2019

Target Books
“Accelerating Progress of target students” Brown Debbie Needham
Speech Therapist
Overall Picture
Pastoral Care Behaviour Plan Tama Renata RTLB End of previous year Commented [1]: +vanessar@mataura.school.nz hey
(inc health) should we put Tama here?
Reading Writing Maths _Assigned to Vanessa Rufford_
Zaylin Keach - ORS Kyson Edwards - Commented [2]: Oh good thinking!
Funded - Autism came from ECE with Above
Commented [3]: Looks really good! Have we heard
transition hours anymore about Tama getting some hours?
Jayden Matahiki -
allergic to egg,
(2018) Class Description At Marcus
Bella
Jayden
Marcus
Jayden,
Bella Commented [4]: Liza was in today and confirmed that
Tama’s application was approved!
peanuts, kiwifruit, Apirana Apirana TeAriki
Total: Yr 1 Yr 1 Yr 2 Yr 2 Bella, Marcus
grasses Boys Girls Boys Girls Laylah Apirana
Oscual condition
Maori 5 3
wears glasses
NZ Euro 4 2 Below Blake Blake Blake
Tama Tama Tama
Tama Renata - Pasifika
Jayden Mia, Mya,
Anxiety Other 9 5 Mia, Te Mya, Mia,
Ariki, Te Annabelle

Mya Ariki, , Zayin,

Other Notes: Learning Interventions:
Annabelle Annabelle Kyson
Ex Reading Recovery Laylah Kyson, Rueben
MIa- Picked up Tama Renata - RTLB literacy
children: Zaylin Rueben Laylah
Cherie- Defiance-
needs some Kyson Zaylin
confidence building Rueben

Kyson- Picked up Well

by Cherie Below

Child’s Name: Outside Agencies:

Zaylin Keach MOELois Caldwell, Di

Target: Maths students for Term 1
Names: Current Assessment Data Strategies I am using:
Stage 2 addition and *Numbers to 20 instant
Mia Barton (M) subtraction recognition, forwards and
backward sequence,
*Numbers before and after to
20.
*Adding and subtracting sets to
10, basic facts to 5 then to 10.
*Loves and thrives on letting
her choose the activity for the
day
Annabelle Brewer Stage 1 *Instant recognition of numbers Stage 2 Addition/ sub
to 10 then 20
*Loves hands on activities
manipulating objects
*Numbers before and after to
10 then 20
*Adding + subtracting sets
Target: Writing students for Term 1
Post Assessment Data Reflection about success/ Commented [5]: +vanessar@mataura.school.nz
specific teaching next steps: +mels@mataura.school.nz great job ladies! I was
interested to see Annabelle in here.
Stage 3 - addition/ sub Mia is able to add and subtract
strategies counting all on materials.
She is still developing her
instant recall number
sequence to 20 however is
confident from 10.
Annabelle has instant
strategies recognition to numbers to 10
and with a number line can
count forwards and backwards
from 20.
Annabelle can solve basic
addition and subtraction
problems to 5 and with
materials to 10.
 Names: Current Assessment Data Strategies I am using:
Kyson Edwards (M) 1B *Early words programme
*Develop list of fast words
sight words,
*Teach him how to use blue
Butterflies word card to spell
HFW,
*Explicitly teach the vowels so
he can instantly record the
middle sound of CVC words
*Daily CVC word practice
*Is very able but needs a swift
push!
*Give an explicit reason to
write through experiences and
activities
Rueben Richardson Pre level 1 *Develop his independence to
write 1 idea down using the
teddy bear strategy.
*Build bank of fast words,
*Early words programme,
instant recognition of all
alphabet letters and sounds,
daily phonics programme.
*Become an author
*Empower him to write his
ideas through exciting writing
experiences and activities
Target: Reading students for Term 1
Names: Current Assessment Data Strategies I am using:
Post Assessment Data Reflection about success/
specific teaching next steps:
Kyson has developed a real
passion for writing. He is
completing work
independently. We are still
working on his lack of vowel
knowledge though CVC work.
Experiences have been key to
helping Kyson write- a real
purpose.
-Continue with CVC
- Continue with providing
experience and language for
Kyson to use.
Rueben has enjoyed Commented [6]: +vanessar@mataura.school.nz we
experience writing which should complete an E-asttle this week to give us some
provides him with something to base line data? Let me know I can do something
Thursday?
write.
_Assigned to Vanessa Rufford_
Is developing some HFW but Commented [7]: Great idea! Do you wanna do the
Astell on Thursday
need to continue to work on
these.
Needs to have secure letter
knowledge
Post Assessment Data Reflection about success/
 specific teaching next steps:

Apirana Brown (M) Yellow 3 *Focus on meaning getting him Api takes more notice and care Commented [9]: Brilliant
to check if it sounds and looks when reading focusing on the
Commented [8]: +vanessar@mataura.school.nz I will
right. story and what it is about. running record these two on Thursday
*looking through the whole He needs to be independent
word and noticing word and try a range of reading
endings strategies when stuck on an
*building up knowledge of unknown word.
different blends and sounds.
*Is competitive so lots of
games, sickers, praise

Marcus Lucassen Yellow 3 *needs to be more sure of his Marcus has added lots more Commented [11]: Brilliant
reading ability words to his word bank which
*Focus on fluency ensuring is helping him read Commented [10]: +vanessar@mataura.school.nz I will
smooth reading independently. At time Marcus running record these two on Thursday
*HFW goes back to using his finger
*Reading rocket - visual and which makes his reading
display in class as motivation sound stilited.
*Loves praise, stickers, games Next steps- reading with Commented [12]: +mels@mataura.school.nz
phrasing by reading with his
eyes.
- Using a range of
strategies when
decoding.

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.

Target: Maths students for Term 2

 Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:

Stage 3 *Develop imaging strategies to

Mya Pennicott-Maniapoto (M) add sets.
*develop counting on
strategies
*numbers before and after to
50.

Annabelle Brewer Stage 2 *Correct formation of numbers

*Focus on task at hand - more
focus needed
*Repetition & rhyme
* Teen/ty numbers- What is
different- use of materials to
show difference
*Instant knowledge
*positive encouragement to
build self esteem.

Target: Writing students for Term 2

Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:

Annabelle 1B Teddy bear writing strategy.

*think of sentence and write
own idea down
*CVC words, segmenting and
blending the sounds
*Fast words
*Making her a word wall
champion locating HFW she
knows and using these in her
writing.

Blake 1B *Building confidence of letter Commented [13]: +mels@mataura.school.nz

sound association Hey what do you think of these strategies? Do you
* CVC word games want to add anything?
 *Yolanda Sorryl phonics
*stickers and praise

Target: Reading students for Term 2

Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:

Laylah Elers (M) Red *Daily fast writing of HFW

*Animal strategies
*Building confidence of own
abilities
*letter/ sound association

Jayden (M) Yellow 1???? *Building HFW bank

* Checking for sounds right
strategy
*use the decoding animal
strategies to engage Jayden
and for him to have a bank of
strategies he can use to check
the meaning of the story.
*Find ways of learning high
frequency words using
materials/ outdoors. SD

Target: Maths students for Term 3

Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:
Target: Writing students for Term 3

Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps:

Target: Reading students for Term 3

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:
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: Reading students for Term 4

Names: Current Assessment Data Strategies I am using: Post Assessment Data Reflection about success/
specific teaching next steps: