2015 Combined Charter - Web viewAssure governance arrangements best suit the service provider roles ... communication needs and technology use according to the regional boundaries

CHARTER 2015

Adopted by Combined Board of Trustees - 23 February 2015

Combined Board Charter 2015 Page 1

Contents

INTRODUCTORY SECTION......................................................................................................................3

Sector Cooperation:...........................................................................................................................4

STRATEGIC SECTION..............................................................................................................................9

National Student Profile:...................................................................................................................9

Strategic Plan – Business as Usual...................................................................................................11

The Combined Board - Core Services:..............................................................................................11

Additional Priorities.........................................................................................................................12

ANNUAL SECTION – van Asch Deaf Education Centre.........................................................................13

General profile.................................................................................................................................15

Operational context.........................................................................................................................18

van Asch Annual PLAN - 2015..........................................................................................................19

Regional...........................................................................................................................................19

Broad Teaching and Learning Objectives supporting student achievement....................................20

ANNUAL SECTION – Kelston Deaf Education Centre............................................................................23

Background......................................................................................................................................23

Core Services...................................................................................................................................24

Operating Context:..........................................................................................................................26

Shared Approach to Strategic Intentions:........................................................................................26

Additional Influences:......................................................................................................................27

The KDEC School Goals for 2015:.....................................................................................................28

Te Rautaki Maori – Maori Achievement Strategy............................................................................29

The KDEC Context - KDEC Language Access and Acquisition Statement..........................................29

Appendix 1: GUIDING DOCUMENTS...................................................................................................30

Appendix 2: NATIONAL STANDARDS – van Asch.................................................................................31

Appendix 3: NATIONAL STANDARDS – KDEC.......................................................................................42


CHARTER 2015Education Act 1989 No 80 Section 61 stipulates the obligations of the Board to prepare and maintain a school charter.

INTRODUCTORY SECTION

On October 4th 2012, a Combined Board of Trustees was formed to govern New Zealand’s two Deaf Education Centres - “ a single board of trustees governing two schools”. The constitution of the combined Board includes the election of six parent representatives, a staff trustee and two student trustees, as well as the Principals of the two Deaf Education Centres. The combined Board has the discretion to coopt up to four more trustees.

In welcoming the new Board at Parliament in December 2012 the Minister of Education, Hon. Hekia Parata stated that the formation of a combined Board of Trustees for Kelston Deaf Education Centre and van Asch Deaf Education Centre marked a significant step towards providing a nationally consistent service for learners who are deaf. The formation of the Combined Board has combined each Centre’s existing strengths and provided unified governance for the two Deaf Education Centres.

The Combined Board is committed to six drivers for improvement in their strategic plans:

1. Increase opportunities for communication and sharing knowledge and skills between the Deaf Education Centres

2. Allow for flexible use of resourcing to meet demographic changes in the deaf and hearing impaired student population

3. Maximise the Review of Special Education initiative for sensory schools to provide more flexible services for ORS verified students

4. Set a national approach to service provision

5. Ensure perspectives of the key stakeholders are represented well

6. Assure governance arrangements best suit the service provider roles of the Deaf Education Centres

EVERY Deaf student’s Right to Community is also acknowledged as a driver of value in this Charter.


Sector Cooperation: By contributing to the Ministry of Education Sector Advisory Group throughout 2014 the Combined Board has worked in partnership with the Ministry of Education and key stakeholder groups (NZ Federation for Deaf Children and Deaf Aotearoa) to design and deliver a series of projects aimed at better alignment of the services provided by the respective organisations.

This cooperation was affirmed during a retreat held in Wellington in March 2014 which resulted in five aspirational statements that summarize the shared perspectives and are being used to guide governance conversations:

• With the right supports at the right time, deaf children can achieve the same outcomes as hearing children.

• Deaf children need the best possible start so that they can progress alongside their age peers.

• The various professionals and organisations working for families and deaf children are unified by their commitment to achieving the best possible outcomes for deaf children.

• The education system will provide the best possible services and supports to all children, within the constraints of available resources.

• Deaf education should be a positive choice, especially for those children who can benefit from or need strong NZSL support and services, and not just a remedial option for deaf children who have not received appropriate and timely supports and services.

In April 2014 the Board reflected on these statements to review their overall strategic plan for the coming years.



STRATEGIC OPERATIONAL GOALS 2015 -2016 – (adopted by the C-BoT in September 2014)

STAFF RELATIONSHIPS TECHNOLOGYPOLICIES, SYSTEMS, PROCESSES

FACILITIES

Sensory Resource Centres (SRC)

Define working relationships with BLENNZ for SRC operations

Devices for additional NZSL tutors based in SRCs

Complete Transition to S70 PODs

Complete Hamilton and Tauranga SRC

Commence Palmerston North and Wellington SRC.

Technology Devices

All staff have access to computer terminal 3yrs or newer (KDEC)

All residential and non-teaching staff to have access to computer 3yrs or newer (VA)

Explore the use of technology to engage families/whanau of residential students.

Each enrolled student to have their own technology device for use at school and in the residences .

High school student devices to meet Te Kura requirements.

Development of updated websites

Procedures for acquisition and renewal of equipmentAccess to Google Applications For Education (GAFE)

Updated Video Conferencing equipment at Wharenui School

AODC/ RTD Implementation

Recruit staff for Stage III implementation

Additional teachers (VA and KDEC)

Full Time (KDEC) implementation Manager (2015)

Collaborate for Success of “First Signs” implementation

Complete and publish guidelines for managing the future interface

NZSL @ School (Task Force) 60+ Students

Assign / Recruit to NZSL implementation taskforce

Develop relationships for success in 60+ students network / NZSL task force

60+ Students have technology access to NZSL and/or Interpreting

System measures for success of 60+ Students documented and data gathered



STAFF RELATIONSHIPS TECHNOLOGYPOLICIES, SYSTEMS, PROCESSES

FACILITIES

NCEA Achievement Standards

Release Staff to NCEA Projects (reimbursement basis via Cognition)

Establish partnerships for NCEA Achievement Standards trial

National Database KAMAR

Document standardized student achievement measures prior to setting up database fields

Project Management –collaboration to progress this work

Embed KAMAR “cloud based” Records

Existing Audiology Databases merge to become “School 5”

Set up procedures re timeframes for inputting data and aspects to be reported to Board.

Community Engagement

Community Engagement Officer position recruited.Use of established cyberspace to communicate with Stakeholders

Stakeholder contacts network improved

Ultranet to be linked to website.Parent social media access to be explored.

Policies / procedures for reporting and measuring community engagement set up.Establish an Editorial Group to moderate web content.

National Leadership of Deaf Education

Continue to actively manage Leadership and Management team structures, roles and responsibilities

C-BOT engages in more specialist Governance training

DECs and MOE develop National Service delivery model

Accounting Software alignment of operations

Finance sub-committee re-established

ANZCED / APCD Conference 2016

Key professional learning for van Asch and Kelston DEC staff in 2016

-Engage Conference Convenor services- Develop Sponsorships- Confirm International speakers.

Establish budget parameters for C-BOT contribution

Hotel block booking and Venue secured.



STAFF RELATIONSHIPS TECHNOLOGY POLICIES, SYSTEMS, PROCESSES FACILITIES

Rautaki Maori Formal Consultation with whanau / whanui over NZSL access (SAG Work plan)

Rautaki Maori endorsed for delivery by Board

Ruamoko Marae Rebuild completed

Pasifika Development

Formal Consultation with 'Aiga Pasifika Development Plan drafted

Language Access / Bilingual -Bicultural Programmes and Practice

Deploy specialist resource personnel / RTD teaching position

Induction and mentoring of new and existing TODs / staff

Consistent best practices implemented and measurable outcomes established

Curriculum – Regional Learning and Change Network

Extend LCN approach to all areas in the van Asch Region –LCN mentors to provide support to local areas.

Develop lateral learning across regional teaching staff to raise student outcomes.

Utilise Google docs for collaborative inquiry to raise student achievement

Curriculum Core School

Further professional development in integrating Emotional Literacy into school programmes.

Engage families/ whanau through the IEP process in how to reinforce Emotional Literacy.

Links to MoE Learning with Digital Technology PLD 2014

Early Childhood Education

Joint Staff PL&D Establishment of Trust Board(s) and nationally governed ECE services – Service level agreements ratified

Aligned Policies and procedures for ECE services

Rebuild and relicense of Board’s ECE facilities

Property Strategy MOE / DECs shared view of national delivery (future HUBs?)

UFBB – rollout – both DECs van Asch – main site – Consolidation / rebuild

Kelston – Archibald Rd – rebuild

van Asch – satellite network – Hillmorton


STRATEGIC SECTIONNational Student Profile:The Combined Board has prioritized the development of an accurate National Picture of the deaf student population. The board can now report on the distribution, ethnicity, communication needs and technology use according to the regional boundaries used by Statistics New Zealand. The Board has agreed to present regular updates of this demographic data to enable long term trends to be identified.

The table below shows the distribution of deaf students enrolled at or receiving services from the Deaf Education Centres by region:

The first column - Average % DND 2010-2013 – shows the percentage of deaf children notified to the Deafness Notification Database on average over the past four years.

The centre column - % Pop <20 2013 – indicates the percentage of the population of New Zealand aged under 20 years as recorded in the 2013 Census.

The right hand column - DEC % Caseload 2014 – indicates the distribution of deaf students currently enrolled at or receiving services from the Deaf Education Centres. Auckland includes students enrolled at the Kelston School for Deaf. Canterbury includes students enrolled at van Asch School for Deaf.

Students receiving services due to changing roles and responsibilities of Resource Teachers and Advisers are not currently recorded in this profile because not all districts have completed the changeover.


The detailed student profile below records overall student numbers rather than percentages. The aim of the table is to provide an overview of students according to their - Year Level - at School. Coloured bars show how many students at each year level are ORS verified.

Students use a wide variety of amplification – Technology – this includes Cochlear Implants (CI); Cochlear Implant and Hearing Aid (CI/HA) and Hearing Aids (HA).

A cohort of students have been identified for inclusion in the – NZSL @ School Project.

The – AODC/ RTD Simplified Pathway has been introduced systematically. Stage I & II of the roll out have added a significant number of students who are now “receiving service from” the DECs. The Stage III roll-out is scheduled to begin in July 2015.

The table also indicates the overall national – Ethnicity of Students - using Ministry of Education Categories: NZ European; Maori; Pasifika; Asian, and Middle East, Latin America and African.

Note: Throughout this document the term “deaf children” is used in the broad sense to include all children eligible to enroll at or receive services from the Deaf Education Centre’s. This choice of wording recognizes that terms such as hard of hearing and hearing impaired sometimes create confusion based on bias about a students inferred needs and/or preferences.


Strategic Plan – Business as UsualThe annual Resourcing Notice provides the key record of the staffing and operational resources available to the Combined Board of Trustees. The notice describes the day school and regional staffing and operations entitlements as well as the payments made for the early childhood, residential and specialist services that each Centre provides. The notice also outlines the purposes and outcomes for each service.

Since 1998 Government has agreed that these core functions, and additional services, should continue in alignment with the wider “Special Education 2000” initiatives.1 It was agreed that core school and residential functions should be resourced in accordance with the principles that resource all schools, and that the additional early intervention, regional, specialist, resource Centre and technical service functions should be funded transparently and separately.

In 2010 Government agreed that special schools would be retained and that the Deaf Education Centres would undertake additional responsibilities as part of the policy “Success for All: Every School, Every Child” 2. From the beginning of 2012 specialist teacher time has been aggregated and provided via three national “sensory schools” (i.e. Kelston and van Asch Deaf Education Centres, and the Blind and Low Vision Education Network of NZ).

The Combined Board - Core Services:

During 2014 the Combined Board, at Ministry request, has set up a separate charitable trust to act as licensee of the respective early childhood programmes. Developing the service level agreement between the Combined Board and the ECE Trust will be a priority during 2015.

1 CAB (98) M22/13 refers.2 SOC Min(10) 24/1 refers


Additional PrioritiesAs previously stated the Combined Board has agreed to participate in and contribute financially to a series of actions that will contribute to achievement of nationally significant strategic goals.

These key priority activities in addition to business as usual will require investment of funds (carried forward from previous years operational surpluses).

Roles of Advisers on Deaf Children and Resource Teachers of the Deaf. Continuation and expansion of this project. The Ministry of Education is providing some recognition of the additional workload related to this pilot. Funding for the project has been confirmed through until 30th June 2015.

Sensory Resource Centre Capital Works Programme. Projects have been commissioned to build a series of new facilities. Details of these projects will be expanded in the relevant Annual Sections of the Charter.

The Ministry of Education Sector Advisory Group (established in July 2013) has signaled its support for a detailed work plan that commits funding to a series of work streams related to implementing the recommendations of the Human Rights Commission “New Era for NZSL” Report. The Combined Board will continue to negotiate its ability to contribute to these projects.

Signed: _________________________________ Board Chairperson


ANNUAL SECTION – van Asch Deaf Education Centre

The purpose of van Asch Deaf Education Centre is to provide high quality educational programmes

and special related services which meet the needs of deaf and hearing impaired students

and their families and communities.

INTRODUCTORY SECTION

Vision

To enhance learning outcomes for children who are deaf or hearing impaired.

We will do this by:

• providing specialist teaching and support services

• developing communication skills and language

• providing equitable access to learning

• providing for successful learning

Values


Maori Student Achievement Strategy

In recognising the unique position of Maori culture and language in New Zealand, van Asch Deaf Education Centre continues to enhance procedures and practices within all aspects of the Centre to raise achievement for Maori students.

Through professional leadership and training, teaching and residential staff are reflecting on culturally responsive practices to engage the Maori Learner.

All Core School students including Maori will be provided with opportunities to take part in Maori Tikanga, Te Reo and Maori Art activities.

A Maori Cultural Adviser/Kaitakawaenga supports learning opportunities in the Core School and supports engagement and consultation with Maori families of enrolled students across the van Asch Region.

National Standards

National Standards plus Deaf Education assessment and development exemplars in reading, writing and numeracy in the early years of schooling will be used as a guide to set core subject learning.

Where students are either at the foundation level or are likely to learn long term within level 1 of the New Zealand Curriculum due to their significant literacy and language delays, National Standards alone will not provide appropriate benchmarks of progress and achievement for deaf students enrolled at the Core school.

Individual Education Plans will be used to agree on learning goals and for reporting progress to families and whānau.

Those receiving service from the regional specialist teaching service will have their national standards reported by their enrolled school to the Ministry of Education.


General profile

van Asch Deaf Education Centre, located in Sumner, a suburb of Christchurch and in the Waitahi Iwi, was established in March 1880 as a fully funded Department of Education special school.

Today, it is both a coeducational composite special school and a national resource centre, having responsibility for the support of deaf and hearing impaired children and students throughout the South Island and lower half of the North Island.


Core Services

The Centre provides a range of programmes, from preschool through secondary, and makes full use of the wide range of resources that are available both in the local district and greater Christchurch area.

School

The deaf and hearing impaired students who attend the van Asch core school or satellite classes range in age from 5 -21 years.

To address the unique needs of each student, parents, caregivers, teachers, the student, and specialists, where appropriate, meet biannually to review and develop goals for Individual Education Plans (IEPs).

The van Asch Deaf Education Centre School Curriculum January 2013 outlines the programmes provided.

Our Core School learners are offered flexible programmes to meet their specific needs. These programmes integrate our Local Curriculum: Language, Literacy and Deaf Culture and the New Zealand Curriculum.

Communication Pathways vary for each learner.

In addition van Asch is the Specialist Service Provider for the ORS verified students enrolled at the Centre. This delegation enables the Board to provide specialist and paraprofessional staff to serve the needs of students enrolled in the school.

Satellite classes operate at Hagley Community College, Hillmorton High School and Wharenui Primary School in Christchurch. Core school enrolments come from throughout the region served by the Centre.

Residential

The Centre has residential facilities to cater for those students whose overall personal, social and educational needs cannot be met in their home area. The hostel licence allows for up to twenty students to be enrolled. They are also used for assessment of students and in-service and training programmes for parents/caregivers and associated support persons. Regional students use the residential facilities when attending Mainstream Immersion courses. When not required for the Centre’s own use, the facilities are used, on a cost recovery basis, for other education in-service programmes.


Regional Services

The Centre’s Regional Service are subject to special education policy and are available to deaf and hearing impaired students with moderate needs and those verified under the Ongoing Resource Scheme (ORS).

From the start of 2012 the ORS teacher components previously with the mainstream schools, are now incorporated into the regional specialist teaching services. This resource is reviewed and allocated on an annual basis.

A range of specialist support is provided:

Direct Specialist inclusive teaching support Advice and Guidance Regular monitoring to check progress is being maintained

Students learning needs based on their current Individual Education Plan, language and literacy assessments inform the level of specialist teacher support provided from year to year. Other factors are also considered. Specialist teaching support is allocated in the form of either a Resource Teacher of the Deaf or teacher hours transferred back to the school the student is enrolled in.

For those schools receiving teacher hours, Lead and Specialist Resource Teachers provide advice and guidance for the student’s school of enrolment. The Specialist Resource Teachers provide outreach and at-distance support in the areas of Literacy, Speech-Language, New Zealand Sign Language and Classroom visual and listening environment aspects.

Resource and Technical

van Asch’s resource and technical services provide services for deaf and hearing impaired pre-schoolers and students from the point of diagnosis to the end of their compulsory education:

on-going access to assistive listening services (including hearing aids and FM systems), plus the related fitting, repair and maintenance technical support

curriculum support and extension resources for students, their families and whanau and the staff in regular schools, and residential and in-service training for the families and whanau of deaf and hearing impaired children and the staff in regular schools

van Asch provides audiology for students enrolled in the school and maintains a resource centre and library that is available to the families and whanau of deaf and hearing impaired children and the staff in regular schools.


Early Childhood

An Early Intervention Centre on-campus programme is provided for local families. The E.I.C. has a sessional licence for 22 children and provides group parent and child sessions. Weekly individual parent-child communication sessions are also provided. The Centre follows the Te Whaariki Curriculum with an emphasis on communication development.

The E.I.C is also accessed by families from across the region through Preschool Residential Courses that are provided throughout the school year. Ten courses per year are offered. Up to three families can attend each course.

Habilitation

Habilitation services for children with cochlear implants are provided through a contract with the Southern Hearing Charitable Trust. Habilitationists are based at the Southern Cochlear Implant Programme in Christchurch and Wellington. They also provide an outreach service to children’s home areas and professional support to Teachers of the Deaf and associated professionals provide weekly habilitation.

Operational context

References:

1. The van Asch Core School Curriculum handbook revised 2013

2. The van Asch Regional Curriculum handbook revised 2013

3. Residential Homes Review Implementation Plan 2014

4. Regional Teaching and Specialist Services Annual Management Plan

5. Core School Annual Management Plan

6. Resource Centre Annual Management Plan

7. Early Intervention Centre Annual Management Plan


van Asch Annual PLAN - 2015Curriculum

Student Achievement (NAG 1)

Core School – Year 2 of Student Achievement focus – Social/Emotional Skills

To increase each student’s ability to recognize and interpret feelings, reactions and points of view of themselves and others by developing their understanding and use of emotional literacy.

RegionalIdentify a key Student Communication Achievement Challenge in each local area using the MoE Learning and Change Network approach to team inquiry

van Asch School Curriculum (NAG 1)

Regional Curriculum

Embed the regional school curriculum and monitor its use and effectiveness

Core School Curriculum

The revised language/literacy assessment will be trialled throughout the year. Continue to embed a positive behaviour system across school and residences through the

development of van Asch PBS booklet and resources. This will be complemented with ongoing professional development and links made to our emotional literacy work.

Development of a Social/Emotional Skills developmental checklist and implementation of school-wide teaching programmes to make measurable improvements.

Centre-wide Self Review focus (NAG 1)

to raise the Communication Achievement of all deaf students- Develop indicators of good practice in relation to provision of Bilingual/Bicultural

environment for deaf students across the Core School and Regional services.

- Develop a communication pathways framework for students ( NZSL Project links )


Broad Teaching and Learning Objectives supporting student achievement

Performance Management (NAG 3)

Implement a Centre-wide Appraisal system based on Teacher’s Council best practice principles

Review and update the Teacher of the Deaf Job description to include the Registered Teacher Criteria, Professional Standards and Tataiako Cultural Responsiveness indicators.

- Include all teaching staff in this process at the Cluster meeting, January.

Develop Middle and Senior Leaders coaching and mentoring skills with the purpose of positioning the Centre to provide effective leadership to teachers through the appraisal process. Strengthen links between reflective teaching practise and impact on student outcomes

- Professional Learning Development to be provided by Auckland University 2 day workshop and “Open to Learning Conversations” at Middle Leaders week – term 1.

Middle Leaders across the Core School, Regional Teaching Service and Early Intervention Centre to meet quarterly with the Senior Leaders to review and plan for implementation steps throughout 2015.

REFERENCES – van Asch ANNUAL PLAN - OPERATIONAL GOALS 2015

Employer Responsibilities

All residential and core school teachers and teacher aides will receive training in the basic foundations of Team Teach- Provide an annual refresher workshop for tutors

Professional Development will be provided for Teaching staff at staff meetings and on call back days. Professional Development will be based on school wide goals and individuals through the Performance Management System- Teacher’s Council

All staff will be subject to performance appraisal including goals based on their annual management plan for their area

Maintain a Centre Wide Performance Management System for Teachers based on Teacher’s Council new Guidelines

Update the framework for Appraisal in relation to non-teaching staff


Property – Capital improvements and Maintenance Projects

The Board will continue to work with the Ministry of Education to progress property projects:

1. Resource Teachers Centres – Provision of (refer to 2013-2015 Sensory Resource Centre Capital Works MoE Plan)

2. Van Asch Deaf Education Centre main site:

- The board will continue to negotiate with Christchurch MoE re future property plans

- Consult with key stakeholders re future options for the van Asch Deaf Education Centre site in Christchurch. This may include consolidation on the current site or relocation.

3. Work with the Christchurch MoE to set up the infrastructure for UFB at the van Asch site to enable outreach services to provide greater complementary support via digital technology.

4. The Board will ensure that the school’s 10 year property plan is maintained until further direction from the Ministry of Education is received following 10 year conditional assessments.

5. The Board will ensure the school property is maintained to a standard that meets the requirements of the annual Building Warrant of Fitness.

Finances

Ensure that the budget for 2016 is presented at the December meeting of the Board of Trustees.

Ensure that the monthly financial reports are provided to the board for discussions/approval prior to the board meeting.

Negotiate Education Act Section 70 MOU (property agreement and additional actual and reasonable costs)- Host and Partner schools

- Satellite Unit: set up year 9 – 10 provision at Hillmorton High School

Administration

Monitor roles and responsibilities of a new administration structure while new roles and personnel are embedded into the Centre – Human Resource Advisor, Executive Officer, Payroll Clerk, Regional Administration, Archives.

Set up Xero Cloud based accounting system. Set up an Accrual Accounting system for monthly reporting to the Board. Work with Kelston to align accounting codes for consolidated reporting to the auditors.


Health and Safety

The Health and Safety Committee meet and review practices and report to the Principal on a regular basis.

The Centre will survey students/families in regard to the emotional safety of the residential and school environment.

Residential staff to visit parents annually to gain feedback and ongoing weekly contact to stay in touch.

Physical intervention will be minimised through the use of strategies that focus on de-escalating behaviour. Physical interventions will be implemented only by staff trained in Team Teach.


ANNUAL SECTION – Kelston Deaf Education CentreBackgroundKelston Deaf Education Centre (KDEC) was opened in 1957. The Centre was established under Section 98 of the Education Act 1964 as a residential special school. KDEC has day school and residential functions, a separate early childhood education service, along with regional teaching, specialist services, a resource centre and technical service roles.


Core Services The Deaf Education Centres will continue to deliver the core services expected in parallel to students based on the currently defined geographical boundaries.

School

Each DEC’s school staffing entitlement, operations funding levels and related payments are established and administered as for all state schools. The focus is on access to and adaptation of the New Zealand Curriculum.

In addition each DEC is the Specialist Service Provider for the ORS verified students enrolled at the Centre. This delegation enables the Board to provide specialist and paraprofessional staff to serve the needs of students enrolled in the school.

The DEC Day Schools operate as a network of provision in partnership with regular schools across the cities of Auckland and Christchurch.

Residential

Residential programmes enables up to 23 Deaf students to live in a safe and challenging environment that promotes their learning, development and independence through an integrated educational and residential programme.

The admission criteria are that the student’s IEP identifies that their education needs will best be met by residential placement, and that a suitable placement is available. The Centre will at all times comply with the Education (Hostels) Regulations 2005.

Specific obligations are outlined in the KDEC Resourcing Notice.

Regional Services

Regional Services are, subject to special education policy, available to deaf students with moderate needs and those verified under the Ongoing Resource Scheme (ORS).

Since the beginning of 2012 ORS Special Education Teacher time has been aggregated to the Resource Teacher of Deaf services as part of the implementation of the Success for All - Every School, Every Child policy.

Each Centre will deliver the specified range of advice and service options to eligible students enrolled in state

funded mainstream settings, the schools they attend and to family/whanau, provide administrative and operational support for staff delivering these services, provide data to profile student needs and to demonstrate service effectiveness, liaise with other providers of services to eligible students, and provide training and professional development to regional services staff involved in the

provision of services to students, their families, caregivers, whanau and schools


Resource and Technical

Resource and technical services are provided to approximately 1,000 deaf pre-schoolers and students enrolled in the compulsory education sector:

on-going access to assistive listening services (including hearing aids and FM systems), plus the related fitting, repair and maintenance technical support

curriculum support and extension resources for students, their families and whanau and the staff in regular schools, and

residential and in-service training for the families and whanau of deaf children and the staff in regular schools

The DEC is also funded to provide audiology for students enrolled in the day school and to maintain a resource centre and library that are available to the families and whanau of deaf children and the staff of regular schools throughout New Zealand.

Early Childhood

Early Childhood programme offers a bilingual environment, using NZSL and spoken English, characterizing the Deaf community in which these children live. Services are consistent with early childhood and special education best practice and seek to ensure short and longer-term educational outcomes.

Children accessing though this resourcing stream must be under 6 years of age and: not enrolled in school, and deaf or hearing impaired, or siblings of deaf or hearing impaired children, or Children of Deaf Adults (CODAs)


Operating Context: Annual Management Plans are prepared for each of the operating departments. These plans quantify operational goals and targets specific to the requirements of the Resourcing Notice.

The Annual Management plans also detail the Board’s approved allocations for the management of resources, personnel and assets.

The plans contain specific references to events and activities that will contribute to advancing the strategic intentions of the Board – where this can be achieved within the existing operational staffing and funding.

References:

1. 2015 Consolidated Budget

2. The KDEC School Curriculum Delivery Plan 2015

3. The KDEC School Annual Plan 2015

4. Totara Village Management Plan 2015

5. Resource Teacher of the Deaf 2015 Plans

6. KDEC Preschool Annual Management Plan 2015

7. Resource Department Annual Plan for 2015

8. Te Rautaki Maori

Shared Approach to Strategic Intentions: For the 2015 budget the Combined Board has taken a two tier approach to achievements of the intentions associated with its stated priorities.

The consolidated Budget accommodates the need for business as usual. The Board’s discretionary actions are, where practical, detailed as events and activities within Annual Management Plans.

The Board has adopted a series of discretionary project budgets as part of a “Consolidated Budget 2015” (approved November 2014). This statement outlines discretionary expenditure for Projects during 2015-2016. The Board has approved the progressive release of funds to the steps and actions of these projects over the next two years.

Staged implementation of the Wilson Report to redefine the Roles of Advisers on Deaf Children and Resource Teachers of the Deaf. Funding for the project has been confirmed through until 30th June 2015. The (final) Stage III expansion of this project is scheduled from July 2015. The Board and Ministry have noted that successful Stage III implementation (particularly in Auckland City) will require increased resourcing to recognise the additional workload related to this project.


Implementation of Success for All – Every School, Every Child. Ministry of Education has agreed in principle to releasing some of the ORS generated staffing entitlement as cash in order to fund demonstration projects of what the flexibility referred to in the policy might achieve.

Human Rights Commission “New Era for NZSL”. The sector advisory group established in July 2013 has committed to funding a series of work streams related to implementing the recommendations of this report. KDEC will continue to negotiate its ability to contribute to these projects. The Board has engaged a Project Manager to oversee the NZSL@School project which is one of the two priorities funded by Minister Parata’s announcement of $11M over four years in September 2014.

In November 2014 the Combined Board agreed to establish a separate Trust to act as licensee for KDEC’s bilingual preschool. Implementation of this decision will require dedicated management time during the first half of 2015.

Additional Influences: The Board also notes the existence of a series of circumstances that may impact on the delivery of services during the coming year. Each item will require ongoing and potentially urgent attention.

Redevelopment of the Archibald Road site. Late in 2014 the decision was made in consultation with Ministry of Education to temporarily re-locate a significant portion of the KDEC operation in order to expedite and facilitate construction of the new KDEC facilities on the Archibald Road site. The Ministry of Education has agreed to fund the costs required for Preschool to relocate to Kelston Intermediate School (from November 2014), Transition to the Auckland Deaf Society Facilities (January 2015) and most administrative functions to commercial leased premises in Copsey Place, Avondale (December 2014). After remediation during the December break the Totara Village will continue to operate from its existing buildings.

Sensory Resource Centre Capital Works Programme. Two projects have been commissioned to build two new facilities; in Hamilton, a joint project with BLENNZ at Hamilton North School; and in Tauranga a joint project with BLENNZ.

Managed Network Implementation Project. KDEC will continue to work closely with MOE (and N4L) to ensure that KDEC and its partner and host schools are connected as quickly as possible to the UFBB network.

Cochlear Habilitation Services – Joint Venture Agreement. Under this agreement KDEC is funded to employ staff to contribute to the delivery of ongoing monitoring, advice and guidance for cochlear implant recipients, between the ages of 5 – 18 years old. The term of the current contract with joint venture partners The Hearing House, is in place until 30 June 2015. Renewal for a subsequent period of three years will be sought.

In December 2014 Ministry of Education confirmed that funding for Deaf Staff access in NZSL (previously provided independently via the Workbridge agreement), would be provided by the Ministry of Education from July 2015. Successfully migrating this funding will require additional management attention during the early part of 2015.


The KDEC School Goals for 2015:

Aim:

To raise achievement across all levels

• To improve literacy and progress towards a Centre wide language plan

• To improve communication and progress towards information sharing

• To report against the ELLPs and National Standards for all KDEC students in an Achievement Plan

• To provide Professional Development and Learning for teachers that is appropriate to the needs of our learners

• To establish consistent, collaborative learning environment with Teaching as enquiry learning using learning with digital Technology

Specific Targets Are:

1 All Pasifika students will make progress towards meeting the standard for Reading

2 Students in years 5 – 8 will make progress towards meeting the standard for writing by the creation of a collaborative, virtual environment

3 All students in years 6 – 8 will make progress towards meeting the National standard in Mathematics

4 That 80% of school leavers will have level 1 & Level 2 NCEA

5 All school leavers will have a firm destination/pathway for the future in either employment or further education in a tertiary provider


Te Rautaki Maori – Maori Achievement StrategyThe Treaty of Waitangi is a founding document of New Zealand. As such the Treaty is a crucial driver for the way Te Kura Maatua o Kerehana mo nga Tamariki Turi (KDEC) delivers services, acts and engages with Tangata Whenua, Students, Whanau and Iwi. KDEC acknowledges that Iwi and Hapu have a constitutional interest in the effectiveness of our service delivery to deaf students. In order to meet our obligations and responsibilities under the Treaty of Waitangi KDEC has developed and implemented Te Rautaki Maori.

Te Rautaki Maori provides the overview initiatives, steps, and actions through which the Chief Executive and his Senior Management Team continue to identify and implement culturally responsive outputs that support Maori students enjoying educational success as Maori and non-Maori students to have access to the rich cultural heritage of Aotearoa.

The KDEC Context - KDEC Language Access and Acquisition Statement

At KDEC, all staff are committed to deaf learners to improving their language and communication skills, and share this responsibility.

NZSL and spoken language are equally respected and valued. We acknowledge that all deaf learners have different learning needs and different learning styles.

Early access to both NZSL and spoken language will enable our deaf learners to have choices for communication in a variety of settings.

Early exposure and access to language is integral to our deaf learners’ overall development and strengthens their skills in cognition, socialisation and literacy.

A comprehensive approach to developing communication through rich and meaningful language experiences.

We have high and realistic expectations for our deaf learners in their ability to achieve success.

Students have the right to access the curriculum in NZSL and as such need Teachers of the Deaf with high levels of competency in NZSL and the teaching of literacy.

Students have the right to access the curriculum in English and will have access to Teachers of the Deaf with a high level of competency in spoken language and the teaching of literacy.

Deaf learners need access to sound with hearing devices to improve their spoken language skills.

The cultural backgrounds of our deaf learners are respected and acknowledged and we build on the world knowledge they bring with them.

Effective teamwork and collaboration is essential in planning and designing a realistic, quality teaching programme to meet the individual needs of our deaf learners and their whānau.

Literacy skills enable our deaf learners to access the New Zealand Curriculum and become lifelong and independent learners.


Appendix 1: GUIDING DOCUMENTS

The Combined Board of Kelston Deaf Education Centre and van Asch Deaf Education Centre acknowledges these guiding documents. Each describes particular aspects of the New Zealand Education system’s principles, values and desirable achievements with particular emphasis on Deaf students.

the National Education Guidelines, the National Plan for Deaf Education, the New Zealand Disability Strategy and UN Conventions on the Rights of Disabled People and the Rights of Children Human Rights Commission Report New Era for NZSL in Aotearoa (2012) Better Public Service – Goals Ministry of Education Investing In Education Success - Focus on priority learners (2014) Wilson Report – Role of the Advisor on Deaf Children (2010)


Appendix 2: NATIONAL STANDARDS – van Asch2014 Reporting Years 1-8



Reporting commentary on students in years 1 to 8 that use The New Zealand Curriculum.

Date: 10 February 2015

School name: van Asch Deaf Education Centre

School number: 0519

NAG2A (b)(i) Areas of strength

National Standard subjects: Mathematics

Discussion: Highly individualised programmes Specialist support for teachers Motivated students Access to a range of technology such as iPads and Chromebooks to support

mathematics programmes.

NAG2A (b)(i) Areas for improvement

National Standard subjects: Mathematics

Discussion:

Variable confidence and skill levels of teachers with Numeracy Project Ongoing barrier around the language of mathematics for deaf students.

NAG2A (b)(ii) Basis for identifying areas for improvement

Discussion:

Previous year’s Annual Achievement Target and numeracy assessments.

NAG2A (b)(iii) Planned actions for lifting achievement

Discussion:

Integrated and focused teaching throughout the school day that provide students the opportunities to practice using the language of proportions and ratios as often as possible.

Development of signs and classifiers for proportions and ratios to reinforce understanding.

NAG2A (b) (iv) Progress Statement


Discussion:

To move students closer to the National Standard for Mathematics by moving students from Stage 2 to Stage 4/5 ‘Proportions and Ratios’ by consolidating students’ knowledge and skills to rename fractions- Specifically to find fractions of a set.




School number: 0519


National Standard subjects: ReadingDiscussion:

● Highly individualised programmes ● Specialist support for teachers● Quality assessment – NZC Levels 1-3 ● Use of VADEC Reading Checklists and Teacher Guidelines (Levels 1-3) – guide teachers

and enable the recording of incremental progress● High quality reading resources ● Motivated students● Access to a range of technology such as iPads and Chromebooks to support literacy

programmes. ● Books in Homes programme operates in the school● Deaf and hearing teachers as role models


National Standard subjects: ReadingDiscussion: Develop and extend students’ ability to answer simple ‘wh’ questions in relation to text

NAG2A (b)(ii) Basis for identifying areas for improvementDiscussion: Goal 1: Ongoing barrier of expressive and receptive language levels of deaf students. Ability to express comprehension of text is contingent on students’ language skills. Goal 2: Parents of NZSL students have expressed that they have difficulty reading with their children at home. This has an impact on the students’ rate of progress.

NAG2A (b)(iii) Planned actions for lifting achievementDiscussion:Goal 1

● Gather baseline data on student’s ability to answer ‘wh’ questions ● Develop and implement intervention programme● Provide on-going PD for teachers – Specialist support Literacy and Language ● Develop resources to scaffold learning e.g. NZSL vocab cards● Monitor progress – ongoing● Reassess students’ ability to answer ‘wh’ questions

Goal 2● Develop questionnaire for parents● Analyse responses ● Plan intervention● Provide support as required● Seek feedback from parents


NAG2A (b) (iv) Progress StatementsDiscussion:

Goal 1: To move closer to the National Standard in Reading by improving students’ ability to answer simple ‘wh’ questions related to text. Goal 2: To enskill parents of students using NZSL to support the reading programme at home e.g regular sign tuition and use of NZSL vocabulary cards to accompany instructional readers.




School number: 0519


National Standard subjects: Writing

Discussion: Highly individualised programmes Specialist support for teachers Use of VADEC Writing Exemplars and Teacher Guidelines (Levels 1-3) – guide

teachers and enable the recording of incremental progress Motivated students Access to a range of technology such as iPads and Chromebooks to support

literacy programmes. Deaf and hearing teachers as role models


National Standard subjects: Writing

Complete change of teaching staff at Primary satellite classes. A significant amount of PD required to support the assessing and teaching writing to deaf students at this.

Ongoing PD for new staff and families with signing students.


Discussion:

Previous year’s Annual Achievement Target and writing assessments Language barriers for deaf students- If it is difficult to describe a process, explain

how to do something, how to get somewhere orally/ signed then it will be difficult to do this in the written form.

Variable levels of parent/ whanau engagement.



Discussion:

Analyse current levels of writing and oral/ signed procedural explanations- Identifying surface and deeper features. Compare level of skills in both writing and oral/ signed skills-

Plan specific small step and next best step for individuals that relate to both written and oral/ signed skills e.g does that student use present tense, second person perspective in their oral communication?

Integrated and focused teaching throughout the school day that provide students the opportunities to practice using the language of describing a process as often as possible.

Integrated use of technology to practice orally/ signed explanations of a process before writing.


Discussion:

To move students closer to the National Standard for Writing by developing one to two surface and deeper level procedural writing skills for each student.


Analysis of variance reportingAnalysis of variance reporting

Analysis of Variance

School name: van Asch Deaf Education Centre School number: 0519

Focus: Reading

Strategic Aim: Students with special education needs are supported in their learning so that they can progress in relation to the NZ Curriculum.

Annual Aim: To move closer to the National Standard for Reading.

Target: A small group of deaf students are working well below the National Standard for reading. The students will make measurable progress in their ability to retell texts in more detail at PM Benchmark level 3

Baseline data: Formal retell samples taken in December 2013 indicated that these students are unable to give adequate detail when retelling a story. These students are unable to demonstrate their understanding of the material read due to their limited language.

One student communicates predominantly using NZSL and is just beginning to use two word utterances in everyday communication. He also has very limited understanding or NZSL in everyday communication.

The other student uses spoken English predominantly in everyday conversation he is consistently using 3+ word utterances in everyday spoken communication. Sometimes his meaning is not clear to unfamiliar listeners.


Tātaritanga raraunga

Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)

Evaluation (where to next?)

Every reading session the students re-read the previous days guided reading book. An informal running record was taken and an informal retell was attempted. The teacher used a model of retelling pictured below to help students use the WHO/WHAT DOING structure of retelling

A resource of pictures from level 3 readers was made so that students could practice sequencing the events from the story as a precursor to retelling in sequence. These pictures were used to prompt retells during daily guided reading sessions

Resources were developed to teach the students’ specific noun verb pairs needed to communicate about what a person or character is doing e.g. girl run, boy walk , man sit. Students used these in

As well as improving in the score for a formal retell it was noted anecdotally that students were beginning to use longer utterances to describe what had happened in a text and were beginning to retell using utterances that were closer to a correct sentence. e.g. Student A: “Kate said no because too big”

One student who uses NZSL to retell has begun to use directionality of a verb to convey more information as per NZSL grammar. e.g. CAT LOOK UP look up being signed as one sign from the perspective of the cat rather than two separate signs.

It was noted anecdotally that the Student 2 is more adept at retelling the events he sees in the picture rather than the text itself.

The intervention of consistently modeling and directly teaching how to retell an event had positive outcomes for both students in enabling them to show some understanding of a text through retelling the main events.

Whilst both students improved on being able to give a retell of the story they had more difficulty answering simple questions about the text. Particularly student J. He is not yet readily able to answer WHAT questions consistently in everyday communication– and is not yet using why and is therefore unable to answer these questions about a text. Student A is beginning to experiment with Why? along with ‘because’ in his everyday communication so is beginning to be able to answer simple inference questions about material read.



small group and 1:1 sessions to play games practicing answering “what doing?” questions.

Students’ worked with SLT on identify/learning common verbs and answering ‘what doing?” questions in 1:1 sessions. The students were engaged in the same activity over several weeks using pictures of children doing different things familiar to the students daily lives.

At writing time the teacher used photos of students, and a colour coded WHO? – DID WHAT? model on the smart board to model using noun/verb combinations in retelling everyday events.

Planning for next year:

Establish a target that build on needs identified- Develop and extend student’s ability to answer simple ‘wh’ questions in relation to text.

Greater engagement of parents in the teaching and learning programmes in a planned manner- In particular Pasifika families. Parents of NZSL students have expressed that they have difficulty reading with their children at home. This has an impact on the rate of progress.





Appendix 3: NATIONAL STANDARDS – KDEC2014 Reporting Years 1-8





Reporting commentary on students in years 1 to 8 that use The New Zealand Curriculum.

Date: 29/01/2015

School name: Kelston Deaf Education Centre

School number: 503


National Standard subjects: Writing and Mathematics

Discussion: The ability to provide access to the curriculum through adaptation and specialist

teaching strategies and programmes that allow students needs to be met and provide an optimal environment for a deaf student in which to make progress

The implementation of targeted programmes

The ability to use specialist staff such as Speech Language Therapists and NZSL tutors and teachers add value to our classroom programmes

An area for improvement was identified for writing and Pasifika students. The Developmental writing strategies were introduced to years 1 – 4 (after being trialled in 2013). The result is a 25% shift towards the standard from well below to below

In 2013 53.3% of students were well below the standard where as in 2014 33% were well below – 20% of students are working at the standard whereas in 2013 only 7% were achieving at this level

In Years 1 – 4 there are no students working well below the standard. For year 4 especially we see that 100% of students in 2013 achieved well below and in 2014 80% achieved below and 20% were at the standard. Year 3 there has also been a dramatic shift with 83% previously working Below the standard and 17% at where as in 2014 50% were below and 50% at the standard. We will continue with the strategies used in 2014

Mathematics –there has been a pleasing increase in students working at or above the standard.

In 2013 1 student was working above the standard, in 2014, 3 students achieved above the standard

Strategies being used include using IKAN, GLOSS and resources such as the Mathematics lexicon on CD enabling consistency of signs for Mathematics across all sites




National Standard subjects: Reading; writing; Mathematics

Discussion: Although all students made progress towards the standard with a 25% shift from

well below to below and above reading continues to provide challenges for our students

Students come to school with a reading/language delay and the challenge for us is to increase their language levels by more than two years in only one year

In 2014 years 2, 4 and 8 were identified as needing to be monitored. It is pleasing that year 2 made progress with a 35% positive shift towards the standard. Year 4 students also made a positive shift with 20% of students at the where as in 2013 no students were working at the standard. All year 8 students are well below the standard which needs to be addressed. This pattern of achievement is documented over the past three years – progress is incremental and is not reflected in progress towards the standard

Pasifika students also need to have focussed strategies that meet their learning needs in Reading and writing

For writing we have identified year 6 – 7 students as requiring strategies to accelerate their progress towards the standard with nearly two thirds working well below the standard in years 6 and 7 and 100% working well below the standards in year 8.

In Mathematics years 6 – 8 have been identified as requiring strategies to accelerate their progress towards the standard. The progress made by students is not reflected in the data of reaching standards. For year 6 the number of students not meeting the standard remains the same. For year 7 has 80% of students well below the standard. Year 8 there has been some positive movement from students achieving well below to below however no one is achieving at or above the standard.


Discussion: Assessment data was collected, analysed and discussed with teachers. Because our numbers are relatively small and all students have a hearing loss,

identification of need is based on learning behaviours, responses to learning activities, level of language development

Reading –Observation of reading behavours in class Parents feedback and input at IEP meetings Ongoing and active communication with parents Writing – Written language samples were assessed using the van Asch/KDEC

written exemplars. This highlighted the improvement that students in year 1 – 4 had made whereas years 6, 7 & 8 especially although making progress within the standard need their learning to be accelerated

Mathematics – Results as for 2013 show that there is a need to focus on the number strand and Basic Facts. Strategies are needed to lift the achievement for years 6, 7 and 8.




Discussion: Relevant Professional Development will be sourced and implemented in 2015 To continue with the successful strategies being used currently For all subject areas the focus will be on the need and level and need of adaptation

for each student to access the curriculum successfully. KDEC will ensure all students have access to the curriculum according to their

communication and learning needs.

Reading Access for students to high interest and accessible activities Vocabulary signed as well as spoken and use of visual representation To continue with the Reading Recovery programme

Writing To continue to use the Developmental writing programme adapted for Deaf

students for years 1 – 4 and implement it into provisions with year 5 – 8 students To provide signed resources to support the students access to the curriculum Continued focus on language access and acquisition both written and

spoken/signed. A students access varies according to each student’s background, their level of deafness, age of diagnosis etc.

Mathematics To continue to use the resource NZSL Mathematics lexicon To promote to teachers the concept of teaching as enquiry learning using learning

with digital Technology strategies to support this To continue using programmes that meet student’s needs – GLOSS, IKAN, JAM To provide professional development on Pasifika students and learning led by the

Pasifika lead teacher.




Discussion:Results and analysis shows that students are making progress towards the National Standard in Reading, Writing and Mathematics. The data shows progress in particular for writing where no students achieved well below the standard in years 1 – 4. This trend is also apparent in the data for Mathematics. In general all Maori students are making good progress whereas our Pasifika students although making progress in all areas the percentage of those achieving below at and above the standard does not match their cohorts’ progress. Further focus is required for our Pasifika students especially in reading. Further discussion and focus is required for our year 6 to year 8 students where data shows that between 80 – 100% of students are well below or below the standard in all areas. Strategies introduced for years 1 – 4 appear to have had very positive outcomes and will be introduced for these year groups.

Resulting targets will be focussed around: All Pasifika students will make progress towards meeting the standard for Reading Students in years 5 – 8 will make progress towards meeting the standard for

writing by the creation of a collaborative, virtual environment All students in years 6 – 8 will make progress towards meeting the National

standard in Mathematics.

Additional Information

For our students that are operating well below the National standard there are a variety of circumstances:There is a variety of reasons why they may not be achieving:

No or little access to New Zealand Sign Language there - fore communication in the home may be difficult

Late diagnosis and therefore late being fitted with hearing aids Delayed access to language No developed first language. New immigrants – arriving with no developed language Their learning pathway will stay within level 1 and 2 for their schooling



Analysis of Variance

School name: Kelston Deaf Education Centre School number: 503

Focus: KDEC is committed to ensuring that deaf students reach their full potential

Strategic Aim: Raising Student Achievement

Annual Aim: To increase the number of students achieving at or above the National standard in Reading

Target: In 2014, 90% of year 7 & 8 students will have made progress towards meeting the National standard for Reading

Baseline data:

Analysis of data from assessments across years 1 to 8 has identified the ongoing need to acquire strategies that meet the specific needs of teaching deaf students how to read. Year 7 & 8 data showed that 100% of students (12 students) were well below the standard for reading. Further analysis showed that these students were progressing within the standard but not at the expected rate.




We looked at programmes and delivery

We reviewed assessment and identified each student’s learning needs

Professional development on comprehension strategies for Primary teachers

Reading resources that were proving successful were shared

Other reading resources were reviewed.

Reading recovery programme continued.

There was a pleasing 25% general positive shift from well below to below and those achieving at the standard

For years 7 & 8 a 20% shift (1 student) moving from well below to below the standard

80% year 7 & 8 students made progress but within the standard. This data is reflected in the aggregated data collected and graphed

All students made progress towards the standard

Two students were new to the school but did make progress.

The PD on comprehension strategies was well received by staff who implemented them in the classrooms

Two students who did not make the expected progress are based at two separate satellites. The results could be a reflection of the mainstream programme (not meeting the needs sufficiently for a deaf student) at one site and at the other circumstances beyond the classroom teacher’s control.

Reading recovery (as seen in the caps results) – all students making progress some significant

There is a need to provide more opportunities for students to access a variety of reading material

Staff require further Professional development on assessing reading for deaf students

Resources are required to enable filming of NZSL users

Programmes need to personalised


Reading will continue to be a focus Resources for visual learners to be developed and distributed to all deaf provisions Appropriate professional development for teachers and Educational Associates Individual programmes targeting specific students Involvement of families through the Pasifika strategies Plan and IEP process Focus on teachers reviewing programmes – looking at the host/mainstream school’s expectations and what the students’ needs are

Analysis of variance reportingAnalysis of variance reportingSchool name: Kelston Deaf Education Centre School number: 503


Strategic Aim: Raising Student achievement

Annual Aim: To increase the number of students achieving at or above the National standard in Writing

Target: All Pasifika students will have made progress towards meeting the standard for writing

Baseline data: Analysis of assessment data showed that 75% of Pasifika students compared with 33% of Maori students were working well below the National standard for writing. Further analysis showed that there were two students working below the standard the other Pasifika students were well below the National standard. Early writing showed good progress for years 2 and 3, however writing samples analysed shoed that students writing reflected the patterns of New Zealand sign language which is a visual language and is not a written.





We reviewed current programmes

We looked at assessments and moderation

We focussed on expanding the trial for the Developmental writing programme (adapted for Deaf students) and focussed on developing these strategies

Developed some resources to support the writing Developmental programme

We provided professional development where teachers using the programme shared their finding with teachers from the other Deaf Provisions

We provided professional development, staff meetings and call back days lead by our lead teacher for Pasifika

This PD included sharing knowledge from the University of Auckland, the Ministry of Education and a Pasifika parent which was particularly powerful

The analysis of data showed very positive gains especially for years 1 – 4

Pasifika students also made a 25% positive shift from well below to below the National standard

All Pasifika students made progress but some progressed within the standard – this is reflected in the aggregated data

Teachers shared the impact of hearing from a Pasifika parent which was positive and powerful

The Developmental writing programme was embraced and teachers reflected that more resources (visual) were needed

The Developmental writing programme is developed especially for students using New Zealand sign language as their first language.

The other main programme/writing strategies used was the van Asch/KDEC writing exemplars that were developed especially for deaf students (first language English or NZSL)

The students making the least progress were in years 6 – 7. Two of these Pasifika students were new to or school one only recently identified as being unable to hear. Another student’s learning as mentioned under Reading was affected by circumstances beyond the teacher’s control.

Students achieving well below the National Standard are clearly identified

Further resources are required for support the Developmental writing programme

A striking improvement in achievement for students in years 1 to 4 also needs to be reflected for students in years 5 to 8.

The involvement of parents needs to be encouraged further through the IEP process but also through parents having ongoing access to what their child is achieving have English or NZSL as their first language

Further resources are required to provide access for students who


Targeted professional development – set dates for teachers using the writing strategies successfully to share these strategies with other teachers

Visual resources to be developed – collaboration with the Resource, Speech Language therapists and School teams

Writing strategies needs to be a focus for year 5 to 8 students across the appropriate Deaf Provisions

PD for teachers – teaching as enquiry learning






Annual Aim: To increase the number of students achieving at or above the National standard in Mathematics

Target: All Pasifika students will make progress towards meeting the National standard for Mathematics

Baseline data: Analysis of assessment data showed that while 30% of all students were achieving well below the standard, 50% of Pasifka students were achieving well below the standard. As Mathematics tends to be less language based than reading and writing deaf students generally progress at a faster rate. Data showed that this was not occurring for 50% of Pasifika data. Twelve students were achieving at and above the standard only one Pasifika student was achieving at the standard. Further analysis showed that our Pasifika students were accessing a different language at home (eg Samoan, Tongan etc.) or were not accessing language at all because of the degree of deafness.





Looked at where programmes were operating successfully

Looked strategies that worked for Deaf students

Reinforced the need to use the NZSL lexicon to ensure consistency of signs

Continued to use GLOSS and JAM

Had Professional Development on teaching and meeting the learning needs of Pasifika students, led by the Pasifika lead teacher

Encouraged teachers to share successful strategies

A pleasing increase in students working above or at the standard

A significant gain made with a 25% gain for Pasifika students working well below to below the standard. (2 students out of eight achieving well below the standard. In 2013 4 students out of 8 were working well below the standard

However years 6 to 8 students are not progressing at the same rate as students in years 1 to 5

Two students not making a significant gain – one is new to the school and late diagnosed as deaf and the other was affected by circumstances affecting learning outside anyone’s control.

The pleasing increase was in part due to consistency and the use of a variety of strategies to meet individual learning needs

Our numbers are small with 50% being in years 1 to 5 and 20 in years 6 to 8 – language development and access to language appears to have an effect on the ability of students when they are older to access the more complex concepts

The two students have been identified and will have individualised programmes to meet their learning needs

Further targeted Professional development is required with opportunities being made available to share ideas, strategies and resources that have worked for teachers across the different provisions

A need was identified for the focus to be on the number strand and basic facts in particular


Promote to teachers the concept of teaching as enquiry learning using digital technology strategies to support the learning

A focus in particular on years 6 to 8 students -

Continue to use the Maths lexicon and a variety of tools and resources to support teaching and students’ learning

Look at research world - wide for deaf students accessing the language in Mathematics when they are 10 years old and over





Annual Aim: To increase the number of students gaining Literacy and so increase the number of students leaving school with a higher qualification (see goal 5)

Target: To increase the number of students achieving literacy in any one year

Baseline data: Results were gathered and analysed. We looked at year 11 students, where they were located (which Deaf Provision), and what had been achieved in the last three years. Data showed that in years 11 to 13 in 2012, 2 students gained literacy. In 2013 5 students gained literacy however only two of these students were in Year 11. As our students come with a language delay it is difficult for them to gain literacy in the first year of NCEA. Literacy is often gained in years 12 and 13.


Analysis of Variance reporting



DHOS met with senior teachers from the three different Deaf Provisions at the beginning of the year to look at who the students were, what pathways they were considering

An IEP held at the end of 2013 set the literacy pathway for the following year and was reviewed at a further IEP meeting at the beginning of 2014

The ESOL committee met on a regular basis for moderation and professional development on gaining evidence

Senior teachers reported quarterly on progress as well as meeting (sometimes via phone) on a regular basis – weekly and/or fortnightly

A teacher with specialist ESOL knowledge was assigned to one of the Deaf Provisions that had new immigrants

Seven students gained literacy in 2014. The highest number in any one year to date

Two students gained literacy in Y11, three in year 12, one in year 13 and one in year 14

Analysis of data including information gathered from IEPs, language and other assessments, demonstrated that students can achieve at the appropriate levels for NCEA however the literacy is often gained through the ESOL and Adult literacy pathway

Although there was no increase in the number of students in year 11 gaining literacy in any one year one student was had 8 out of the 10 required credits for literacy? His parents were part of the planning and decision making and the aim is for him to achieve the 2 credits needed in 2015

The pleasing gains of the overall number of students gaining literacy is due to focussed planning and teaching. Students are provided with a range of options. English/ESOL can be taught in the Deaf Provision by a teacher of the Deaf, or they can be taught in the mainstream class with an Interpreter or teacher of the Deaf or they can have a combination of both according to their learning needs

Students to be encouraged to monitor their credits and focus on acquiring literacy

A learning pathway is continued to be set for each student

Students to be identified through IEP the appropriate pathway for literacy

ELS pathway is maintained for deaf students

Professional Development needed on gathering evidence for the English Adult Unit standards

Information to be shared with parents to encourage them to access their child’s results

Students to be continued to be encouraged to stay at school and achieve their literacy credits


Literacy will continue to be a focus

Regular meetings to continue for moderation of English and ESOL (and ELS) unit standards

Staff to attend Professional Development on moderation and assessment

A staff member is doing the TESSOL Diploma and will share his expertise with teachers

A framework for gaining literacy is to be shared with staff who will share this with students and parents



Ministry of Education | Tātaritanga raraunga Page 58




Annual Aim: To increase the number of year 12 & year 13 students leaving school having achieved NCEA L2 or higher

Target: That 75% of school leavers will have achieved Level 1 & Level 2 NCEA

Baseline data: From data from NCEA statistics for KDEC and analysis of achievement of our students who were leaving it was ascertained that there needed to be an increase in the number of students leaving school with NCEA levels 1 & 2. In 2013 three out of seven students left school having achieved level 2 (43%). Of these students four had clear expectations that they would gain level 2, however three out of the four achieved their goal. (75%)

Our students are deemed leavers when they either leave school for further study or employment from the secondary school they have been attending or from our Transition department. The Transition programme (Tu Kokiri) is a programme varying in length depending on the needs of the students from six months to two years. The majority of our students attend this programme which focusses on preparing students for further study and/or employment.





All students years 11 to 15 have an IEP twice yearly –learning pathways are discussed including the student’s and parents expectations

Parents are involved in the students’ planning their learning pathway

Students encouraged to take responsibility for their own learning and monitor their credits

Senior Secondary teachers (from all the Deaf Provisions met once a term to share and discuss requirements for the following term

Senior teachers had ongoing contact with parents throughout the year

Five out of nine students gained Level 1 & Level 2 NCEA (56%) compared to 43% in 2013.

Students who have the potential to gain NCEA Levels 1 & Level 2 was six out of seven (86%), compared with 75% in 2013

Having students across three different Secondary schools means requirements and subjects available vary making consistency of practise for Deaf students sometimes a challenge

Senior teachers kept parents and students informed of requirements

Tracking results and students’ taking responsibility had a positive effect on the number of students leaving with NCEA Levels 1 & 2.

Two out of the nine students were on an adapted programme for most of their schooling because of their learning needs. They were able to achieve some credits but because of a profound language delay did not achieve levels 1 or 2 NCEAOne student moved recently from mainstream schooling into the Tu Kokiri programme where the focus was on gaining practical skills to assist with further education or employment

One student had the potential to gain Level 2 but left for full time employment

Meetings are sometimes difficult to co- ordinate as teachers are working different schools with different timetables

If students are in Tu Kokiri and require literacy to achieve their Levels 1 & 2 NCEA before they leave that their programme allows this to occur.

Adult literacy pathway continues into years 14 & 15

Parents are continued to be encouraged to be involved in their student’s learning pathway

Professional Development for teachers in the Adult literacy unit standards and gathering evidence

Continue with the Careers Advisor and school counsellor visiting years 11 – 15 students on a regular basis across all provisions

Using the SMS would assist with teachers having access to and being able to track key students’ progress

A need for consistency of tracking systems across sites


Continued regular meetings with Senior Secondary across the four sites

Provide ESAA access to NZQA website so teachers can monitor progress and ensure entries have been entered

Continue with the IEP process and ongoing discussions with parents and students

Appropriate Professional Development

Continued involvement with the Careers Advisor and school counsellor


Ingoa o te kura me te kura nama: Te Kura Matua o Kerehana mo nga Tamariki Turi

Arotahi:

Kia whakawhānui i te mōhio o te mātauranga me ngā whainga ā pāpori o ngā ākonga mo nga tamariki e turi ana.

Whāinga rautaki: Ngā Rautaki Māori Tuatahi

Kia whakapiki ake i ngā hua o te mātauranga mō ngā ākonga Māori, ngā ākonga Moananui a Kiwa, ngā mātea motuhake mātauranga me ngā ākonga mai i ngā wāhi pōhara.

Wāhanga ā-tau:

Kia whakawhanaketia ai Te Rautaki Māōri me te Mahere Tautiaki.

Uaratanga:

Kia whakamanatia Te Rautaki Māori e Te Tumuaki me te Poari a Motu.

Kia oti noa te Mahere Whakahaere te whakaahu me te tautuhi ai o ngā whainga.

Raraunga o terā tau:

Kia rangahaua ai he mahere nohoanga a motu mō ngā ākonga Māori e turi ana, he mahere mātauranga i te aka o KAMAR.

Kia aromatawaia ai te pikime te heke o ō rātou mōhiotanga.

Me tautuhi ai i ngā āputa o te marautanga o Aotearoa.


Tukanga (I aha mātou?) Ngā hua (He aha ngā hua?) Ngā take e rerekē ana (He aha i pēnei ai?)

Aromātai (He aha ināianei?)

Wānanga mō ō KDEC Kaimahi. I tū i Te Ūnga Waka ki te matapaki i ngā whakahou o Kahikitea.

He kōrero arotake i tukuna atu ki te Tumu Whakarae (CEO) kia rapua ai me te tohu i tētahi Kaiwhakahaere Whakaahu Māori, kātahi, ka rua kia aratakina ai ngā whakaahunga me te whakatinanatanga o Te Rautaki Māori.

I te tuaono o Kohitātea i tohua ai he Kaiwhakaere Whakaahu Māori e Te Kura Mātauranga mō Te Hunga Turi o Kerehana ki te arataki i te whakaahunga, te whakatinanatanga me te tauātoko i te whakaputanga o te Rautaki Mahere Mātauranga Māori. Ko te pūtake matua ia kia whakatutuki i ō te Minita o te Tāhuhu Mātauranga hiahia; 1.

Me arotake ngā wāhanga Māori me te āhuatanga whakaputa ki ngā ākonga Māori hei runga i a “Ka Hikitia” kātahi, ka rua te kohia o ngā whakamōhiotanga, ka toru te arotakenga me te whakahou o te mahere hou hei runga i a “Ka Hikitia”.

Me arotake te nuinga me te āheitanga o KDEC Kaimahi kia aroina ai ngā whānau Māori me te mahi tahi ki ngā ākonga Māori. He wānanga tuatahi hei whakaputa he “Rautaki Tūhono” me te whakarite I ngā whainga mō te tau 2015 i whakaaetia.

I te mārama o Whiringa a rangi i te tau 2014 i waitohua ai Te Rautaki Mātauranga Māori e Te Kai Whakahaere Matua me ngā mema o te Tarahiti. Ko te whakatinanatanga o Te Rautaki Mātauranga Māori i whakaritea aim ō te wehenga tuatahi o te tau nei.

He arotake me te whakahou i te whakaputanga o Te Reo a

Ahakoa ko Deaf Aotearoa te kai whakahaere mo tetahi hui whanau o te Tai Tokerau (mo nga tamariki e turi ana me o ratou whanau hoki), kahore te kaupapa e haere ana ki runga i te huarahi to tika. Ka taea matou ki te awhi engari e tomuri tonu ana te haere o te kaupapa.



Kia whakapiki i ngā whainga a mātauranga mō ngā ākonga Māori mai, Moananui a Kiwa mai e turi ana, e kāpo ana, e noho ana i ngā wāhi pōhara.

Kia whakaahua mai, akoako me te kimi tauātoko mō Te Rautaki Mātauranga Māōri hei ara tōtika, hei ara Rautaki ka whakatutukina ai ngā hiahia o ngā ākonga, whanau me KDEC.

Tohu, Ngā Tikanga o Te Reo.

Kia rite ai te whakaurutia o ngā ākonga, kia mōhio rānei ki te whakamahi i ngā ratonga kei a KDEC kia taea ai e rātou te mahi tahi I te iho me te aho o te ao e Māori nei, ara, mā te ara mātauranga ko Ruamoko.

Mahere mahi mo te tau heke mai ana:

He arotake me te whakahou o te whakaputanga o Te Reo a Tohu.

Ngā Tikanga o Te Reo. Kimihia he tauātoko ki te whakahou i te marae ko Ruamoko.

Mahia tahitia ngā Kura Kaupapa Māori ki ngā whakaaro puiaki hei ara tiripou mō ngā ākonga turi e kuraina ana ki ngā whare wananga, ki ngā wāhi ako kei te motu.

Kia hangā ai he whakahaerenga matua kia taea ai te aro atu ki ō ngā hiahia o Tangata Whenua. Kia whakaahu he tauira tōtika hōtaka mō ngā whānau.

Kia tautuhina ai he pūnaha hāpori mō te Māori, kia whakaahutia ai he tauira tōtika mō te mahi tahi, a, whakatinanahia.

Kia whakatairangatia ai ngā whakamōhiotanga mō Ngā Tikanga o Te Reo ki ngā pūnaha e kaha nei te whakamahia e ngā ākonga Māori mā te āheitanga ā tauira ki a MoE/KDEC Pūnaha Whakahaeretanga.


Documents

2015 Combined Charter - Web viewAssure governance arrangements best suit the service provider roles ... communication needs and technology use according to the regional boundaries