Language of the KTap

“INDUCTING IN” 

• This is the process whereby the incoming school utilises knowledge provided by the student’s current school (contributing school) about the student.

• This data is currently collected and collated by either the school or RTLB.

• The current ‘TAP’ focuses on the movement between the two school settings and is a professionals-only document.

• The TAP is used to plan the most appropriate support for the student’s start at the inducting school.

• The TAP is shared with the student’s new teacher(s).

This shift of focus onto the “inducting in” school acknowledges, as we all know, that an effective transition period doesn't stop at 6 weeks and occur ‘neatly’ in Term 4 and Term 1.

The ‘Transition’ now gives equal attention and weight to where the student has come from and also where they are going to. The emphasis now is on the ‘Induction’ process for the student, across as many weeks or many months needed, in the new school setting.

The “inducting in” process accounts for the fact that successful transitions require a “school wide culture that progressively supports students to adapt to the ongoing educational and social changes” in a new school setting. (ERO 2012)

Education Review Office. (2012). Evaluation at a Glance: transitions from primary to secondary schools.

“TRANSITIONING OUT” 

This is the process whereby:

• Relevant data is provided by all adults who work with the supported student at the contributing school and have key knowledge to share.g. teacher, Teacher Aide, relevant medical info.

• This data will be collated on a Waimea Kāhui Ako-specific document and used for all supported student transitions across this Kāhui Ako.

• This document is evidence-based in terms of what educators need to know to effectively support a student’s learning, social and emotional needs.