National Standards and Reporting                                          The LegislationNAG 2AWhere a school has students...
Purpose for This EveningAnswer all these questions and more importantly educate everyone on the content of our            ...
What Are The National                               What Aren’t The      Standards?                                    Nat...
Year Level
Year Level   NZ Curriculum Level
Year Level        NZ Curriculum Level             The curriculum strand and the skills &                     knowledge exp...
An illustration of what achieving thestandard at this level looks like at this year level
The curriculum strand and the skills &                                                               knowledge expectedAn ...
Year Level
Year Level               Expected reading level              The text content at this level and the skills &             k...
Examples of reading behaviours teachers could         expect to see at this level.
Year Level
Year LevelNZ CurriculumLevel
Year LevelNZ CurriculumLevel                             The skills & knowledge expected of a                             ...
An illustration of what achieving thestandard at this level looks like at this year level
How do we make judgements about levels of achievement students ?
How do we make judgements about levels of achievement students ?Formal assessments such asthese are an important factor
How do we make judgements about levels of achievement students ?                                                        Ju...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderat...
Co-constructed goals (based on assessment & other learning)
Co-constructed goals (based on assessment & other learning)What will be ‘actioned’ at school
Co-constructed goals (based on assessment & other learning) How can you help at home?What will be ‘actioned’ at school
Overall teacher judgement (OTJ) about where this student is achieving     Co-constructed goals (based on assessment & othe...
Questions?
Next StepsQuestions?
Next StepsDeveloping our understanding of the content of the standards at each year level                                 ...
Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT ...
Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT ...
Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT ...
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
National Standards and Reporting Info Evening
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National Standards and Reporting Info Evening

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  • We are determined as a staff and school to deliver a high quality education and want to use the standards to our advantage-reporting review, better assessment etc\n
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  • Much contention. Not all bad. Lack of consultation and the potential of the misuse of info biggest issues. In countries such as the US/UK high stakes assessments have led a narrowed curriculum and high stakes for kids/schools.Now want to look at the content of the NS\n
  • Much contention. Not all bad. Lack of consultation and the potential of the misuse of info biggest issues. In countries such as the US/UK high stakes assessments have led a narrowed curriculum and high stakes for kids/schools.Now want to look at the content of the NS\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
  • There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
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  • Actual sample of writing with anecdotal notes about the features of the writing\n
  • Actual sample of writing with anecdotal notes about the features of the writing\n
  • Actual sample of writing with anecdotal notes about the features of the writing\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • How useful will the OTJ info be for strategic planning purposes?\n
  • National Standards and Reporting Info Evening

    1. 1. National Standards and Reporting The LegislationNAG 2AWhere a school has students enrolled in years 1-8, the board of trustees, with the principal andteaching staff, is required to use National Standards to:(a) report to students and their parents on the student’s progress and achievement in relation toNational Standards. Reporting to parents in plain language in writing must be at least twice a year;(b) report school-level data in the board’s annual report on National Standards under three headings:i. school strengths and identified areas for improvement;ii. the basis for identifying areas for improvement; andiii. planned actions for lifting achievement. Our School Is committed to meeting legislative requirements when this does not compromise current direction or student outcomes Has a strong emphasis on improving reporting to parents Collects a range of achievement results to ensure accurate information is given to parents Is committed to offering a wide range of learning opportunities outside of literacy and numeracy
    2. 2. Purpose for This EveningAnswer all these questions and more importantly educate everyone on the content of our Learning Plans (interim reports)
    3. 3. What Are The National What Aren’t The Standards? National Standards?The national standards are a set of The national standards are not a checklist ofachievement expectations in the learning areas skills or knowledge that have to be achieved inof reading, writing and mathematics all areas.A set of expectations designed to ensure They are not a sector wide co-constructed setchildren achieve NZCEA of achievement expectationsDesigned to raise the achievement of the 17% They are not a tool for raising achievement,of underachievers they are tool for reporting itA tool to monitor the performance of schools A reflection of current best practice inby central government education overseas where high stakes reporting has failedA set of standards with no external school Reliable for comparing achievement withmoderation procedures students from other schools
    4. 4. Year Level
    5. 5. Year Level NZ Curriculum Level
    6. 6. Year Level NZ Curriculum Level The curriculum strand and the skills & knowledge expected
    7. 7. An illustration of what achieving thestandard at this level looks like at this year level
    8. 8. The curriculum strand and the skills & knowledge expectedAn illustration of what achieving thestandard at this level looks like at this year level
    9. 9. Year Level
    10. 10. Year Level Expected reading level The text content at this level and the skills & knowledge required to read them successfully.
    11. 11. Examples of reading behaviours teachers could expect to see at this level.
    12. 12. Year Level
    13. 13. Year LevelNZ CurriculumLevel
    14. 14. Year LevelNZ CurriculumLevel The skills & knowledge expected of a writer at this level
    15. 15. An illustration of what achieving thestandard at this level looks like at this year level
    16. 16. How do we make judgements about levels of achievement students ?
    17. 17. How do we make judgements about levels of achievement students ?Formal assessments such asthese are an important factor
    18. 18. How do we make judgements about levels of achievement students ? Just as important are teacher observations, interactionsFormal assessments such as and more informalthese are an important factor assessments
    19. 19. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.
    20. 20. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide
    21. 21. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    22. 22. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    23. 23. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    24. 24. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    25. 25. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    26. 26. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    27. 27. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    28. 28. Overall Teacher JudgementsAt Swannanoa School we have spent considerable time and effort ensuring we have effectivemoderation procedures for making OTJ’s against the NSOver the last 18 months we have implemented moderation processes for our school-widenumeracy and writing assessments. We have just started looking at moderation of all learning, this isa work in progress.Sample of a Swannanoa OTJ Guide Running Numeracy Numeracy Writing STAR Records asTTle Knowledge Snapshot NS Level Task (Stanine) (Reading (Stage) (Stage) Age) Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2 Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
    29. 29. Co-constructed goals (based on assessment & other learning)
    30. 30. Co-constructed goals (based on assessment & other learning)What will be ‘actioned’ at school
    31. 31. Co-constructed goals (based on assessment & other learning) How can you help at home?What will be ‘actioned’ at school
    32. 32. Overall teacher judgement (OTJ) about where this student is achieving Co-constructed goals (based on assessment & other learning) How can you help at home? What will be ‘actioned’ at school
    33. 33. Questions?
    34. 34. Next StepsQuestions?
    35. 35. Next StepsDeveloping our understanding of the content of the standards at each year level Questions?
    36. 36. Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT and considering the relevance and reliability of our data Questions?
    37. 37. Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT and considering the relevance and reliability of our dataCreating a new Year End report for parents Questions?
    38. 38. Next StepsDeveloping our understanding of the content of the standards at each year levelReporting achievement to our BOT and considering the relevance and reliability of our dataCreating a new Year End report for parentsCreating our ‘Parent Portal’ Questions?

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