Monitoring Student Progress


See Learning Support Procedures for full information.  The Learning Support Procedure includes an update of how we will be monitoring student progress and achievement in light of National Standard changes.

The following forms are the overall tracking forms for all children.  Previously monitored children are on these forms with the links to their individual monitoring forms.

Learning Progress Maths

Learning Progress Reading

Learning Progress Writing

During 2017 the principal has been monitoring the progress of all students based on teacher inputs in to MUSAC.  In 2018 we will monitor the progress of all students using these forms.  We will no longer need to put in an OTJ for writing or maths on MUSAC.  

The positioning of the student on the form is an OTJ.  A sample of students will be moderated two-three times a term in syndicate meetings to ensure OTJ consistency.  The main tool for deciding the OTJ is our St Joseph's learning progressions.

The overall judgement for reading, maths and writing will be updated by class teachers at the end of each term.  

The principal will collate the results and report termly on progress to the board.

Features of the forms:

  • Major ethnicities are identified and children colour coded by ethnicity - the codes are on the first "Overall" tab.
  • ELL children are identified and their ELL progress docs linked.  The progress doc has an internal link to their individual ELL matrices.
  • For the juniors the time at school is indicated in terms.  1 term = 1 full term.  4 terms = 40 weeks.
  • Before the start of each new term and at the end of the year - position the children in their new place below the present term.  As we are looking at two sublevels movement in a year you might not see much movement for a couple of terms.
  • The year level in the top row guides the expectation.
  • There are links for any children with IEPs, high health needs or other individual needs.  Every child with an individual need has their own folder in the SENCO folder on the shared drive.  All external reports and assessments need to be saved here in PDF format.  So this should contain all relevant information on the child.
  • Individual learning support is for all children who are, or have been, more than a year below expectation = two sub-levels.   If these children also have IEPs they can be accessed through the links on the top of the individual learning support files.  The learning support files are linked to the child's name and will stay with them.  They are used for SMART goals which we enter and analyse each term (short presentation to BOT December 2017 on where we are up to with SMART goals).  Teacher aide time and support is allocated according to the needs of these children.   
  • Differentiated learning support is for children who are less than two sub-levels below expectation.  It is expected that with suitable classroom differentiation and instruction they will be able to reach the expected curriculum level.  Interventions for these children are according to normal classroom groupings with an emphasis on acceleration.  Master plans for these are at linked at the top of each tab.  Plans for the previous year are also included at the top of the page.
THIS IS NOT AN EXACT SCIENCE - there is no formal test and we don't want one.  It comes back to moderation.
For reading = not just the level a running record or probe puts them at - what are they doing with reading? 
For maths = not just numeracy but the full strand focus for their level?
For early writers - moderation will decide on what you mean by emergent, 1B and 1P and the gradations within.  You will also moderate with the COL.
For all levels - syndicates need to form an agreement of the main features that define each curriculum level.  E.g. for me one of the features of level 3 writing is the writers starts to CRAFT their writing - revising, improving.  For level 4 the paragraphs will start to link in an overall structure and flow.

National standards led us to think there were clear cut offs there aren't. No-one ever starts working at 4B - there is a long period of time when they are doing 3A and 4B at the same time.  If you can only say they are working at 4B when all aspects of the curriculum are at that level - other aspects will already be at 4P or 4A.  In the odd years 5 and 7 progress across a curriculum level is big and so it only looks like one sub level. 

There is a link to "intervention strategies that work" at the top of each page.  These are strategies that have facilitated accelerated progress.  Teachers should record successful strategies here for future reference and collegial support.

Links on first tab (Overall):

SENCO folder
Individual Education Plans 2018
ELL Achievement Plan 2018
ELL Folder

In 2018 we aim to further embed the practice of monitoring and reporting on progress.  To do this the senior leadership meetings will model what we hope to achieve in syndicate meetings and each meeting will cover:

  • Looking at one or two SMART goals,  checking they are SMART and making adjustments if they are not.
  • Sharing spiral of inquiry.  Peer coaching.
  • Moderation of student achievement.


Updating tracking sheet, week 3 term 2, 2017

Maths Tracking



These sheets are also on the "Learning Support" tab which is a teacher-only tab on the T&L site

At the top of each sheet is the links to all the other files you will need.

"Maths Learning Support Form Individual (master)" is the form you need to fill in for each child who is in the pink part of the table.  Instructions for doing this and linking to the child are listed below.

"Maths intervention strategies"  - this is the file where we can all put in strategies that have worked for us, or ideas of what might work.  We should try to build up a bank of ideas and resources so we are not having to rack our brains to come up with new strategies.

The "differentiated learning form" for each NS level is the form you use for children in the yellow part and you can put groups of children on this one.

Green section = OK, likely to be AT

Yellow section = below but likely to be "at" with sound differentiated teaching - ie. grouped and needs met within the group.

Pink section = (third wave, or tier 3) - children who need something extra, individualised acceleration. 

Refer to TKI for background 

How to link the learning and support form to the child

Click the learning support master form at the top of the document.  This is stored in the SENCO folder.  Copy the file and save it with the child's name.  Copy the share link for the file.  Return to the tracking sheet.  Click on the child's initials and add a link, paste the link for the child's file.  This file will stay with the child for the whole of their time with us.

Updating each term

Before the start of each term, copy the child's initials (containing the link to their file).  Then paste them in their new spot.  Highlight the link and change the colour to indicate the term.

For term 1 and 2 put in the mid year box and for term 3 and 4 put in the anniversary box.  Juniors should go in the box indicating their next report.

Make an OTJ each term to put the child in the box that best fits their level.  You don't have to do extra testing, if you are using your learning progressions effectively, you will know exactly where the child sits and so will the child.

There should be no surprises at report time - any child at risk of being below, should be listed with support in place.

Starting off with the monitoring forms


To do now:

1. Make sure all your students at risk of being below are in the correct place on the tracker.

2. I (LFR) have started to add some links to those students that were put up in the holidays to give you a head start.  For the rest - use the master learning support file to create individual files for your children and add them as links to the initials on your tracker.

3. Choose one thing you are going to do for each individually targeted child.

BEAR IN MIND OUR PD THIS YEAR and don't seek to introduce totally random new things - these things will help targeted children:

  • evidencing learning
  • knowing learning progressions - where they are and next steps - leading to explicit goal-set
  • phonics and spelling programs
  • middle school analysis and next steps for maths (work in with Morgan)
  • also think about the appraisal goal you set yourself as a result of our staff pd sessions last term. You will be observed on that goal  - how could honing this skill help your target learners?

Inclusive learning for diverse learners - Term 1 - Week 2

Monitored Students: - master form (this is now old)
Groups of students can be entered on this form.  All students targeted or at risk of not achieving need to be identified and specific SMART (Specific, Measurable, Achievable, Realistic, Time based) goals made.  At this stage, gather all assessment information, including student voice and as far as possible, parent voice (after parent interviews) and come up with a "hunch."  Your first action in term 1 will be to act on the hunch and measure the effects of the action.  
Look at the target plans for your target student groups and include these actions in your plans:
Special Education Needs Register - at this meeting, use your MUSAC achievement information in hubs to fill in this register.
Gifted and Talented Register: in 2012-13 parents were extensively consulted on how we do enrichment.  They all said their preferred means of "finding out" would be through the goal setting interviews at the start of the year.  When you share remember to be clear about "possible" and "probable"  and the main focus is what we can do to include the needs of all learners within class.  Although we will also be looking at some extra extension opportunities later.

Background information on Universal Design for Learning

Universal Design for Learning Guidelines