Assistant Principal's report

What happened at school today?

I really enjoyed hearing from families who had tried some of our different alternatives to 'what did you do today?' It would be fair to say that some families found great success whilst others had a good laugh with me about how it really (really) didn't work! That's ok, in all of our families, kids respond to different types of communication. Is your child a 'side by side chatter*' instead? Do you have more luck waiting until you are doing a job or even gaming together before asking about their day? Or maybe your child is a 'competition chatter*'...maybe you or a sibling have shared something that happened at work or a friends house and it is then that they jump in with a comparison story of their own. You may even have an 'it's all history anyway chatter*'... one who likes to bring up a story, memory or worry from 2 weeks ago...but never on the actual day. I even know some parents of tweens and teens who say that they have better success connecting over text message or messenger as the written form of communication feels safer for their child.

However it is that you hear information from your child, whether drip-fed or via faucet: it's really about the listening and responding. At school we practise 'active listening' with students, and sometimes we adults need to practise it too! I know that personally after a busy day, sometimes I have to really mindfully and deliberately ensure that I am distraction free (that means no device for me!) and responding in an appreciative, open-minded and enquiring way if my child wants to share something. I figure that if I make that effort with the little things, they might be more likely to share the bigger things. Anyway you connect with your child, I promise it is always worth it.

*NB: these are titles that I made up, they are not evidence-based from any data except life experience! Do you have other titles in mind to add to my list?

Mobile Phones

Please ensure that if your child has reason to carry a device to and from school, that you have completed a Kalinda Primary School Personal Devices contract and returned it to your class teacher. We follow this procedure in accordance with Ministerial Policy 

Reporting to Parents

In the last 18 months, we have successfully launched the use of the Continuum in Compass as a way of tracking student progress against the Victorian Curriculum. This means that at any time during the year, parents can log on and see what growth their child has made against specific curriculum areas. This continuum is updated for your child throughout the year, most commonly you will see the greatest changes made in Terms 2 and 4 when a lot of our summative assessment takes place. 

This continuum is complemented by:

• Twice yearly Parent Teacher Interviews (end of Terms 1 and 3)
• Twice yearly written reports (end of Terms 2 and 4)
• A commitment to 'no surprises' - where teaching staff ensure they are in regular contact with families if there are any areas in which their child is making no or little progress.

With these systems now in place, together with our commitment to differentiated and targeted teaching, we will no longer be publishing Individual Education Plans (IEP) for students who are 12 months below or 18 months ahead of the expected curriculum level. The very specific and targeted information provided in the Continuum, together with the processes above - replaces the need for these documents. 

Students with significant learning concerns (especially those who are funded by DET under the Program for Students with Disability, or the Disability Inclusion program), will continue to receive a lengthier more targeted IEP that is co-created with parents and specialists.

Take care Kalinda, you matter to me. 

Lauren Hopkins

We are kind. We are resilient. We are respectful.