Assessment and Reporting



Rosalie Primary School

Reporting Policy Schedule

Reporting processes and practices are a vital part of maintaining relationships between the school and parents. The policy at RosaliePrimary School aims to:

  • Reflect a broad range of communication strategies;
  • Provide opportunities for parents to discuss their children’s assessments with their teachers;
  • Ensure that parents are informed as soon as possible when their children are experiencing problems.

TERM

INFORMAL AND FORMAL PROCESS

ONE

  • Whole class parent introductory meeting
  • Class hand out outlining philosophy and programs for the term.
  • Interviews on a needs basis. Contact may be initiated by teacher or parent. Early intervention is imperative. Students with an IEP and students new to the school require a parent interview.
  • A collection of assessment tasks 2 of which will be collaborative with one in literacy and one in numeracy
  • Parent interviews at the end of term 1 where teachers will share the collection of assessment tasks
  • Informal reporting eg. phone calls, email, letters

TWO

  • Summative Report. (DET templates)
  • Year 3 and 5 NAPLAN Reports when available.
  • Interviews on a needs basis. Contact may be initiated by teacher or parent. Early intervention is imperative when concerns exist.
  • Informal reporting eg. phone calls, email, letters
  • Review of term 1 IEP and further plans if required

THREE

  • Interviews on a needs basis. Contact may be initiated by teacher or parent. Early intervention is imperative when concerns exist.
  • Informal reporting eg. phone calls, email, letters
  • Ongoing collection of assessment tasks as per term 1 including the collaborative tasks
  • Year 3 and 5 NAPLAN Reports
  • IEP review and further plans written if required
  • Teachers to provide parents with the opportunity to learn about the programs in place e.g. open classroom, learning journeys with students explaining a task, visual demonstrations.

FOUR

  • Summative Report. (DET template)
  • Interviews on a needs basis. Contact may be initiated by teacher or parent. Early intervention is imperative.
  • Informal reporting eg. phone calls, email, letters
  • IEPs reviewed and suggestions for future plans prepared for the next year’s teacher
 
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