Lead Teacher Workshop 2

Purpose of this session is… To consider how your school’s current approach to assessment supports teachers to make overall teacher judgements (OTJs). Continue to explore the mathematics behind the National Standards Share and discuss examples of reporting to refect on current reporting systems.

Overview 9.00What are the current issues? 9.15Strand – Geometry and the Standards OR Revising the Number Framework – Observable Behaviours – ‘breaking down’ Stage 5 (Level 2) 10.00Making OTJ’s using sources of evidence (from a child in your school if possible) 10.30Morning Tea 10.50Reporting principles 11.15Share and discuss report templates

Warm Up Space Zapper (FIO Link Number Book 1, Page 8)

Reflection on the Implementation of National Standards How have you used the learning from the first lead teachers workshop? (if attended). What are your current successes and challenges? Discuss in your groups then share with the wider group.

Clarifications/answers Why is there no ‘well above’ when there is ‘well below’? The Ministry require the numbers of children at well below for funding reasons. Schools are welcome to use ‘well above’ if they wish. Is there a separate progression for ELLs in Maths? No. Maths is an academic language for all -however be reasonable!!! Has the Expectation grid been finalised? Yes - it is on the wiki now. Are examples of plain language comments coming? Term 3 NOTE: changes to Stage 3 in the Framework

Engaging with the Standards through a rich task Making a Sweet Treat for Mum Make a suitable package for your sweet treat Design a label for your treat using reflection and rotation Place yourself on the progressions.

Geometry & Measurement Learning Progressions two-geometry-and- measurement#content

What makes a rich mathematical task?  It must be accessible to everyone at the start.  It needs to allow further challenges and be extendible.  It should invite learners to make decisions.  It should involve learners in speculating, hypothesis making & testing, proving & explaining, reflecting, interpreting.  It should not restrict learners from searching in other directions.  It should promote discussion and communication.  It should encourage originality/invention.  It should encourage ‘what if’ and ‘what if not’ questions.  It should have an element of surprise.  It should be enjoyable. Ahmed (1987) learning-modules/Engaging-learners-with-mathematics Or go to the Wiki – Engaging Learners with Mathematics

How could you adapt the activity to make it more challenging?

What does this have to do with making an Overall Teacher Judgement?

An Overall Teacher Judgement (OTJ) involves… Ref: tki.org.nz/Overall-teacher-judgement drawing on and applying the evidence gathered up to a particular point in time in order to make an overall judgement about a student’s progress and achievement Is this different to teachers continually adjusting their teaching to match learning needs based on what they notice ? – If so, how?

Assessment Key Messages (page 12) When assessing a student’s achievement and progress, the teacher needs to make an overall teacher judgement (OTJ) about the student in relation to the whole standard (paragraph 1). A strong understanding of Number is vital …..the expectations for Number are the most critical requirement for meeting a standard” (paragraph 5)...independently and most of the time (paragraph 4).

Revisiting The Number Framework Stage Stage Description, e.g. Advanced Counting

The Number Framework Stages One-to-One Counting Counting From One on materials Counting From One by imaging Advanced Counting Stage 5 Stage 6 Stage 7 Stage 8 Early Additive Part- Whole Advanced Additive Part- Whole Advanced Proportional Part- Whole Advanced Multiplicative Part- Whole

12345 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y Curriculum levels Mathematics Standards Numeracy Strategy Stages Adult Numeracy Level

Where does Grace sit for Number?

Stage 5, EA, Level 2 part-whole using addition facts, e.g Place value units without renaming, e.g = 90, and 87 – 30 = 57 Multiplication using addition facts, e.g as 2 x 8, 6 tens as 6 x 10, part whole using subtraction facts, e.g and simple connection between add/sub e.g.14-6=? solved using 7+7. Place value with simple renaming, e.g =, and 73 – 9 Multiplication using halving,e.g.14÷2=7 as 7+7 =14, doubling, and simple known facts e.g.2 x 6 = 12 so 3 x 6 = 18 (adding on), What is the difference between ‘After 3 years at school’ and ‘By the end of Y4’?

Making a Best Fit Overall Teacher Judgement (OTJ)

Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence gained from assessment tools, including standardised tools: Conferencing Interviewing Questioning Explaining Discussing Overall Teacher Judgement Sources of evidence to support OTJ: What is your initial assessment about where a child is at? Then use other evidence to defend/adjust your judgement.

Observation of Process Evidence gained from informal assessment opportunities: Learning Conversations Evidence arising from Learning Conversations: Test Outcomes Evidence gained from assessment tools, including standardised tools: Conferencing Interviewing Questioning Explaining Discussing Overall Teacher Judgement Sources of evidence to support OTJ: What is your initial assessment about where a child is at? Then use other evidence to defend/adjust your judgement. Classroom Observation Student books and tasks Running Records Student peer assessment Gloss and IKAN 6 year Observation Survey PAT Star E-asTTle/AsTTle V4 GLoSS and IKAN

Alignment of formal tools

First Make a “best fit” overall teacher judgment. What is your ‘gut feel’ about that child then support it with evidence. Second Consider judgment in relation to student’s age or year level Third Identify next teaching and learning steps

Which standard is the best fit for each of these students?

Student A So if he is a Y6 student he is.. above, at, below, well below? Strengths, weaknesses? Next learning steps?

Student B

Student C

Your Turn! 1.Share samples of work/other evidence (informal and formal) about a child in your class. 2.All make independent judgements of that child (using the progressions to help). 3.Discuss and compare your judgements.

Moderation of OTJs Why is this useful? To get a shared understanding of: what students should be able to do at each standard what student work should look like at each standard how formal assessment tools relate to the standards consitency of OTJ’s

A suggested moderation process Teachers meet – each teacher brings three to four samples of student work or other evidence that they believe shows a child is meeting a particular standard. Decide which student samples should be brought to the process; eg a low, middle, high achieving student / or students who are difficult to determine

To start, each teacher makes independent judgments using the samples and shared criteria. (Have the curriculum, the National Standards and the literacy and numeracy progressions available as resources). Then the group discusses and compares their results. The group discusses the degree to which they have a shared understanding of the National Standards, how consistent their judgments are and what further actions they may need to take. Moderation

Related weblink Further information for teachers on using the moderation process is on TKI: use-of-evidence/Moderationhttp://assessment.tki.org.nz/Effective- use-of-evidence/Moderation Material for teachers from script scrutiny will also appear in the effective use of evidence section

Critical Questions for schools. 1.What should these children’s next learning steps be, and what does that mean for my teaching? 2.Which children do we need to consider as a whole staff or syndicate?

Morning Tea

I Spy Deal out the cards in 4 rows of 8. The caller looks then says “I spy ….. the number before / after /in between… a pair that make 10 two numbers that make…. 15) two numbers with a difference of… two numbers whose product is….etc. The cards must be touching vertically, horizontally or diagonally Variation : “Mystery Card”

Reporting NAG 2A (a) report to students and their parents on the students’ progress and achievement in relation to National Standards. Reporting to parents in plain language in writing must be at least twice a year; Reporting to the Board of Trustees: Including in the school’s annual report the number of students at, above, below and well below the standard including Maori, Pasifika and gender

Questions from the Self Review Tool for Reporting –How do we ensure our reporting clearly describes students’ progress and achievement? –How do we ensure our students are able to contribute to reporting? –How do we develop effective partnerships with parents, families/whanau?

Reporting to parents Standards are written for ‘end of year’ Could report in relation to: –The standard the student meets (i.e. best fit) –The year level standard (above, at below well below) or –a scale the school is currently using. Need to report to parents in writing twice a year. The first report should be in relation to expected progress and achievement towards the end of year target. - If they have already met it - tell them so and what’s next?

Principles for reporting Involves the students Supports learning and next steps Language clear and easily understood Honest and transparent No surprises Strengthens educational partnerships with students and whānau

What do parents want to know? What their child can do and how they have progressed Their child’s progress and achievement in relation to the standard for their year level Their child’s goals How they can help

Tips for writing in plain language (from Reporting to Parents on TKI) Keep words, sentences and paragraphs short and simple. Bullet points work well for clarity. Inform then show, e.g. a piece of maths work. Encourage student comments. Leave out anything that is not relevant. Use a summary sentence to get to the point first, then explain in more detail. Use language that is familiar and easy to understand. When explaining a learning process, use actual examples where practical. Avoid jargon where possible. If absolutely necessary explain what it means every time. Be personal: use ‘I’, ‘my’, ‘their’, ‘her/he’, ‘you’. For assessment results – give clear final results

Share report examples

Planning Time What questions have been clarified? What will you take away to use with your staff. Please take 5 minutes to complete our Evaluation form – thank you! Go to Northcote Birkenhead Glenfield Cluster Lead Teacher links

Thought for the day Remember that frequently ….. The student knows more than the teacher about what he has learned even though he knows less about what he was taught. Just because you’ve taught it doesn’t mean they’ve learned it

. Related weblink Further information for teachers on using the moderation process is on TKI: evidence/Moderation evidence/Moderation Material for teachers from script scrutiny will also appear in the effective use of evidence section