Results for "rainbow"

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  1. 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/

  2. 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/

  3. 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/

  4. 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/

  5. 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/