how the behaviour of the student was progressing.
Paula shared that she met with the family and Robyn and a procedure
was put in place for reinforcing positive behaviour, keeping the
student on task and feeling like he could gain success and minimising
other behaviours. She said he had become much better at following
TOA expectations in class as her and the family were working
together and the student knew that.
Observation carried out on maths measurement strand.

11 Tuesday Overview and units for next term with an emphasis on Oral
Language preparation and Reading Reading Rocket and Rita
Palmer (Sheena Cameron)

TERM 2 2016

Holidays Overview
We met to ensure that Paula knew what she was doing with her
overview.

1-3 Tuesday No meetings due to no release.


Informal discussions and drop ins to check that Paula was okay
and what she needed support with.

4 Tuesday Observation of Paula


Refer to the observation notes.

5 Tuesday Testing and integration of new students from 20. We discussed the
new students that have been moved from Room 20 and have just
arrived in Room 19 today. To integrate them as easily and seamlessly,
Paula running record tested her new students which I did the update to
their diagnostic tests so they could be grouped quickly and needs
identified. We completed the testing.
We discussed how Paula could best ensure her new students were
made to feel at home in Room 19.
When discussed with students, they were each excited to move
into Room 19. Individual students from Room 19, discussed how
they were going to help make the transition easy for these students.
Space has become a bit of an issue but they are going to look at
how they can use the modern furniture.

6 Tuesday Paula on her team trip.


No release as Emma is absent.

7 Tuesday Paula and I discussed her Taonga Files. She has made a really
good effort for her first time through Taonga Folders. She has
included learning tasks with good feedback related to what was
expected in the task and in relation to progress towards math and
literacy standards. Her reports were well written and were really
individualised. She was focused on what they could do and what
their next steps were. We went through areas that needed to be
changed and clarified meanings.
We discussed parent/whanau discussions and what should be
discussed during the meeting. Ensure that if you have parents that
would like to talk further, reschedule a time after school of the
following week.

8 Tuesday Whanau Discussions


No meeting as release has been used for sick teachers.

9 Tuesday Assessments and Evaluations


Overview for term 3
Planning
No meeting as release has been used for sick teachers.

Term 3 2016 Comments

Holidays Overview
We went through Paulas Overview and her units.
We discussed her Olympic inquiry unit in detail and shared resources.
She is linking the Olympics into her Reading Programme for her more
able groups and is very clear about what she is doing and the resources
she is utilising.
We discussed the difference between report writing and recount
writing when looking at newspaper and news reports.

Teacher Inquiry
Paula shared the work that she was transferring from the inquiry
template that Luke had introduced to the Nikau Team to the school
templates. She outlined where she was up to with her inquiry
recording.

Week 1 Tues Checked in with Paula with her unit planning and assessments
for her term 2 units.
Paula was extremely unwell and a reliever was organised for
the next day.

Week 2 Tues Innovative Learning Environments


Kaupapa
Paula discussed the plans to work together in Kaupapa with
workshops about the Olympics.
We discussed the MOUSE model and how you scaffold the learning
around the process to ensure success and clarity of the process and
expectations. Students move towards group and independent inquiries
when they become familiar with this. We discussed what could be
done.
Pangarau
Paula shared the way that Koka and herself were grouping their
students for Pangarau. She discussed issues around planning time and
ensuring that both her and Koka are well prepared for sessions.
Paula has requested additional time to plan with Koka.

Week 3 Tues Paula has not yet been given extra time to plan with Koka
during the school day.
Pangarau
We discussed how you can deliver two of the NZ maths units together
as you can combine the Planning a Statistical Investigation with the
Sports context. Kylie showed her how you can display it so that
students can deconstruct and then check their learning against the
models on the walls.
Review - PB4L
We briefly discussed the team review of PB4L. Have reflections and
evidence available to discuss with the team on lessons and the effect it
has had on school goals and student learning.

Week 4 Tuesday Paula at her PRT course

Week 5 Tuesday Charter Review


Kylie reminded Paula about the School Charter and how the goals are
broken
Teacher Inquiry
No release due to staff illness and Paula also absent. Move the
reviews to next week.
Week 6 Tuesday Charter Review
Outcomes
Kylie reminded Paula about the School Charter and how the goals are
broken into specific actions. Paula to go through and and identify
areas that are directly related to her and her class. She is to explain
what has happened in those areas that relate to her and her class with
the focus of how it has impacted on student learning or accelerating
learning.
Recommendations
Think about what you need or need to do to improve student
achievement.
Priority Action
What would be the one thing that would make the biggest difference
to your students making progress?
Or
What is the one thing that your students need that you could change to
make an impact now?
Statistical Enquiry
Paula has worked with her class on the purpose of statistics. She has
deconstructed graphs. She has led them through the process and found
students needed to learn how to develop questions for an enquiry.
Remember to use real life contexts. Include numeracy to the statistics
and comparing data.
Teacher Inquiry
We looked at feedback from Rita Palmer. There are some areas that
Paula can inquire into.
To improve her practise, she is going to refocus students on the
purpose of the cards for looking at specific text eg. paragraph
comprehension.
Enhancing meaning - to gain a deeper understanding of the message
conveyed by the author.
Look at modelling a reading group with higher reading group.

Week 7 Tuesday Integrated Theme Review


Kaupapa has continued to be planned and taught together with Koka
Ripeka to allow for team teaching in a Modern Learning
Environment.
It has been challenging to deliver this as they are both focused on the
Kapahaka performance and practises for their groups level may not
coincide on the timetable.

Following the same review process, you need to review the units she
has taken so she can share her ideas with her team.
What have been the outcomes for your students?
(Kapa haka was an area that she expressed concern in).
What recommendations would you give about how your students
work through Kaupapa?
What do you think needs to change now to accelerate student
learning?
Remember to include your views of using the ideas around team
teaching and modern learning environments.

Week 8 Tuesday No release

Week 9 Tuesday Paula at Kapahaka Performance Practise

Week 10 Tuesday Kylie looked in depth at Paulas Planning Diary.


Kylie queried how Paula was going to show her assessment when
the team planned an integrated unit. Paula is to check with her
Kahikatea team leader.

Term 4

Week 1 Tuesday Reading, Writing and Mathematics Review


We discussed the Reading, Writing and Mathematics Reviews that are
being reviewed over the next four weeks.
Reviews should be about learning throughout the year. You did a mid
year data analysis in Reading Writing and Maths. Explain what has
occured since then with a focus on the recommendations or
deliberate acts of teaching that you identified. Talk about acceleration
that has occured in your class and what you did that contributed to
this. Talk about progress that has been made with students even if it
is not accelerated. All classrooms have been given a copy of your
data analysis. There are no excuses. For example, if attendance has
caused a lack of progress, what did you do about it, (contact with
home, truancy activated through the yellow forms that go to the office,
Rock On). Increased attendance needs to be the goal. It is not okay
to say in your analysis that Maths should be taught daily. Links of
inquiry, key outcomes. What has the teacher done about it.
Specifically who the children are and what has been done.
Connections between staff and classes eg. Moderation, collaboration
in your situation with working in the Modern Learning Environment.
Ensure that you are continuing to make your judgements in relation to
National Standards.

In checking you are accelerating students progress, it needs to be


more than 2 years. ERO definition.

In your recommendations focus on what you need to know to make


progress for students. Analysis of data needs to have depth.

Paula shared her Review

Week 2 Tuesday Observation and Feedback


Observation carried out on Writing
Feedback given (refer to the observation form)
Observation carried out on Kaupapa
Feedback given (refer to the observation form)
Reports and Taonga Folders
Paulas new laptop will not start up. She was told that she will
probably receive it back with no work left on the hard drive. She is
checking to see if she has backed up her work ie. her reports to the
hard drive.
Possible solutions
Write the report on the bottom half of the report only.
Type the end of year report on the bottom of the report, copy and glue
it onto a hard copy from the first half of the year.
Attempt to scan the first half reports with the old scanners that will
convert the scan into a word document.
Re-type the report.
Kylie to check with Robyn on what solution Paula can use.

Kylie checked and the school employs a person to do office duties.


She will re-type them.

Paula shared her Review

Week 3 Tuesday Reports and Taonga Folders


Paula has already retyped her reports so she could compare the initial
and mid year data and then write in the end of year data.
No formal meeting as Kylie had afternoon release when Paula is in
the class.
Paula was working through Taonga Folders with students working
on their reflections.
Discussed the Student Profile pages from what Paula shared with her
team for tracking progress in Numpa.
Paula reminded to use the last Numpa tests rather than starting again
with a new test. Use the original test and change the colour of the
pen which will show progress or gaps. Gaps are can be linked to
areas that have not been taught. This gives areas of focus for the
next few weeks.

Paula shared her Review

Week 4 Tuesday Horizontal Team Level Teacher Inquiry into Maths and
Deliberate Acts of Teaching.
Star Data Analysis
Kylie to take Paula through Data Analysis and comparison to Term 1
data
Taonga Folders
Kylie checked Paulas folders and reports and gave her feedback.

Week 5 Tuesday Cumulative Records - Kylie took Paula through the


Cumulative record and showed her how to add details such as
special achievements. Paula is to ensure that the cumulative
records are completed by week 9 as the roll gets rolled over by
Etap and Adrienne soon after school finishes for teachers to
access information about their next year's class.

Week 6 Tuesday

Week 7 Tuesday Student Records


Kylie shared with Paula what to add into the students files for the
change over for next year. You need to ensure that the most recent
Star Test, numeracy diagnostics test, running record, writing matrix,
reports into the manilla folders. Be ready to take them over to the
staffroom for change over with the next years teacher. These folders
need to all be accounted for.

Unit assessments and next year


Week 8 Tuesday Paula is to finish her unit assessments and file them into her folder.
Keep this folder intact for next year to refer back to for students that
you have and for the next years teacher that may come back to ask
you questions. Next year you get another 100 page clear file for the
2017 units to go into and continue to follow the process from this year.
Check with the office and Linda but you should be able to get another
Teachers planner diary for your daily and weekly planning. If you do
not get another planner, take your planning out and put it together in a
plastic bag or box. Keep it until your next registration arises as
evidence of what you have done. Do the same with your unit plans
and assessments if you dont get another 100 page file.
Have a great and restful holiday.
Week 9 Tuesday
2017 Advice and Guidance Plan for Paula Eriha

Term 1 Day Development Focus

Week 1 Thursday Beginning of the Term Organisation


Paula and I went through her beginning of the year
expectations
She shared what her team were doing as their thematic unit.
She understands what she needs to do with her other unit
plans and assessments.
She has organised her pupil evidence folder and is ready to
gather her beginning of the year data for reading, writing and
maths.
She discussed her inquiry around modern learning
environments and how her and Koka Ripeka are going to
develop their learning environment and the way they are
structuring their groups for best teaching and learning
opportunities for their students.
She has discussed with Robyn the need for a shared planning
release time with Koka Ripeka and the opportunity to observe
teaching and learning in Modern Learning Environments.

Week 2 Paula is following the Planning and Assessment Schedule


and already has many things in place or is on track.

Week 4 PAT
We discussed how to look at PA tests and gain a better
understanding of them. These tests do adjust as a student
goes through the test depending on what they have
answered. You can analyse a PA test in the same way that
you analyse a STAR test. The key things that need to be
considered in a PAT are:
If you have a student that is not operating at a Stage 4 to 5
comfortably, they will struggle to work through the PAT. You
need to think carefully before asking a student to work
through this test and whether it is going to give you any more
information than what you already know about them.
Anything that is incorrect below the line, you need to check to
see if it is a gap. If so then this will need to become a focus
for targeted teaching.
If the student gets a question incorrect between the bottom
two lines then it is something that should have been easy but
they may not have gotten correct. If this is a gap in their
learning then it will need teaching.
If the student gets a question incorrect above the middle line,
but below the top line then this was a harder question but the
could have answered it correctly.
If a student gets an answer correct above this top line it could
be a good guess and you should not assume that this is their
true understanding.
Look at the area/strand of greatest need and teach this as a
priority.

Week 6 Star Data


We did a refresher on Star Test analysis.
You should be thoughtful about who does a STAR Test. At
Year 3, they should be reading at at least level 16/17 to be
able to use their knowledge and strategies.
Go up the score line and mark where the student got their
overall score. Draw a line across the test analysis sheet.
Draw a dotted line above and below for the error margin.
Circle the scores on each section of the test.
Students that are integrating their reading strategies, should
score around the same area as the mid line. If there are any
scores below that, that becomes the priority learning
especially if it is in the critical area.

Week 8 PAT Trends and Patterns


We looked at Paulas reports again and looked at areas of
need that she needs to identify.
Term 2

Week 3 Tuesday Matrices highlighting


Paula and I went through the matrices from the National
Standards for Reading, Writing and Maths.

Baseline data is coloured in yellow. The OTJ comes from the


previous years data, beginning of the year baseline data such
as PATs, STAR testing, writing samples, pre-samples for
maths on strand, running records, numpa diagnostic tests and
last years reports.

Since the gathering of baseline data and the teaching you can
fill in the students learning in Term 1 in green. We discussed
what evidence we have that would support our knowledge of
what the individual student has learnt.
Post samples, learning activities, photos, videos, self/peer
assessments, student voice, Seesaw, running records,
numpa diagnostic testing. We discussed how we could note
learning so we can put our hands on the evidence easily. eg.
SS = seesaw.