Purpose
In this section of the module, you will explore reporting learners’ progress to parents in primary schools. This includes:
- National Administration Guidelines (NAGs)
- Guidelines for reporting to parents using the ELLP or the reading and writing standards
- Which students will have their English literacy progress and achievement reported using The English Language Learning Progressions?
- What will you say to parents, families, and whānau about learning in school
- Guidelines for English language learners and The New Zealand Curriculum Mathematics Standards for Years 1–8
- Written reports for English language learners
- Community engagement.
Guidelines for reporting to parents using the ELLP or the reading and writing standards
- “National Standards will set benchmarks of progress that may be unrealistic for children who are new learners of English.” ( The national standards fact sheets)
- The Reading and Writing Standards for years 1-8 set benchmarks of progress for all students.
- English language learners’ progress and achievement in learning to read and write in English will be tracked, monitored, and reported on to parents/ families, and whānau, using the reading and writing standards
- It is also recommended that schools use the English Language Learning Progressions (ELLP) to report progress towards meeting the Standards.
- As many English language learners will initially be below the expectations of National Standards, assessing progress in relation the English Language Learning Progressions will help parents see that their child is making progress towards meeting the reading and writing standards. Teachers will be better able to support students’ language learning and therefore English language learners will be more likely to make accelerated progress towards meeting the expectations of the National Standards.
- Schools and teachers will need to make informed decisions whether to report each English language learner’s progress and achievement using ELLP as well as in relation to the National Standards.
- Parents, family, and whānau benefit from understanding the English language learner pathways towards the curriculum expectations for each year group.
Which students will benefit from having their English literacy progress and achievement reported using the ELLP?
For all students, it is critical that the expectations described in the reading and writing standards, which provide signposts for year-appropriate achievement, are the long-term goal.
Guidelines for English language learners who are not yet meeting the expectations of the National Standards:
For Years 1-4 students
Students working within Foundation Stage and Stage 1 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.
For Years 5-8 students
Students working within Foundation Stage, Stage 1, or Stage 2 of ELLP should be tracked and monitored, and have their progress reported to parents and students using the ELLP as well as in relation to the National Standards.
When students move to a higher stage than that described in the guidelines above, they are getting closer to cohort level but The Progressions: ELLP will continue to be a helpful tool for informing teacher practice.
For further information see the National standards and the NZC factsheets
What will you say to the parents, families, and whānau of English language learners about the student’s learning?
This diagram from The English Language Learning Progressions illustrates the relationships between the progress of English language learners in acquiring proficiency in English and the levels in the learning areas of the curriculum.
You could copy this diagram and the explanation of the relationship between learning in the curriculum learning areas and learning English from the PDF and use them to support your discussions with parents, families, and whānau. You could use them as part of a school report and/or as a prompt when conferencing with parents, families, and whānau.
The key points in the diagram and the relationship between students’ progress in English language learning and their learning across the curriculum in primary school are summarised below.
- The learning areas of the curriculum are represented in different colours on the right-hand side of the diagram.
- As students in years 1–4 progress in English, they move through Foundation Stage, Stage 1, and Stage 2. These stages are shown on the left-hand side of the diagram.
- As students in years 5–8 progress in English, they move through Foundation Stage, Stage 1, Stage 2, and Stage 3. These stages are shown on the left-hand side of the diagram.
- Students might start at primary school at any of the ELLP stages. Depending on their prior knowledge and experiences, primary students may take five years to develop enough academic English to meet the national expectations described in The New Zealand Curriculum Reading and Writing Standards for Years 1–8.
- English language learners are usually tracked on the ELLP stages until they approach the national expectations for English literacy.
Guidelines for English language learners and The New Zealand Curriculum Mathematics Standards for Years 1–8
Maths is taught in the English language, and students often need to show their maths knowledge and understanding through language. Teachers consider this when judging a student’s progress and achievement. At all times, teachers and principals need to know the English language proficiency level of English language learners, their learning needs, and the implications of this for displaying their knowledge and understanding of mathematics.
Teachers need to make judgments about a student’s readiness for participating in assessment procedures. Teachers base these judgements on information they gain from regular formative assessment during daily lessons, balanced by a sense of urgency and a need for accelerated progress.
At times there is a mismatch between teacher and/or student expectations and assessment results. Teachers will need to explore with the student whether the results can be attributed to difficulties with the language of a task or a lack of mathematical knowledge and understanding.
English language learners’ progress and achievement in mathematics will be reported in relation to the mathematics standards.
Written reports for English language learners
Schools will need to consider the method, content, and layout of their written reports to parents, families, and whānau. Some choices include:
- a student-led conference
- a portfolio
- a written report
- a student self-assessment.
Think about or discuss with colleagues:
- How will you describe English language learner’s progress in relation to the Standards?
- How will you show English language learners’ progress and achievement in reading, writing, and oral language using the ELLP stages but also report the learning areas and key competencies?
- Will you use the ELLP to determine what has been learned and the next learning steps in reading, writing, and oral language?
- Will some aspects of the report need to be translated and/or an interpreter provided for a parent conference to ensure the parent can understand and respond to the information and/or participate in the conference?
Teachers may find it useful to use The English Language Learning Progressions matrices or exemplars as a source for specific comments and “next learning steps”.
Community engagement
In successful community engagement, the school both communicates well and listens effectively to their parent community.
Schools may have groups of parents who would benefit from having important educational messages translated into their home languages. In some cases, the school needs to organise translations. In other cases, translated written materials may be available from the Ministry of Education.
Parents should always have opportunities to discuss and ask questions about their children’s learning.
- How would your parent community like their children’s progress and achievement reported?
- What methods will you use to communicate key messages about students’ learning to parents?
- How can you ensure that parents understand the role of The English Language Learning Progressions?
Materials to support parents’ understanding of the reading and writing standards, including leaflets, posters, and foldouts, are available online, for example:
- Supporting Your Child’s Learning (foldouts containing information on how parents can get involved in children’s learning and providing visual ways of showing curriculum expectations for each year group to parents).
You can include these materials in discussion sessions and conferences about student’s learning rather than just sending them home to parents.