Reporting to parents
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This presentation was prepared for the Learning Media National Seminar for facilitators (April 2010). It explores the guidelines for reporting progress and achievement in relation to the national standards. It also looks at processes and practices to support effective reporting.
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Reporting to parents
- 1. Reporting in Plain Language: L Creating informed partnerships in learning
- 2. Goal for the session Explore ways of sharing information about student achievement … … in a way that can support the students to meet the national standards. How do we ensure our reporting clearly describes student’s progress and achievement? SRT of Reporting
- 3. Success for the session Understand the reporting requirements Recognise aspects of effective reporting in some practical examples  Identify challenges and possible solutions  Have a shared set of messages that we can take away to help schools use reporting to unpack the standards and promote learning. Understand links between OTJ’s and Moderation Know what resources are available
- 4. Setting the Scene Connectedness Partnership Relationships/community Building on what has come before Using the resources that are out there How do we develop effective partnerships with parents, families and whanau? SRT of Reporting
- 5. Pair Share What are the Principles of reporting ?
- 6. Principles of Reporting Reporting should: Do no harm Support learning Identify progress Provide next steps Generate discussion Mean no surprises Be fit for purpose
- 7. Principles of Reporting (NZC)
- 8. NAG 2A : Regulations for reporting (a) Report to students and their parents on the student’s progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year. Online sites www. tki .org. nz http://assessment.tki.org.nz/Reporting-to-parents-families-and-whanau/Examples-and-templates
- 9. 2010 Setting school charter targets for 2011 in reading, writing and mathematics in relation to National Standards. This should be led by boards, and should use student progress and achievement data 2011 For the Board of Trustees annual report, schools must report in relation to National Standards using the four-point scale (above, at, below and well below) described in NAG2A Questions and Answers point 19 Reporting to the BOT Requirements
- 10. Setting the Scene Possibilities Student potential/ownership Regulation: helping schools to make their reporting support quality learning How do we ensure our students are able to contribute to reporting? SRT of Reporting
- 11. Gathering through.. Student involvement in learning conversations Observation Moderation Conversation
- 12. How does effective classroom practice link to effective assessment? Students actively involved in assessment decisions Assessment information always shared with students Students know where they are at, where they are going and next learning steps to achieve their goal Students able to assess their own progress towards their learning goals Parents are informed and involved, further enhancing home and school partnerships. Evaluation Associates Team Solutions 2010
- 13. Reporting processes should promote student ownership of their learning Reporting must meet the needs of parents, family and whanau
- 14. Students should feel ownership of the information that is reported What is reported is the responsibility of the teacher and the school
- 15. Sharing one school’s story Preparation Staff Students Parents Process Product
- 16. Ìý
- 17. Examples
- 18. HOW do schools?… and HOW do we assist? Be clear about the purpose, process and methods for moderation? Involve students in the process of OTJ’s? Gather realistic evidence that provides validity, dependability and reliability? Provide guidelines for moderation and OTJ’s that add to what already exists?
- 19. Plain language reporting At least one of the written reports should include: Current learning goals Achievement and progress in relation to the standards What the school will do to support the student’s learning What parents, family and whanau can do to support their child’s learning
- 20. So what is our way forward as facilitators: Making our own meaning of this, and coming from a position of understanding how it fits with our beliefs Promote Student Voice Not throwing the baby out with the bath water Tweaking what is already happening in schools Working within the current culture and the school community
- 21. Resources http ://assessment.tki.org.nz/ Information on and examples of: Assessment for learning pedagogy Overall teacher judgements Moderation Reporting to parents The assessment tool selector Assessment resources maps ‘ Moderating asTTle writing’ presentation Self Review Tool