Transcript Slide 1

NATIONAL STANDARDS
NATIONAL STANDARDS
“… the most important thing about a child's performance at
school is their progress. So even those children who come in,
who are not necessarily prepared for school, it's the progress
that they're making against the standards that's important.
It's not important where they are at any particular point. What is
important is where they've come from and where they are and if
they're not making the necessary progress what needs to be done
to lift them”.
Anne Tolley, Q&A, 20 September 2009
“Lifting Māori educational achievement will help raise the overall
performance of our education system, productivity and the
economy. It is the right of every learner to be successful
and the education system must deliver on this entitlement”.
Anne Tolley,
Foreword to Ka Hikitia, 2009
NATIONAL STANDARDS
Overview of this session:
1.
2.
3.
4.
5.
Understanding the vision
Consultation feedback and what’s changed
2010 – actions
Support and resources
Discussion time
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NATIONAL STANDARDS
Consultation - Issues and Responses
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Reporting needs to focus on value-added
Need for practical support for assessment and moderation
Short timeframe for implementation
Ability of teachers to make consistent judgements
Potential misinterpretation of data
NATIONAL STANDARDS
Parents, Families & Whānau feedback
• A focus on a well-rounded child
• A range of ways of reporting
• Plain language and honest reporting
• Parents asked for suggestions of how they can provide
practical help at home.
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2010 Actions
• At least 2 written reports to parents, families and whānau a year
in plain language on their child’s progress and achievement in
relation to the National Standards
• Suggested headings include:
•Student’s current learning goals
•Student’s progress & achievement in relation to the standards
•What the school is doing to support the student’s learning
•What parents, family and whānau can do to support the
student’s learning
•Results from assessments undertaken
• Report formats are a school choice
• Set 2011 charter targets
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ERO - Reporting about use of Standards 2010
• The quality of teaching and learning within the NZ
Curriculum
• Boards’, principals’ and teachers’ understanding of and
preparedness to use the standards
• How current school practices enable:
• teachers to use assessment data to provide focused
teaching
• judgements about student achievement and rates of
progress
• teachers to report accurately to parents, families,
whānau and students
• school leaders to benchmark achievement information
for self review, planning and reporting
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Mathematics Standards
• Aligned with the mathematics and statistics learning area of
The New Zealand Curriculum
• One standard for each year/age level, comprising expectations
under the three mathematics strands
• Level of difficulty is based on the achievement needed for
students to be on track for success throughout schooling
NATIONAL STANDARDS
Reading and Writing Standards
• The standards are set at desirable and achievable levels
• Writing and reading standards are aligned with the Literacy
Learning Progressions
• Improved clarity with some of the illustrations
• English Language Learners (ELL) assessment against the
standards
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An educationally sound approach to assessment
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Assessment Strategy and Process
Assessment should:
•Benefit students
•Involve students
•Support goals
•Be suited to the purpose
•Be valid and fair
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Overall Teacher Judgements
Gathering evidence & making an overall teacher judgement in relation to the
standards is not a separate activity for teaching and learning, but rather a
process of drawing on, and applying, the evidence.
Use a ‘best fit’ approach after drawing on multiple sources – not multiple
tests. You decide on the assessment programme (mix of assessment
information to gather) that best suits your context.
Students should participate in the determination of the overall teacher
judgement about their work.
Overall teacher judgements are about progress (growth) and
achievement (level).
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Moderation.
•Effective assessment practice involves moderation.
•Moderation involves teachers in professional discussions about the
judgments they are making
•A teacher’s overall judgement can be moderated within schools by
teachers working with each other
•Many teachers/school leaders are already familiar with, and using,
this type of process.
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Fit for Purpose Tools
•Alignment of assessment tools
•Development of e-asTTle
•Writing Tools
•Assessment Resource Banks
•Refresh and renew exemplars
•Enhancements to SMS and development of ‘assessment modules’
•TKI Assessment Community: tool selector and assessment resources
maps
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Self Review Tool
What are our
students’ strengths
and learning needs?
What are our professional
Strengths and
Learning needs?
What has been the
impact of our
changed actions on
students?
Engagement of
students in new
learning
Engagement in
professional
learning
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National Standards and English Language
Learners
•English Language Learning Progressions (ELLPs) enables teachers
and schools to identify starting points for new learners of English, and to
track and monitor progress over time.
•Works alongside the Literacy Learning Progressions. Learners will be
working towards proficiency in the same reading and writing
competencies as all NZ students.
•Progress and achievement of ELLs may be assessed and reported
using the ELLP rather than National Standards for specified periods of
time.
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Students With Special Needs
The only difference for these students is how progress of students is reported.
These are students who have:
•very significant learning disabilities, and
•are funded through the Ongoing and Reviewable Resourcing Schemes or
are receiving Supplementary Learning Support, and
•are likely to learn long term within Level One of the New Zealand
Curriculum.
Progress for these students will be assessed against the standards as part of
their Individual Education Programme processes.
Boards of trustees will report on these students’ progress separately in their
annual reports
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National Standards Support
National Standards Pack - November 2009
Regional facilitated sessions- from November 2009
Web seminars – from 9 November 2009
Online resources include:
*General information about National Standards
*Assessment *Literacy *Numeracy * Self review tool
*Information for parents *Reporting to parents, families and
whānau
All principals and lead teachers, teachers and boards will have the
opportunity to take part in workshops and seminars. Further support
will be tailored to meet your specific needs.
NATIONAL STANDARDS
National Web Conferencing Seminars
Starting 9 November 2009
1 hour session running over 5 weeks (Mon-Thurs)
9am, 12pm, 3.30pm and 7pm
http://www.e-admintraining.co.nz/
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What do I need
to learn next?
How will my teacher
help me?
How will my parents/
whanau help me?
NATIONAL STANDARDS
What now?
• Discussion time
• Responses to questions
• Questions can be given now or sent to
[email protected]