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Mid-year report for student not yet on track to meet National Standards

This is a mid-year report for Mia, a student who did not meet National Standards in the previous year. She has made accelerated progress in reading and is on track to meet the standard in the current year, and will need to make more progress to meet the standard in writing and mathematics.

Mia’s progress against the National Standards in June 2016

Reading

Mia has made significant progress in the first half of this year. She has been enjoying reading series of books that are written for children her age, and this regular, sustained reading is giving her the confidence and skills to begin to read more non-fiction. She understands that her reading is helping her learn about new things.

Next steps in the learning programme for your child:

  • Support Mia to ask questions that can guide her to find information and ideas in information texts.
  • Encourage Mia to think more deeply about the characters and the plot in the fiction that she is reading.

How you can help at home:

  • Continue reading aloud to Mia, daily if possible.
  • Talk about what she is reading, both in print and on-line. Ask questions starting with “How do we know..?” and “What do we think about ..?”

Writing

Mia knows that her reading is helping to expand her vocabulary, but she is still slow to get her ideas down, because she is concerned about her spelling. She has lots of good ideas to write about.

Next steps in the learning programme for your child:

  • Provide Mia with additional support on common spelling patterns as well as strategies to spell words she doesn’t know so that she is more confident when getting her ideas down.
  • Support Mia to write more text, including writing in simple paragraphs.

How you can help at home:

  • Practise spelling words in her “high frequency words” flash cards.
  • Continue to encourage Mia to write notes and messages to family members and friends.

Mathematics

Mia solves simple problems using addition and subtraction and knows her 2, 5 and 10 times tables. She is a willing contributor to class statistical investigations and can collect and display simple data.

Next steps in the learning programme for your child:

  • Provide additional support in class to increase the types of addition and subtraction problems that Mia can solve.
  • Provide additional support in class to extend Mia's known multiplication and division facts to include 3 and 4 times tables.

How you can help at home:

  • Practise Mia's recall of her addition and subtraction facts using her "family of fact" flash cards. Practise with one family of facts at a time. 
  • Practise number pairs to 20 (eg 5 and what equals 20).

Notes about the report

  • The green-shaded region indicates whether, by mid-year the student is on track to meet the end-of-year National Standard (NS).  In this example the student’s position, represented by the figure at the end of the bars, shows that she is on track to meet the end-of year 5 NS in reading but would need to accelerate her progress to meet the end-of-year 5 NS for writing and mathematics by the end of the year.
  • By the end of the year the “on track” region will have shifted to be fully within the  end-of-year 5 band.

 

  • This dark grey-shaded region indicates the end of year 5 NS. Note that this region extends under the mid-year “target” area.
  • It is important to understand that being at a standard is not an exact point but rather within a range that indicates the NS that is the “best fit” for the student.
  • Placing students at different points within the grey-shaded regions allows the teacher to indicate the extent of progress different students have to make before they could be rated as meeting the next standard.  For example, a student located at the left-hand side of each region is at the standard but has more progress to make than a student who is located at the right-hand side, who is also rated at the standard. 
  • Determining whether or not to differentiate a student’s placement within the shaded region is up to the teacher/school.  If they decide not to differentiate then the student would be placed in the middle of the region. 
  • The pale blue bars indicate the NS that the student’s achievement was rated as meeting by the end of 2014.  In this example the student, who at that time was a year 4 student, was positioned in the region for the end-of-year 3 NS for the three learning areas.
  • The darker blue bars indicate the progress that the student has made in the six months since the end of 2014.  In this example the student has made accelerated progress in reading and is on track to meet the end-of-year 5 NS by the end of 2015.  The bars for writing and mathematics are approximately half the width of a grey region, indicating he has made about six months’ progress in these areas. 
  • This is a description of what the student knows and can do, and is made in relation to the outcomes expected of a student who is working towards the end-of-year 5 NS in reading and is still to meet the outcomes for the end-of-year 4 in writing and mathematics.  The description refers to at least two key learning outcomes and is free of educational jargon.
  • This is a description of the additional classroom support that the teacher is going to provide to accelerate the student’s progress in writing and mathematics.  In reading it is a description of what the teacher is going to focus on in the teaching programme to support the student stay “on track” and continue to make progress.

 

  • The suggestions for parents/caregivers to work on with their child are focused on providing opportunities for practice.  They need to be easily understood and implemented, and focused on the student’s specific learning needs.