Results for "rainbow"

Displaying Page 1 of 1

  1. Appendix 4: Glossary of terms

    ALiM Accelerating learning in mathematics was designed to accelerate learning in mathematics of low achievers through targeted teaching for a short period. Assessment Tools for Teaching and Learning (asTTle) asTTle gives information about children’s achievement and progress in reading, writing and mathematics from Years 4-12. Assistive technology A wide range of tools for students with special education needs that help them access the learning curriculum, including anything that c...

    https://www.ero.govt.nz/publications/including-students-with-high-needs-school-questionnaire-responses-2/appendix-4-glossary-of-terms/

  2. Appendix 1: Glossary of terms

    Assessment Tools for Teaching and Learning (asTTle) asTTle gives information about children’s achievement and progress in reading, writing and mathematics from Years 4-12. Assistive technology A wide range of tools for students with special education needs that help them access the learning curriculum. It includes anything that can help a person with disabilities do something that might otherwise be difficult or impossible. Clicker 5 Clicker 5 is a writing support and multimedia t...

    https://www.ero.govt.nz/publications/including-students-with-special-needs-school-questionnaire-responses/appendix-1-glossary-of-terms/

  3. The five Puna Whakatupu

    Evidence was gathered, including interviews with whānau, kuia and kaumātua, during the reviews of the following Puna Whakatupu: Te Puna Whakatupu o Apakura Te Kākano Te Awamutu Te Puna Whakatupu o Te Rau Ōriwa Tokoroa Te Puna Whakatupu o Raroera Te Kākano Hamilton Te Puna Whakatupu o Ngā Kākano o Te Mānuka Mangere, South Auckland Te Puna Whakatupu o Whare Āmai Gisborne Introducing the Puna WhakatupuTe Puna Whakatupu o Apakura Te KākanoAhakoa He Iti He Po...

    https://www.ero.govt.nz/publications/tuia-te-here-tangata-making-meaningful-connections/the-five-puna-whakatupu/

  4. Findings

    Students with special needsIn this questionnaire ERO focused on gathering information about students with moderate to high levels of need. The three percent of students with the highest level of needs have individually allocated resources provided through the Ongoing and Reviewable Resourcing Schemes (ORRS), speech language, severe behaviour, or High Health Needs. The next four‑to‑six percent of students are defined as moderate needs and are resourced through a mix of resources allocated ind...

    https://www.ero.govt.nz/publications/including-students-with-special-needs-school-questionnaire-responses/findings/

  5. Findings

    Students with special needsERO’s questionnaire focused on gathering information about students with moderate to high levels of need. The three percent of students with the highest level of needs have individually allocated resources provided through the Ongoing Resourcing Scheme (ORS), speech language, the Severe Behaviour Service, or School High Health Needs Fund. [3] The next four to six percent of students are defined as moderate needs and resourced through a mix of resources allocated to...

    https://www.ero.govt.nz/publications/including-students-with-high-needs-school-questionnaire-responses-2/findings/

  6. Good Practice Narratives

    ERO visited ten schools that had been identified by external stakeholders as having good practice in sexuality education, and/or doing a good job of including sex-, gender- and sexuality-diverse students. 1.   Culturally responsive sexuality education                                                                 2.   Drawing on student voice                                                                             ...

    https://www.ero.govt.nz/publications/promoting-wellbeing-through-sexuality-education/good-practice-narratives/

  7. School improvement for equity and excellence

    While every school community's improvement is unique it can be described under these four headings: Context for improvement Improvement actions taken Shifts in practice Outcomes for learners. Context for improvementEvery context is different. It may be that the appointment of a new principal provides the catalyst for change. It may be that a principal returning from sabbatical with fresh eyes and new thinking is strongly motivated to tackle previously unaddressed challenges. It may be that exter...

    https://www.ero.govt.nz/publications/effective-school-evaluation/school-improvement-for-equity-and-excellence/

  8. Promoting and monitoring high expectations for achievement

    For teachers, school leaders and boards of trustees, improving student achievement through good teaching is of prime importance. National Administration Guideline 1 requires each board of trustees, through its principal and staff to develop and implement teaching and learning programmes that focus on student achievement in literacy. This is a key area of accountability in teaching and learning..When school-wide assessment processes are carried out effectively, school leaders carefully decide the...

    https://www.ero.govt.nz/publications/reading-and-writing-in-years-1-and-2/promoting-and-monitoring-high-expectations-for-achievement/

  9. Reading

    The skillful use of instructional teaching, using different methods and contexts, is essential in the teaching of both reading and writing. Each child starting school comes from different social settings, has already developed varying literacy perspectives and is likely to progress through differing routes from his or her peers. Therefore, teachers need an in-depth understanding of the theories and content knowledge they can use for each of those children to learn to read and write successfully....

    https://www.ero.govt.nz/publications/reading-and-writing-in-years-1-and-2/reading/

  10. Focusing on aspects of good literacy practice

    This section is based on information from the remaining six services and focuses on particular aspects of literacy practice, drawing on practice from one or more of these services. Who are the services? Barnardos Early Learning Centre – Eastbourne Barnardos Early Learning Centre - Eastbourne in Lower Hutt is jointly owned and maintained by Barnardos and the Eastbourne Community Childcare Group. The service provides mixed-age education and care from birth to five year old children. At the time...

    https://www.ero.govt.nz/publications/literacy-in-early-childhood-services-good-practice/focusing-on-aspects-of-good-literacy-practice/