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KARORI NORMAL SCHOOL We encourage our children to be the best they can be “ Ti no pai ake ”. Overall Teacher Judgements and Reporting at Karori Normal School June 2013. Prepared by Andrea Peetz. Background.
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Overall Teacher Judgements and
Karori Normal School
Prepared by Andrea Peetz
The OTJ made for Year 1-3 children mid year is made in relation to progress and achievement after periods of time at school. These are made in week 7 in the first week of June.
Weeks 35-45 after 1 year
Weeks 75-85 after 2 years at school
Weeks 115-125 after 3 years at school.
Some children will have been in between these time periods and may be reported against one standard mid year and then in relation to the next standard at the end of the year. These are made in the first week of December for the end of the year report.
The OTJ made mid year is to identify progress towards the standard and project the likeliness of achievement by the end of the year for all year 4-8 children against the appropriate year.
At the end of the year the OTJ made will consider what was projected mid year and what achievement has occurred in relation to the standard.
Above: A student’s current level of achievement is at a standard above their year group, which means that special consideration needs to be given to their learning needs in order to provide them with sufficient challenge to continue their accelerated rate of progression into the future.
At: A student is currently meeting the standard, and effective classroom teaching should realistically enable them to meet or exceed the standard for next year.
Below: A student is not currently meeting the standard, but there is every reason to believe that their learning needs can be accommodated within effective differentiated classroom teaching in order to meet the standard for next year.
Well below: A student’s current achievement against the standard is such that in order to have a realistic chance of making sufficient progress to meet the standard for next year, special consideration needs to be given to their learning needs and specific actions in addition to effective differentiated classroom teaching may need to be taken.