Identify areas where students may need additional support
Suggestion for implementing the strategy ‘Reviewing your planning, monitoring, and reporting obligations’
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Identify learning needs
Identify learning needs
Identify learning needs of students who require additional support.
Students working at or above the curriculum level for their age
- Students who need teaching adaptations and/or individualised support to access the curriculum and achieve at or above the curriculum level.
- They are likely to have access to a range of special education services and resources.
Students working at level one of the curriculum for most (possibly all) of their schooling
- Some students will learn within level 1 for most of their schooling in some or all of the learning areas.
- Others may not be learning at the same level as most of their peers but are learning within levels 1–8.
- An individual student may be working at different curriculum levels across different learning areas.
- Regardless of the level, all learning must be valued and recognised as progress.
- These students are likely to have Individual Education Plans and may be the recipients of ORS funding.
Students who need additional support to work at the curriculum level for their age
- Students who need effective teaching and accelerated teaching programmes to access the curriculum and achieve at the curriculum level for their age.
- They are likely to need short-term access to some special education services and resources.
Develop a learning support register
Develop a learning support register
Suggestions for developing a register and monitoring student progress.
Find out about the standardised learning support register (sLSR).
- Be clear about its purpose, how it will be used, how its information will be confidentially shared, and how and by whom it will be managed.
- Decide how you will identify students who need additional support and who, from within or outside the school, can help with assessing student needs.
- Identify students within your school management system, if it supports this.
- Use your register to coordinate support across the school. Focus on learning needs to meet the goals in the curriculum, to achieve NCEA, social and emotional support, and support students and parents might need at home.
- Think beyond the student to wider school changes that can be made to support learning, such as professional learning and development, inclusive teaching approaches, and cross-school programmes and initiatives.
- Establish a process and timeframe for monitoring and evaluating the progress of each student on the register.
- Avoid negative or disparaging language when identifying and writing about students with special education needs.
Utilise technologies to share information
Utilise technologies to share information
John Robinson reflects on maximising the potential of the SMS and ePortfolios.
Review N.A.G. requirements
Review N.A.G. requirements
National Administration Guideline (NAG) 1 requires all schools to identify their students who are at risk of not achieving.
NAG 1c Each board, through the principal and staff, is required to, on the basis of good quality assessment information, identify students and groups of students:
- who are not achieving
- who are at risk of not achieving
- who have special needs (including gifted and talented students), and
- aspects of the curriculum which require particular attention.
NAG 1d Each board, through the principal and staff, is required to develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above.
Source: Ministry of Education - National Administration Guidelines (NAGs) (opens in a new tab/window)
Useful resources
Useful resources
Wellbeing for success: A resource for schools
Read time: 34 min
Wellbeing for success: A resource for schools has been developed to help schools evaluate and improve student wellbeing.
Publisher: Education Review Office | Te Tari Arotake Matauranga
Next steps
More suggestions for implementing the strategy “Review planning, monitoring, and reporting obligations”:
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Guide to Index of the guide: The role of school boards
Strategies for action:
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Understand inclusive educationShow suggestions for Understand inclusive education
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Meet legal responsibilities and obligationsShow suggestions for Meet legal responsibilities and obligations
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Review planning, monitoring, and reporting obligationsShow suggestions for Review planning, monitoring, and reporting obligations
- Develop inclusive strategic and annual plans
- Review community and financial resources
- Seek feedback
- Identify additional support, monitoring and reporting processes
- Support the development of inclusive practices
