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NATIONAL STANDARDS

NATIONAL STANDARDS

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NATIONAL STANDARDS

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  1. 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

  2. Overview of this session: • Understanding the vision • Consultation feedback and what’s changed • 2010 – actions • Support and resources • Discussion time

  3. Consultation - Issues and Responses • 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

  4. 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.

  5. 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

  6. 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

  7. 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

  8. 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

  9. An educationally sound approach to assessment

  10. Assessment Strategy and Process Assessment should: • Benefit students • Involve students • Support goals • Be suited to the purpose • Be valid and fair

  11. 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).

  12. 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.

  13. 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

  14. 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 in professional learning Engagement of students in new learning Self Review Tool

  15. 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.

  16. 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

  17. 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.

  18. 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/

  19. What do I need to learn next? How will my teacher help me? How will my parents/ whanau help me?

  20. What now? Discussion time Responses to questions Questions can be given now or sent to national.standards@minedu.govt.nz