M6+-+G4+-+Family+and+Whānau+to+be+active+participants

• Communicate with and actively involve our school communities in the changes in pedagogy and use of e-learning.

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Awapuni School
on their children’s learning in a digital environment. || Parents with internet access in the home are encouraged to respond to their child's blog entries, giving feedback and a purpose to write. || http://room2awapuni.blogspot.co.nz || Ongoing || file:///Users/rainat/Documents/ICT/Presentations/Massey%20presentation.key || Digital presentations will be created when appropriate. || school’s digital citizenship model. || This has not yet been achieved in our school. ||  || To first identify those families that have internet access at home via a school wide survey then make a decision on developing a model for our school. ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. || Opportunities arose several times where students presented digital presentations in school assemblies, special visitors to our school e.g. Thailand Teachers, Lecturers and Professors. || School presentations
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || Parents with internet access do make comments on our school website and classroom blogs however not as many as we'd like. || School website and classroom blogs || Ongoing ||

Central Normal School
school’s digital citizenship model. || We are considering opening up bookable time slots in our school library with internet access for parents, families and whānau. A DCM would be co-created with parents and Cyber Safety agreement would need to be signed by all users. ||  ||   ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback on their children’s learning in a digital environment. || Parents, families and whānau are encouraged to engage with the schools website and class blogs and wikis || http://matanginui.wikispaces.com/  [] ||   ||
 * 2. School community events to share learning. || School assemblies, team assemblies and class events allow whānau to see some of the work being undertaken by staff and children using IT tools. || [] ||  ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || The expectation of all staff to have and maintain class blogs and the creation of some team wiki sites has meant that those whānau with internet access are now able to access some of their childrens work, and at times, make comments. || ongoing ||  ||

Cloverlea School
on their children’s learning in a digital environment. || A school wide survey has been completed to allow the communityto comment on a range of issues around ICT. e.g. parent knowledge, use of school web-site, wikis and blogs,understanding of digital citizenship and desire to attend relevant workshops run by school staff. || || To run workshops which meet needs stated by the parents in their responses. || school’s digital citizenship model. || Our responses from the survey is that a majority of our parents have little or no understanding of digital citizenship. As a result we need to up-skill parents to give them the knowledge required to make an informed decision on the type of citizenship model they would like for our school. || Results from Survey. || Hold workshops. || Classroom wikis and blogs available online via school web-site. || Ensure the school web-site is constantly up-dated by up-skilling more staff members. ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. || This is consistently ongoing through school assemblies, blogs and wikis. ||  || On going ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || More parents are visiting the school web-site for information rather than wanting hard copies sent home. More parents are visiting blogs and wikis regularly and a few parents are making comments on their children's work. || Newsletter on line via school web-site.

Hokowhitu School
on their children’s learning in a digital environment. || Class blogs are regularly promoted in School news letters. The School website has been redesigned with the aim of it being updated and kept relevant. Parents are encouraged via class notices to post comments on class blog posts. ||  || Review of how class blogs and website are promoted and used to connect with the school community || evenings for work to be shared and Children to run workshops teaching digital skills. || school’s digital citizenship model. || In planning stage at this point. Consultation and planning will begin in 2013. ||  ||   ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. || Ongoing events such as school and syndicate assemblies to promote digital work. ||  || Aim to have digital
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || Some class blogs have regular comments posted by parents. The school community has a more up to date and relevant picture of what is happening at school through viewing some of the schools blogs and School website. ||  ||   ||

Kairanga School
on their children’s learning in a digital environment. ||  ||   ||   || school’s digital citizenship model. ||  ||   ||   ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. ||  ||   ||   ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. ||  ||   ||   ||

Longburn School
on their children’s learning in a digital environment. || Recently attained the interoperability options between our SMS and LMS and are exploring how to utilize this feature effectively. ||  || Trial parent portal with with either selected parents or one class before full launch early 2013 || school’s digital citizenship model. || Informal conversations only at this stage ||  || Survey to be sent out early T1 2013 ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. || ICT presentations often part of assemblies. IWBs and Open Evening. ||  || Other evenings planned for 2013. ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || Website - What's on updated weekly, Fortnightly newsletters uploaded when published - Photo slideshow updated twice termly. Parent/caregiver's competition run to encourage website viewing. ||  || to encourage parents to view website more frequently - to gain full participation with e-tap parent portal by end T1 2013. ||

Te Kura o Tākaro
on their children’s learning in a digital environment. || Whanau that have internet access are encouraged to check out our school website and the classroom blogs and also to respond to their children's work. We also promote the class blogs by letting the whanau know about updates through facebook or texts. || https://www.facebook.com/groups/120175121349841/ ||  || school’s digital citizenship model. ||  ||   ||   ||
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback
 * 2. School community events to share learning. || An ICT components is often presented as part of a class assembly. ||  || Ongoing ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || More of our whanau are now more aware of what is happening at school. We have opened more portals of communicating to them such as the use of facebook, text, school website and/or phone call. Quite often we use facebook to send reminders of events because we found that most of our whanau have access to this via the computer or smartphones. || https://www.facebook.com/groups/120175121349841 ||  ||

Tokomaru School
on their children’s learning in a digital environment. || Parent/teacher/student conferences are shared using Powerpoint and presented on projector, so that the information can be presented in a clear way by the students. They are able to enter their goals and share them with their parents (even if they are not present)
 * **Cluster Success Indicators** || **Progress to date** || **Evidence** || **Next steps** ||
 * 1. Explore opportunities for families to share and give feedback

The blogs give parents/familes/community the opportunity to give feedback and leave comments on learning. ||

Parent and community comments || Look to include video/sound to make the presentations more like an e-portfolio style. || school’s digital citizenship model. || At this stage staff are looking at the structure of the model and then results from the school survey will be looked at and incorporated where possible and appropriate. ||  || Continue to develop the model in line with our school's needs. ||
 * 2. School community events to share learning. || At school assemblies we have shared learning that uses ICTs. ||  || Continue to share learning using ICTs where appropriate and meaningful. ||
 * 3. Families will be actively involved in the development of the
 * 4. Progress made across the 3 years of the cluster. || Families and the Tokomaru School community are now more readily able to access ways of commenting on their childrens' learning through the class blogs. This gives the students an opportunity to respond where they may not have been able to get that feedback before. ||  ||   ||