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Overview of this session Vision of National Standards requirements. Making sense of the standards. Assessment. Reporting to parents, families and whānau. Support and resources.

Provide at least two written reports to parents, families and whānau in plain language about their child’s progress and achievement in relation to the standards. Set targets for student achievement in relation to the National Standards for 2011 charters. Work with the standards in 2010

Make sense of the standards and what they describe as expected achievement across year levels. Ensure that your school’s assessment systems and processes support effective teaching and learning and enable reliable judgements about student progress and achievement. Adjust reporting to parents formats or processes as required to incorporate reporting in relation to National Standards. What your school should do next year

Become familiar with the standards. Workshops in 2010 – for principals and lead teachers – to support them to lead the learning in their own schools. New resources to build knowledge about literacy, numeracy and assessment in relation to National Standards are available. Making sense of the standards

Assessment

Important that teachers and students –Know the purpose of the assessment –What is being assessed and why –Know how to use what is learnt from the assessment activity to improve teaching and learning. Teachers and schools will still decide what assessment systems and processes to use in schools –Ensure that there is enough information to make good judgements about students progress and achievement. Assessment

What is an overall teacher judgement? –Using evidence gathered over time to make an informed judgement about a student’s progress and achievement. What’s new about this? –Making overall teacher judgements about a student’s progress and achievement in relation to the National Standards. Making an overall teacher judgement

1.Consider the evidence and judge the ‘best fit’ for each student in relation to the standards – where are they? 2.Consider how much progress they have made – where were they? 3.Consider the current level of achievement to the expected standard – where are they in relation to where they need to be? 4.Discuss and moderate judgements with others. What might the process look like?

Teachers regularly moderate or discuss their thinking with each other now. Many schools already have effective moderation processes in place. Moderation involves teachers talking with each other to explain the judgements they have made and the evidence they have used. Workshops to learn about moderation will be available in Moderate judgements with others

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NAG 2A: Reporting to parents Schools must report to students and their parents on a student’s progress and achievement in relation to National Standards. Reporting to parents in writing, in plain language must be at least twice a year. Workshops about reporting to parents will be available in

Many schools have effective reporting processes developed with parents. Other schools might want to take this opportunity to find out more about what their community wants. What do your parents, families and whānau think?

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School level data –School strengths and identified areas for improvement. –The basis for identifying areas for improvement. –Planned actions for lifting achievement. The numbers and proportions of students at, above, below or well below, the National Standards, including Māori and Pasifika, and by gender. How students are progressing, as well as how they are achieving. NAG 2A: Annual reports

English language learners’ progress and achievement in learning to read and write in English may be tracked, monitored and reported on to parents using National Standards or The English Language Learning Progressions. Schools and teachers will use their judgement to determine which is more appropriate. English Language Learners

Guidelines for English language learners’ in Years 1 to 4: Students working within Foundation and Stage One of ELLP may be tracked, monitored and reported on to parents using ELLP rather than National Standards for a period of up to two years. Guidelines for English language learners’ in Years 5 to 8: Students working within Foundation, Stage One or Stage Two of ELLP may be tracked, monitored and reported on to parents using ELLP rather than National Standards for a period of up to three years. English Language Learners

A very small number of students: 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. Students with special needs

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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. ERO – 2010 reporting about standards

Introductory workshops for all principals and lead teachers. –Preparing principals and lead teachers to lead. –School self-review and development planning. Additional regional workshops. –Assessment, overall teacher judgement, moderation, reporting to parents, engaging parents, families and whānau. Further workshops, school based sessions or in-depth support will be available according to the identified needs of teachers and schools. Specific workshops for provisionally registered teachers, overseas trained teachers and teachers returning to teaching. Professional development and support

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 This tool was developed by MoE alongside Helen Timperley, Pam O’Connell (Learning Media), Elaine Hines (NZSTA) and an external reference group. Underpinned by BES findings in professional learning, leadership and teaching and aligned with ERO review processes. Where will you start and why? Self Review

How will my teacher help me? How will my parents help me? What do I need to learn next?

To support schools that ask for help – some schools will request this and others won’t. Continue developing a closer relationship between providers, local Ministry offices and schools for delivering professional development. Examine and review its processes to ensure that quality support is delivered to those schools that require it. Continue to develop material to support schools eg. Reporting templates, literacy and numeracy resources. What is the Ministry’s role?

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Review of topics Vision of National Standards requirements. Making sense of the standards. Assessment. Reporting to parents, families and whānau. Support and resources.

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