2019
Target Books
“Accelerating Progress of target students”
Pastoral Care
(inc health)
Behaviour Plan
Class Description Overall Picture
End of previous year
James Hudson - Dion Total: Yr 5 Yr 5 Yr 6 Yr 6 Reading Writing Maths
Hayfever & asthma Boys Girls Boys Girls Above
SM, TK, BC, TK
Maori 4 4 0 1 AM, NK
Taylor Reti -
Hayfever & asthma NZ Euro 6 1 5 5
Other Notes: At ABr, DW, CC, KG, KG,
Pasifika 0 0 0 0
NT, JB, AM, WG, AM, CC,
Jacob Richardson - Ex Reading Other 0 0 0 0 LE, HP, NL, ABr, WG, NL,
Hayfever, allergic to Recovery children: WG, QM, SM, NT, QM,
insect bites Millie, Taylor, KG, CC JB, LE, ABr,
Freedom Learning Interventions TK, HP, SM, JB,
Dion - Asthma and LP, DW LE, HP
ADHD Millie & Amelia - Reading TA support
Below LP, SP, ABe, MB, SP,
Millie & Amelia - RTLit
Hayley & Melissa - In Class Support ABe, MB, MB, BC, NT, LP,
Child’s Name Outside Agencies BC, FE, SP, TR, TR, SR?
TR, SR SR
Dion Learning Support Well HM, MC, FE, DR, ABe,
Below JR, DR, MC, HM, MC,
BM JR, BM HM, JR,
FE, DR,
BM
Term 1 2
Term 2 4
Term 3 6
Term 4 8
Term 1
Target: Reading students for Term 1
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Millie Year 4 ● Focus on identifying the Year 4 ●
main ideas
● Reading small sections of
text at a time
● Choosing texts that link to
our current classroom
learning or an interest
area
● Drawing the main ideas
● Re-reading sections of
text
● Reading aloud in a group
to increase confidence
Freedom (M) Purple 2 ● Self-selection of texts Gold 2 ● Amazing confidence and
● Reading on/reading back use of deconde strategies
● Focus on chunking, using ● Found answering recall
different colours to identify Qs hard at the start of the
chunks of a word year, but now confidently
● Comprehension re-reads sections of text to
strategies: making find the answer
connections and ● Loves choosing his own
answering recall Qs where book - this is a real
Freedom has to locate motivator for Freedom
information in the text
Target: Writing students for Term 1
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Ben e-asTTle score of 21 (2P) in ● Explicit teaching about the ●
Term 4 of 2019 structure of different texts
● Helping Ben to ensure he
has sufficient detail in his
writing, especially at the
planning stage
● Supporting Ben with his
spelling through a
Dyslexia programme
(Dianne) and classroom
resources the show the
High Frequency Words
● Working with Ben to
ensure he makes what he
is writing about clear to his
audience. He needs
greater audience
awareness, as his writing
lacks coherence/clarity
Summer (M) e-asTTle score of 18 (1A) in ● Targeting the amount of ●
Term 4 of 2019 writing and the quality, but
making sure that Summer
knows how to plan and
includes plans with
sufficient main ideas and
elaborating details
● Teaching Summer about
compound sentences, and
how to include a variety of
sentence types and
starters
● Helping Summer to
organise her writing well,
again through the use of a
well thought out plan.
Target: Maths students for Term 1
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Livai (M) Term 4 2018 data: ● Focus on fractions: ● Success with using place
Add/Sub - Stage 4 fraction knowledge, and value strategies this term
Mult/Div - Early Stage 5 also strategies to solve ● Loves the new maths
F/P/R - Stage 2-4 fraction problems. groupings - get to work
Extended time spent on with his peers more than
fractions strategies (4 he did last year, and gets
weeks instead of 2) more teacher time due to
● Reinforcing the place smaller groupings
value strategy for
addition/subtraction
● Using addition to solve
division problems
● Mixed-ability grouping with
smaller group sizes
Summer (M) Term 4 2018 data: ● Focus on fractions: Add/sub and mult/div ● Forced to speak up more
Add/Sub - Stage 5 fraction knowledge, and strategies are a work in due to smaller group
Mult/Div - Early Stage 5 also strategies to solve progress: Summer has made sizes. Mum has noticed
F/P/R - Stage 2-4 fraction problems. good progress, but hasn’t yet she is participating more
Extended time spent on achieved these strategies. at school.
fractions strategies (4 ● Growing confidence: can
weeks instead of 2) Much better fractions say that she doesn’t need
● Encouraging her to speak knowledge, and growing materials any more, and
up more and learn from confidence with the use of experiences success with
her peers through the use fractions. Using some Early imaging/number
of mixed ability grouping Stage 5 strategies properties
with smaller group sizes independently, e.g. addition to ● Is now showing her
● Solving larger addition and find a fraction of a set. working very well
subtraction problems
using place value
● Using addition to solve
division problems
Use for children:
Below the expected level for last year.
At the expected level but you know they had significant intervention to get to that point. They are still at risk of not making the
current year expectation.
Those who are not making the progress you expected to see them make.
Term 2
Target: Reading students for Term 2
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Liam Year 5 texts ● Specifically asking Liam to ●
answer certain questions
● A mixture of non-fiction
texts (which he is more
confident with) and fiction
texts
● High-interest texts
● Focus on inference
(including inferring the
meaning of unfamiliar
vocabulary)
Summer (M) Year 4 texts ● Expectation that she ●
shares her ideas
● Explicit reminders to use
visualisations and
summarisation (strategies
learned last term)
● Focus on making
connections to prior
knowledge in order to
build comprehension
Target: Writing students for Term 2
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Livai (M) Early Level 2 ● Self-assessment rubrics ●
introduced to increase
agency and engagement
● Focus on logical
sequence/coherence
● Focus on increasing the
amount of detail and
ideas.
Taylor (M) End of Level 1/Early Level 2 ● Self-assessment rubrics ●
depending on the day and the introduced to increase
task agency and engagement
● Explicit teaching about
how to reflect on
successes and identify
next steps, then
self-assess whether or not
she has met these.
● Closer monitoring - what is
she managing to
accomplish each lesson?
Target: Maths students for Term 2
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Jasper Term 4 2018 data: ● Mixed ability grouping with ●
Add/Sub - Early Stage 5 smaller group sizes to
Mult/Div - Early Stage 5 increase his confidence
F/P/R - Stage 5 ● Focus on fractions
knowledge, especially
what a numerator and
denominator mean
● Using multiplication to find
a fraction of a set
Taylor (M) Term 4 2018 data: ● Small group size - as ●
Add/Sub - Stage 4 small as possible to give
Mult/Div - Early Stage 5 her more time working
F/P/R - Stage 2-4 with me
● Huge amounts of wait
time, including praise for
using this wait time
● Review the meanings of
symbols, e.g. times means
groups of
● Focus on moving on with
add/sub: using place value
● Support from Kerry to
reinforce place value
strategies
Term 3
Target: Reading students for Term 3
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
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Target: Writing students for Term 3
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
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Target: Maths students for Term 3
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
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Term 4
Target: Reading students for Term 4
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
● ●
● ●
Target: Writing students for Term 4
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
● ●
● ●
Target: Maths students for Term 4
Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
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