Action+plan+Goal+C

Action plan Goal C
Building whole school capability in a sustainable way that allows schools to self-manage their requirements under National Administrations Guideline 1 (iii) c Support the implementation of National Standards and gathering of baseline data that allows for the longitudinal tracking of students’ achievement Support the implementation of Collaborative service delivery across numerous providers that provides a continuum of support (driving whole school capability) || ** Goal C **
 * ** Government Priorities ** || ** Regional strategic plan and associated activities ** || ** Responsible ** || ** Timeframe ** || ** Success indicators ** || ** Review of outcomes ** ||
 * Raising the achievement of gifted and talented students; particularly Maori and Pasifika students in rural and/or low socio-economic areas
 * The NZ curriculum (2007) and Te Marautanga o Aotearoa
 * Ka Hikitia 2008- 2012
 * Pasifika Education Plan 2008-2012
 * To establish processes for early identification of GAT students **
 * 1) ** Access to local identification- visiting educational psychologist **
 * 2) ** Records need to follow the child from school to school suggestions/policy for school to talk to parents and vice versa **
 * 3) ** iii. Parents need be up skilled to be proactive to discuss their child’s strengths and weaknesses ** || || || || ||
 * ^  || ** iv. To provide G& T with support, so that they can connect with like minds, provide them with opportunities to work in less conventional structured ways, give them responsibilities and choices ** || || || || ||
 * ^  || ** v. Encourage schools to look further than the narrow definition of gifted and talented based on academic results. It is recognised that this method is the one most favoured for the sake of simplicity due to lack of time, resources and expertise. Schools could also look for behavioural difficulties, socio economic influences, dyslexia and Irlens Syndrome,(Twice Exceptional), Autistism and Aspbergers, consult with their Maori and Pacific Island communities as to what culturally they would consider as gifted and talented. ** || || || || ||
 * ^  || ** vi. Educating teachers to recognise a student’s actual strengths and weaknesses rather than perceived achievements. An essential part of this would be to address their needs by having channels and paths to direct __all__ students in a ways that will provide them with learning challenges appropriate to their abilities. ** || || || || ||