St Joseph's School's Curriculum Plan

After many meetings and consultation with the community, we have decided on the format of our Curriculum document. This document details how St Joseph's School will be structured. This docment in keeping with the new Zealand Curriculum as set out by the Government.

It details the following

• Our Mission Statement- as seen on the front page of this website
• Our Vision for our children
• Our Virtues and values
• The Principles which underpin our decision making and are seen in all aspects of our school's curriculum.
• Our Learners' Qualities- these are the aspects we believe are important for our students to be so as to 'live, learn, work and contribute as active members of their community'
• Curriculum plan- this details how the different learning areas will be addressed in our Classroom programmes
• Additional Programmes that are available to our students.

Please look at the links below to view in more detail the above information.

• Our Big 6 Concepts
• Our Learner's Qualities
• Virtues & Values

If you wish to see our completed document, don't hesitate to come to the office and ask to have a look at it.

ST JOSEPHS MEETING THE NEEDS OF DIVERSE LEARNERS

Rationale

We recognise that our students learn in different ways and at different rates and have a range of cultural and social backgrounds. 

Each student is an individual and needs to be taught at their ability level and encouraged to learn strategies and understandings about their learning which will help them become independent learners. 

The term “diverse learners” recognises the individual needs of our students.

Students who have specific needs either because they are making slower progress or are well beyond the majority of their class need to be systematically identified and tracked through a learning support register.

The Board of Trustees is committed to funding the development and implementation of special learning programs for children on the learning support register.

Intervention programs aimed at children making slower progress will be intended to accelerate and will be closely monitored.

Our Principles for diverse learners

High Expectations

• We expect all students to achieve to the best of their potential. 
• We recognise that there are many different pathways for learning.
• We identify high achieving students and expect them to excel through critical, collaborative and creative authentic learning opportunities.
• We identify low progress and low achieving students and establish reflective and accountable programs to accelerate their learning.

Treaty of Waitangi

• We report on the success and progress of students identified as Maori.
• Through celebrating Maori language and culture we honour the mana of all students.
• We promote Maori cultural and academic role models.

Cultural diversity

• We recognise that ESOL needs can mask other learning or extension needs and we aim to use thoughtful and reflective assessment practices to identify the learning needs of all students.
• We aim to support and nurture first language and first culture as important components in student success.
• We aim to establish strong home and school links which are respectful and supportive of the role of first language and culture
• We provide a targeted and monitored ESOL program to help students learn English.
• Our aim for all ESOL students is bi-lingualism (not replacement of first language with English).

Inclusion

• Student needs for learning support and extension will be identified in all planning.
• All class programs will cater for learning support and extension.
• Wherever possible all students will learn collaboratively within their class learning community.
• The class learning community is structured to motivate full participation and accountability for all students.
• Progress is celebrated.

Learning to Learn

• We believe that students can “learn to learn” through developing insight into their own particular way of learning and that we can teach them to do this.
• We will use thinking frameworks to promote creative and critical thinking.
• Students can co-construct success criteria and self and peer assess accordingly. 
• We recognise that mixed ability cooperative groupings may bring together different skills, thinking and learning styles which can enhance the learning of all of the group.
• When students are on special programs they are active agents in setting their own goals and monitoring their learning, just as they are in the classroom.

Community Engagement

• We work closely with families to establish home-school connections which will benefit all learners.
• Families are considered partners in children’s learning and offered opportunities and skills to support their child’s learning.
• Families will be party to setting IEPs and goal-setting for at-risk students. 
• The family’s individualised knowledge contributes to the plans set for at-risk learners.
• When children are on special programs the school and family will work particularly closely towards the program’s goals.
• We maintain community support networks.
• We access outside intervention when necessary.

Coherence

• For students who are struggling within the core curriculum it is vital that their learning is authentic and meaningful so as to make the struggle worthwhile.

Future Focus

• We provide a range of learning opportunities across the curriculum and beyond.
• We aim to inspire all children to experience success in learning.

1. INITIAL IDENTIFICATION AND DATA COLLECTION

Three step enrolment process:

As Soon As Possible

1. a)         Visit to Parish Priest for preference certificate
2. b)         Return enrolment forms to office.

Two months before starting (for new entrants)

1. c)         Interview with Principal to:  

                        - find out languages spoken in the home

                          - discuss any previous intervention, and previous school reports (for non-NE)

                                    - encourage attendance at 4 year old “Well Child” appointment (which will identify any concerns and move child into MoE support system)

                        - discuss and sign cybersafety agreement

For New Entrants

Principal to share all information of relevance with New Entrant teacher, SENCO and Junior Syndicate Leader.

SENCO to make contact with any agencies already supporting child, to continue supportive networks once in school and feedback guidance to NE teacher.

For Year 1+ Entrants

Principal to request previous school report(s) in enrolment interview, prior to starting school.

Office request cumulative file from old school on the first day of entry to our school.

If child has had previous learning support or ESOL, or according to reports/cumulative file, meets our criteria for learning support, SENCO to request urgent forwarding of information from all possible sources. 

SENCO to review information and propose a plan for the student to be discussed between SENCO, class teacher, syndicate leader and principal.

ST JOSEPH’S CRITERIA FOR DETERMINING LEARNING SUPPORT

Our category definition for “at risk” and “well above standard” are based on the needs of our students - the definitions are picking up the students at either end of our bell curve.  These categories are to be reviewed annually.

LEVELS OF INTERVENTION

CONSULTATION AND COLLABORATION

The program aims to investigate and resource all available support for diverse learners and to work in partnership with families/whanau, valuing the students’ strengths whilst supporting students to achieve to their full potential.

The SENCO will have overall responsibility for all learning support programs and be accountable to the principal.

All decisions regarding level of intervention will be made in committee between the SENCO, class teacher and syndicate leader, in line with the school guidelines and in consultation with the principal.

SENCO will monitor assessment and observation information and consult outside agencies. 

“At risk” information will be shared by the class teacher with the family/whanau by a report where the family/whanau will be encouraged to contribute to the plan of action, sharing their unique knowledge of their child.  At this meeting an agreement will be made with the family/whanau on how they would like to continue the school/home collaboration while the child is on the program. 

The program learning aims will also be discussed with the student who will be encouraged to set their own goals in place.

SENCO will attend external PD and maintain links with external agencies.

SCHOOL BASED SUPPORT PROGRAMS FOR “AT RISK”

Reading Recovery

Rainbow reading

ESOL program

Teacher aide program, guided by SENCO

Guidance to teachers from SENCO

Guidance to teachers from RT Lit teacher

Guidance to teachers from RTLB

SUGGESTIONS FOR ADAPTATIONS OF CLASSROOM PROGRAMS

Ability groupings.

Cooperative groupings.

Learners qualities.

Using the thinking progression in the school curriculum to provide a range of challenge within any particular topic and to promote student self-awareness of thinking processes.

To use inquiry learning processes when appropriate so that children can progress at their own pace and depth.  "We learn more by looking for the answer to a question and not finding it than we do from learning the answer itself." (Lloyd Alexander on Tony Ryan’s web page).

(Lloyd Alexander)

Teach “learning to learn” skills so that children can identify and use strategies which help them learn and bring awareness into the learning process – things which can help this are Ryan’s Thinkers Keys, de Bono’s Six Hats, Costa’s Habits of Mind etc.  These are only tools to help in growing awareness of the learning process, not ends in themselves.

Use learning grids such as Pohl’s combination of Blooms and Learning Styles with a range of activities and guidance for choosing activities – e.g. could be used in integrated study or for independent reading follow-up activities.

Use whole-class teaching strategies which involve all children e.g. think, pair, share; talking sticks; no hands up; predictions.

ONGOING MONITORING REVIEW AND EVALUATION

Programs for “at risk” students will include appropriate assessment points at least once a term.

Ongoing class assessments will be shared with the SENCO and any program developments or adjustments made accordingly.  These could include:

Self appraisal,

Peer appraisal,

Teacher observations,

Anecdotes

Running records,

Work samples,

Standardised assessment

An “end point” will be set for each program for “at risk” students.  The aim of the program will be to accelerate students.

All programs will be evaluated termly and adjustments made or students “graduated” as necessary.

Some students will continue to need ongoing support.  For these students the programs will set achievable goals which intend to increase the student’s achievement beyond what they would otherwise achieve.

The assessment and monitoring form will be completed for each student at the end of each term and filed with the SENCO, forming the “Special Needs Register.”

ASSESSMENT AND MONITORING FORM FOR “At Risk”

End Goal of intervention program

Intermediate Goal – the aim for this term (more than child would expect to achieve without intervention)

SENCO reflection on program’s effectiveness in moving towards goal

Result (end goal reached = off program, program adjustments if goal not reached, next step if intermediate goal reached)

TEACHER AIDE JOB DESCRIPTION

ESOL, “AT RISK” LEARNING SUPPORT (WITHDRAWAL)

Follow the program guidelines established by the SENCO.

Responsible to the SENCO and Principal.

Attend PD in ESOL or learning support as appropriate.

Gather, make or request ordering of useful resources under the guidance of SENCO.

Write mid and end of term observations.

Give feedback to SENCO, principal and class teacher as required.

Maintain a positive, encouraging and empathetic relationship with students.

Appreciate the “coal face” nature of their position and hence high value of their observations and perceptions of their students and confidently report these to the SENCO.

Maintain confidentiality at all times.

Establish own guidelines for behaviour expectations outside of the classroom and ensure children respect these.  Ask for assistance if needed.

Refer any sub-standard behaviour to the class teacher immediately.

SENCO PERSON SPECIFICATION

Part Time Scale A Position.  The position will be a one year LTR from 30 January to 18 December 2012.  Its future will depend on Board of Trustee funding and the learning needs of our students.

The ideal person will be:

An experienced teacher with an interest in meeting learning needs.

Committed to their professional development both as an overall teacher and specifically in this area.

Have proven ability to work cooperatively and collaboratively with class teachers.

Be prepared to network with and maintain positive links with external agencies.

The position will be a 0.4 position (10 hours a week) which will be used flexibly over a four day period partly for administration/coordination and partly for teaching.

SENCO JOB DESCRIPTION

Liaise with principal regarding new enrolment information.  Meet with principal, class teacher, and syndicate leader to discuss identified learning needs for new enrolments.

For new enrolments make contact with any agencies already supporting the child, to continue supportive networks once in school and give feedback and guidance for class teacher.

Collaborate with class teacher and use assessment information and observations to determine learning needs.

Design and implement an accelerated program for identified students.

Fill in Assessment and Monitoring forms for all students on the program at start of program and at the end of every term making program adjustments as necessary.  Forms will be filed and form the basis of the Special Needs Register.

Oversee the learning needs/ESOL teacher aide and set up their timetable.

Oversee ORRs-funded student(s) in collaboration with classroom teacher and support ORRs teacher.

All decisions regarding level of intervention will be made in committee between the SENCO, class teacher and syndicate leader, in line with the school guidelines and in consultation with the principal.

Monitor assessment and observation information and consult outside agencies. 

Arrange to share Assessment and Monitoring report with family/whanau at a meeting including the class teacher and to encourage family/whanau involvement.  Establish preferred method of future communication regarding progress.

Attend all relevant external PD and maintain links with external agencies.

Deliver staff PD when needed.

Recognise and support the valuable work of teacher aides, particularly their first-hand student observations.

Teach groups of children.