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Applications are currently being accepted for parent membership on the Local School Planning Council. The Stonewall Jackson High School learning community will provide creative and stimulating programs that elevate the achievement of every student to his or her highest potential by establishing high standards and expectations for participation and achievement in a variety of challenging curricular and co-curricular activities. The climate for student learning and staff effectiveness will be maximized by promoting strong family involvement, providing instruction from a global perspective, and emphasizing diversity and acceptance.
The Stonewall Jackson Local School Planning Council meets 5 times throughout the school year to assist the Stonewall Jackson community in gathering input from key stakeholders to make site-based decisions. It is also important to have a strong sense of honest and ongoing evaluation throughout any planning activity. Does our school's ICT infrastructure support our classroom activities, and learning outcomes? Concept proposal for the master planning of four existing LAUSD campuses, amongst them Venice High School. My Role: Took classroom measurements and field notes, created the SketchUp models for concept proposals, produced the graphical document, and prepared presentation boards with Adobe CS5. Terms defined: Leads are the team leader unless otherwise noted, Names are the names of the people completing the task, such as volunteers. Clipping is a handy way to collect and organize the most important slides from a presentation.
SCHOOL PLANNING AND reporting is an important part of a board’s ongoing cycle of self-review. This cycle is critical to lifting performance where required and enabling every student to achieve.
A school charter outlines, for its community, what a school or kura intends to achieve in the coming year for its students, particularly for Maori students, Pasifika students and students with special education needs. Setting targets for raising student progress and achievement help parents, families, whanau and the wider school community understand what their children are expected to achieve.
A school charter provides boards, school leaders and staff with a clear direction and a strong sense of purpose.
An annual report highlights for communities the progress a board has made in achieving the aims and targets set out in its school charter.
Student progress and achievement data provides a rich evidence base for boards and school leaders to use to inform and improve teaching and learning.

This may include gifted and talented students who require extending, and under-achieving students who need to make accelerated progress. A school’s charter and annual report provide the Ministry with valuable information that enables it prioritise support to schools and students who need it most.
The Secretary for Education has written to all schools and kura setting her expectation that all charters are provided to the Ministry by 1 February, 2012. 31 March 2012 – the financial statements (and as far as possible the whole annual report) are due with your auditor prior to this date.
31 May 2012 – your annual report, including audited financial statements, signed by your board chair, must be provided to your local Ministry of Education office before this date. This resource will help boards of trustees when developing their charters and provides advice on how to use achievement data to set appropriate, clear and challenging targets. Setting targets in a charter will help communities understand what a board aims to achieve for their students in the coming year, and how they will do it.
The resource provides practical advice and examples for boards of schools and kura with students in years 1–8 that use The New Zealand Curriculum to set their teaching and learning programmes.
Kura and schools with students in years 1–8 that use Te Marautanga o Aotearoa to set their teaching and learning programmes will be setting student achievement targets in relation to Nga Whanaketanga Rumaki Maori in their 2012 charters. A resource containing guidance and examples for these boards will be available later in the year.
The Council meets 5 times a year (dates below) to discuss school issues, budgeting and policies. The meetings are open to the public and input from the representatives and entire school community is encouraged. This Web page may contain links to one or more Web sites outside the PWCS network, which are not PWCS venues and may not reflect the views or opinions of PWCS.
We need to be able to measure what we are doing, not only to gauge our success, but also to guide future planning.
Project phases ranged from Site Evaluation and Analysis documents, to Concept Development proposals, to Final Presentation boards.
For a school with students in years 1–8 that uses The New Zealand Curriculum to set its teaching and learning programmes, the targets in its charter will be set in relation to National Standards.

Setting clear, evidence-based targets in a charter, assists a board to prioritise its school’s areas of need and assess its progress against the targets. It shows parents, families and whanau what actions a board has undertaken to achieve the aims and targets and how successful these actions have been for raising student progress and achievement. The data can be used to identify areas where support needs to be targeted for students or groups of students with a particular focus on Maori students, Pasifika students and students with special education needs. This information can be used to set appropriate targets and plan actions in school charters for the following year. If a service provider completes your financial statements, it is still the board’s responsibility to ensure the service provider meets the deadline. It is the responsibility of the board to submit the report and not that of your auditor or your financial service provider. Clear, evidence-based targets prioritise areas of need, and assessing progress against these targets helps boards of schools and kura know how effective their work is and where they can improve. It also provides useful advice and information on target setting for boards of Maori medium and secondary schools.
As part of site-based management in Prince William County Schools, the Local School Planning Council is a key component for the monitoring our strategic plan and site-based budget. PWCS does not control the content of such Web sites and does not sponsor or endorse any messages, products, or services contained on such Web sites.
Part of this evaluation process needs to consider how we respond to new (or unforeseen) issues. For a school with students in years 1–8 that uses Te Marautanga o Aotearoa to set its teaching and learning programmes, the targets in its charter will be set in relation to Nga Whanaketanga Rumaki Maori. Representatives serve a two-year term and are selected at the beginning of each school year.

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