Impact of changed practices / System of support (incl. PLD) / Kia ora

A school curriculum and achievement action plan would describe:

what is worthwhile learning
what is achievement
how the school will respond if students are not achieving to ensure there is a period of accelerated progress.

The action plan would explain:

the breadth and depth of the school curriculum, including student outcomes that are explicitly linked to the curriculum (a tangible vision or student goals)
expected improvements over time (year to year) as described by particular achievement signposts, for example:
- the school wide plan would include National Standards signposts and Overall Teacher Judgment information
- the classroom plan would include signposts found in such documents as the Literacy Learning Progressions
what would trigger the need to instigate a supplementary programme, for example, end of year data, mid year data, classroom observation, for each year group, and for particular groups of students
that support to accelerate progress can be preventative or remedial, therefore schools should plan for both
the actual response needed to accelerate progress - this could be described by thinking about the layers of support:
- Tier 1 (effective classroom)
- Tier 2 (short and intensive school-based intervention inside and/or outside of the classroom)
- Tier 3 (long term specialist intervention)
monitoring within and beyond the supplementary support
when and how students move from one type of support to the next, for example, a description of what happens for the students whose progress does not accelerate after an initial tier 2 support.