Minutes of Meetings and communications with staff/support staff

Term Three Week 6
Monday Jodie at school - she let me know that wednesday was the due date for next round of referrals
Discussed Literacy group working with  Senior Children. Jodie to follow up with what is the plan going forward.
Monday touched base with Bryony regarding Referral of Katie
Monday talked with Justin regarding referring Jackson and got this under way
Jo asked regarding referral for Sienna - gave forms to Jo for referral and we discussed which would be best RTLB or CDU. We decided to do both.

Tuesday - talked with Mike regarding getting the form for RTLB signed by Jacksons caregiver Tracey
Tuesday Morning Tea - Met with Angela Hickling and discussed Kouroush and his new programme which he is working on with Mel Target blends pl, cl, gl, bl, fl, sm, sp, sn,

Wednesday 30 August - Meet with Jodie and went through the 3 referrals with her and ranked them in urgency
Gave CDU forms to Jo

Evidence of participation in staff meetings

Participation in Staff meetings
Team meeting minutes

Term Three Week 6
https://docs.google.com/document/d/1jG-FDZWHK8R4RCme3u_76apqK098bbK94bFQRAxnr34/edit?ts=59a62291

email evidence of Relationships with staff and parents

Evidence of Professional Relationships

Screen shots of emails showing communication with staff


With Parents

Key Points -SENCO Powerpoint August 2017

Reading of Powerpoint  - Child Development Service 
 August 2017
https://docs.google.com/presentation/d/1kyK5XAkHFvS24v_8yOav4-FnLja6Xy0ylfa1JwR117Q/edit#slide=id.p18

Key Points

•  Involve parents Early, gather vital info about child from parents,  complete a parent questionnaire with parents.
•  Ensure Parents consent to referral and are on the same page as school and are kept in the loop 
•  Gather all data necessary and examine for child's strengths and areas of need 

N.B. can be long waits as children are pirotised and those most in need identified and seen first 

• Multidisciplinary approach
• Different pathways for individual children to ensure individual needs are met

Inquiry Team - Rich Tasks

Rich Tasks

Today we redefined this as Rich contexts after our readings and collaboratively began to complete our inquiry spiral. We scanned our readings and clarified our collective understanding of Rich tasks and decided with our new understanding to call it rich contexts. Focusing: We have decided to focus on ensuring teachers understand what Rich Tasks are and then using these to foster student agency and Key Competencies.

Scanning: 26 February 2018

We discussed the definition of our Inquiry and decided we need to do some readings around what is
a rich task to make sure we all have the same understanding before we can truly understand what
we are tasked with doing.  BJ shared the Inquiry folder with the team so we can all add articles in.
We also want to find out what our maths data is saying. What data do we have? How do we gather
this data at the different levels?

We looked at the EFS Guiding Principles and the Science Capabilities.

Guiding Principles or EFS

http://www.enviroschools.org.nz/enviroschools-programme/guiding_principles

PAT data for math showing year group comparisons (yr 4-8, 2016-2017)

https://docs.google.com/document/d/1b7c5xjj5WIfVLckpIFu_HGJWa1pBJezz7aoumBD4dTc/edit?usp=sharing

Pass on data sheet by class may be worth looking at for junior school math data- but no ‘set place’. Is our class edge musac worth exploring?

Science capabilities questioning sheet

https://docs.google.com/document/d/1B5osH6Er0vKtEzGL0XY2bBnayLeA7mNKbfbAy83KWWU/edit?usp=sharing

Focusing

Slide Presentation Developed to show where we are at as a team and presented 
to staff W10 T22018
https://docs.google.com/presentation/d/1nq3EefYbq9qjx-3npeffgJD3nJOH6NFYFTYVK8dwL0M/edit#slide=id.p

Learning 

Shared Inquiry Folder Google Drive