Assessment and monitoring using a team approach
Suggestion for implementing the strategy ‘Identify needs and how to provide support’
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Establish a team
Establish a team
- Be guided by the student and their whānau.
- Involve your learning support coordinator or RTLB.
- Identify and connect with colleagues who have experience teaching students with Dyspraxia.
- Consider connecting to external expertise or agencies.
Seek external expertise
Seek external expertise
Professor Amanda Kirby describes the role of the occupational therapist.
No captions or transcript
Share information using digital tools
Share information using digital tools
John Robinson reflects on the value of sharing information using the school SMS and student e-portfolios.
Take an inquiry approach
Take an inquiry approach
Develop a responsive evidenced-based process of working together that supports students' self advocacy.
- Support the ākonga and whānau to lead and guide the conversation.
- Work collaboratively to identify key learning goals, responsibilities and what success would look like.
- Share concerns, questions, and ideas.
- Consider ākonga strengths as well as barriers to learning.
- Identify how solutions or strategies will be implemented, refined and reviewed.
- Discuss how to assess learning in ways that work for the student.
- Agree on how to stay in touch and share information.
Useful resources
Useful resources
Allow competence – Accommodations and special conditions
Special Assessment Conditions are a necessary entitlement for dyslexic students sitting NCEA. This resource outlines why they are needed and how they can be offered to students.
Publisher: Dyslexia Foundation of New Zealand
Succeeding at school: Accommodations for students with coordination difficulties
Possible accommodations that can be made in the classroom to support students with developmental coordination disorder.
Publisher: CanChild, McMaster University
Assessment for learning
Leading local curriculum guide series on using the right tools and resources to notice and respond to progress across the curriculum
Publisher: Ministry of Education | Te Tāhuhu o te Mātauranga
Next steps
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Identify needs and how to provide supportShow suggestions for Identify needs and how to provide support
- Build whanaungatanga
- Assessment and monitoring using a team approach
- Organisations, programmes and resources
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Key areas to supportShow suggestions for Key areas to support
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Helpful classroom strategies years 1-8Show suggestions for Helpful classroom strategies years 1-8
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Helpful classroom strategies year 9-13Show suggestions for Helpful classroom strategies year 9-13
