Overview of the progress report

The student progress report provides comprehensive information about student progress in relation to the New Zealand Curriculum that is useful for conversations with parents and whānau. The updated report comprises four components. Teachers select which components to include when the report is printed or exported as a PDF to use with parents and whānau. Components 2, 3 and 4 are optional.

  1. Progress graph: The student’s progress in relation to both curriculum expectations and typical student progress and a projection of the student’s likely progress over the next year.
  2. Describing progress: A short description which gives an overview of what students’ can typically do at the part of the scale that the student is achieving at.
  3. Aspect judgments: The student’s most recent achievement profile across the aspects of the PaCT reading, writing, or mathematics framework.
  4. Comments: The opportunity to record comments about the student’s next learning steps and ways to support learning at home.

Suggested discussion points for components of the progress report.

Included below are possible discussion points for components of the progress report.  Generally it is suggested that the conversation is focussed on the child and their goals/pathway. Terms like “on track” or “not on track” help focus a discussion on progress, goals and pathways rather than achievement at a given point in time. Discuss what is planned to either maintain current progress or to accelerate progress so they can attain their goals.

 

  1. This range shows your child’s current achievement.
    • Describe how it relates to the achievement statement (1a), curriculum levels (1b), and the expected curriculum progress line (1c).
    • Each part of the scale is associated with a best-fit curriculum level (1b). For example, when a student scores at the part of the scale linked to curriculum level 3, this means that the score indicates the student is working within curriculum level 3. When their score reaches the part of the scale associated with level 4 the student can be considered to have achieved at level 3 and now be working within level 4.
  2. This green line shows your child’s current progress and the dotted line predicts where they will be in a year if their progress stays the same. What do you notice about it? Is it going up, down or straight?
    • If the progress shows a decline, or that the student is not on track to catch up to expectations, we will need to do something different. This is an opportunity to talk with the parent about what the school is planning to do and seek parent views and input.
    • If the progress shows continued improvement and that the student is on track to meet or catch up with expectations, we can keep doing what we doing, or with small changes to what we are doing we may be able to accelerate progress even more.
  3. This grey band shows how the middle 50% of students in New Zealand are achieving. How do the expectations compare with actual achievement? Where is your child’s achievement in relation to students of their year level across New Zealand?
    • Over time we see that the grey band tends to go lower in relation to the black curriculum line.

  1. These are the aspects that need to be considered to get a comprehensive view of your child in reading/writing/mathematics.
  2. Each aspect is a progression comprising the significant signposts that all students are expected to move past as they develop their expertise. The different sized gaps between the signposts indicate that more learning is needed between some signposts than others.
  3. These circles show your child’s current achievement on the aspects. Highlight any aspects which are strengths and any aspects that need more attention.

This information will be included as one of the resources on the revised PaCT info website that will be relaunched during Term 1 2019. Download this resource [PDF, 159 KB].

 

 

 

 

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