# KARORI NORMAL SCHOOL We encourage our children to be the best they can be “Tino pai ake” Parent Information Meeting Tuesday 26 November 2014 Reporting.

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KARORI NORMAL SCHOOL We encourage our children to be the best they can be “Tino pai ake” Parent Information Meeting Tuesday 26 November 2014 Reporting

What does legislation say we have to do? Report to students and their parents on the student’s progress and achievement in relation to Ngā Whanaketanga Rumaki Māori and/or National Standards. Reporting to parents in plain language in writing must occur at least twice a year;

Writing Students will create texts in order to meet the writing demands of the NZC at the level of the curriculum reference to the year level. Students will use their writing to THINK about, RECORD, and COMMUNICATE experiences, Ideas and information to meet specific purposes across the curriculum. Each standard has key characteristics of writing or reading at the particular level. Each standard has illustrations of what this looks likes to assist teachers with the expectations at a particular year and curriculum level.

Reading When students at this level read, respond to, and think critically about texts, they understand that we read to get meaning (After 1 year) Students will locate, evaluate, and synthesis information and ideas within and across a range of texts appropriate to this level as they generate and answer questions to meet specific learning purposes across the curriculum.

Maths Students will be able to solve problems and model situations as described independently. Students will demonstrate knowledge and application of number and algebra, statistics, geometry and measurement. Students will show they are able to apply appropriate knowledge, skills and strategies. Students will experience a range of meaningful contexts that engage them to THINK mathematically.

Definitions of Achievement. Above: A student’s current level of achievement is at a standard above their year group, which means that special consideration needs to be given to their learning needs in order to provide them with sufficient challenge to continue their accelerated rate of progression into the future. At: A student is currently meeting the standard, and effective classroom teaching should realistically enable them to meet or exceed the standard for next year. Below: A student is not currently meeting the standard, but there is every reason to believe that their learning needs can be accommodated within effective differentiated classroom teaching in order to meet the standard for next year. Well below: A student’s current achievement against the standard is such that in order to have a realistic chance of making sufficient progress to meet the standard for next year, special consideration needs to be given to their learning needs and specific actions in addition to effective differentiated classroom teaching may need to be taken.

What informs your child’s OTJ Observations made by your child’s teacher. Tasks that have specific criteria to demonstrate skills and knowledge. Varied assessments across the year. Talking with children. Knowledge of the child’s ability and expected progress for stage of schooling. Attitude towards learning across all areas of the curriculum.

The rHowHight toTTTTol for the job, at the T time.

2014 Reporting Process Two strands ₋One involving the parent, the teacher and the child. ₋The other involving the parent and the teacher. Parent, teacher and child strand is focussed on:  Celebrating learning, success and progress,  Setting goals/next steps,  The child articulating what he/she is learning and understanding his/her next learning steps. Parent and teacher strand is focussed on:  Sharing achievement information, particularly in relation to National Standards  Opportunities for parent and teacher to meet to discuss concerns, questions, etc.

2014 Reporting Process Parent/Teacher/Child Strand Term 1 Two set days prior to school commencing (e.g. 04/02/14 & 05/02/14). - Teacher Led Goal Setting  Next steps based on 2013 EOY Report, Reflection Book & parent/child/teacher input.  Simple next steps recording format which includes one next step for KCs, reading, writing and mathematics as well as home/parent support  Parent, teacher and child meet each other and begin develop a working relationship Week 4 – Action Plan (In class)  Teacher and child develop an action plan to achieve the next steps set at the start of the school year. Term 2 Week 9 - Reflection Books sent home Term 3 Week 4/5 – 3-Way Conference (Parent/Teacher/Child)  Child led focus on goals, learning and progress  The reflection book is central to this conference. The reflection book purpose, expectations, content will be co-constructed at staff/team meetings early in Term 1  Simple reporting template  Reflection Books sent home Term 4 Week 9 - Reflection Books sent home and returned to school.

2014 Reporting Process Parent/Teacher Strand Year 4 – 8 Term 1 Week 9/10 – Parent/Teacher Interview  Parents invited to meet if they wish to discuss any concerns with the teacher (15 minutes) Term 2 Week 6 - Overall Teacher Judgements in relation to the NS made and inputted into SMS Week 8 – OTJs (Interim Report)  Report posted home, simplified format, OTJs and brief comment regarding achievement & next steps in reading, writing and mathematics  Parents invited to meet if they wish to discuss any concerns with the teacher (15 minutes) Term 4 Week 6 - OTJs made and inputted into SMS Week 10 – Written Report  Written report, including OTJs, posted home Year 1 - 3 Ongoing Terms 1 to 4 20/40/60/80/100/120 week reporting against OTJs 20, 60 & 100 week interim reports in relation to the National Standards. 40, 80 & 120 week reports would be final judgements against National Standards. Parents invited to meet if they wish to discuss any concerns with the teacher (15 minutes) New Entrant – 6 Week Meetings –face to face discussions will continue Term 4 Week 10- Written summary of all other Learning Areas.

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