Date
18 September 2019

Identify areas where students may need additional support

Suggestion for implementing the strategy ‘Reviewing your planning, monitoring, and reporting obligations’

Identify learning needs

Identify learning needs

Identify learning needs of students who require additional support.

Students working at or above the curriculum level for their age
Students who need teaching adaptations and/or individualised support to access the curriculum and achieve at or above the curriculum level. They are likely to have access to a range of special education services and resources.

Students working at level one of the curriculum for most (possibly all) of their schooling
Some students will learn within level 1 for most of their schooling in some or all of the learning areas. Others may not be learning at the same level as most of their peers but are learning within levels 1–8. An individual student may be working at different curriculum levels across different learning areas. Regardless of the level, all learning must be valued and recognised as progress. These students are likely to have Individual Education Plans and may be the recipients of ORS funding.

Students who need additional support to work at the curriculum level for their age
Students who need effective teaching and accelerated teaching programmes to access the curriculum and achieve at the curriculum level for their age. They are likely to need short-term access to some special education services and resources.

Develop a learning support register

Develop a learning support register

Suggestions for developing a register and monitoring student progress.

For more information read Guidance for supporting students with special education needs, page 2.

  • Be clear about its purpose, how it will be used, how its information will be confidentially shared, and how and by whom it will be managed. 
  • Decide how you will identify students who need additional support and who, from within or outside the school, can help with assessing student needs.
  • Identify students within your school management system, if it supports this. 
  • Use your register to coordinate support across the school. Focus on learning needs to meet the goals in the curriculum, to achieve NCEA, social and emotional support, and support students and parents might need at home.
  • Think beyond the student to wider school changes that can be made to support learning, such as professional learning and development, inclusive teaching approaches, and cross-school programmes and initiatives.
  • Establish a process and timeframe for monitoring and evaluating the progress of each student on the register.
  • Avoid negative or disparaging language when identifying and writing about students with special education needs.

Utilise technologies to share information

Utilise technologies to share information

John Robinson reflects on maximising the potential of the SMS and ePortfolios.

Review N.A.G. requirements

Review N.A.G. requirements

National administration guideline (NAG) 1 requires all schools to identify their students who are at risk of not achieving.

NAG 1c Each board, through the principal and staff, is required to, on the basis of good quality assessment information, identify students and groups of students:

i. who are not achieving
ii. who are at risk of not achieving
iii. who have special needs (including gifted and talented students), and
iv. aspects of the curriculum which require particular attention.

NAG 1d Each board, through the principal and staff, is required to develop and implement teaching and learning strategies to address the needs of students and aspects of the curriculum identified in (c) above.

Source: The national administration guidelines (NAGs) (opens in a new tab/window)

Useful resources

Useful resources

Wellbeing for success A resource for schools

Wellbeing for success: A resource for schools

Read time: 34 min

Publisher: Education Review Office | Te Tari Arotake Matauranga

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Next steps

More suggestions for implementing the strategy “Review planning, monitoring, and reporting obligations”:

Return to the guide “The role of the board of trustees”

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