1. Mathematics Standards
Making Sense of the
Mathematics Standards
Lead Teacher Workshop 1

2. Purpose of this session is…
For mathematics leaders to gain a greater understanding of the Mathematics Standards.
To enable mathematic leaders to support their staff as they begin to implement and integrate the Mathematics Standards alongside the New Zealand Curriculum.
Make explicit in the intro that this is a taster only and will be followed up further in future workshops.

3. Overview: 9 - 12.00 Key messages
Making Overall Teacher Judgements (OTJ)
Morning Tea.
Reporting
(After Lunch from 1 - 4, it is the literacy Session with Margaret Hayes)
The purpose of this session is:
for school leaders to gain a greater understanding of the Mathematics Standards.
2. to enable school leaders to support teachers as they implement and integrate the Mathematics Standard alongside the Reading Standards, Writing Standards and The New Zealand Curriculum.
Post-it notes of questions or issues during session. Discussed at table or with whole group. Questions or issues not able to be answered noted for other sessions or regional training later in the year.

4. Doughnuts - Meet and Greet
Favourite experience in the holidays.
Most amusing comment from a student.
Something you know about the Maths Standards
Something you’re not sure about the Maths Standards and hoping to find out in this session.
Please share back any questions you hope will be answered in this session

5. Lead Teacher Analysis

6. Mathematics Standards Key Messages:
The purpose of the Mathematics Standards is to promote quality teaching and learning in every New Zealand classroom and success for all students (Page 6 Mathematics Standards).
A continuation of numeracy PD, not new, part of the next phase.
“To be numerate is to have the ability and inclination to use mathematics effectively – at home, at work and in the community.”
Effective teaching and learning is the key.
Key Messages
Purpose is for all students to be successful regardless of background, age, level, ethnicity, language spoken etc.
Current data about numeracy of adults in the workforce is a cause for concern.
Literacy and numeracy are the foundation to successfully access the curriculum.
The curriculum and effective pedagogy drives the teaching and the standards act as signposts to support teachers to assess their students achievement in relation to the curriculum.
Builds on mathematics professional development over the years in particular the Number frameworks within the Numeracy Development Projects.

7. Unpacking the Mathematics Standards (pages 10 and 11)
Identify and highlight some key messages underpinning the Mathematics Standards.
Discuss in your groups how the mathematics standard example on page 11 is set out and key points to emphasise with your staff.
Once highlighted, share in groups what they thought was important.
Giving time to read the standards may be very beneficial for your staff as they may not have had time to do this yet.
Make explicit time needed to do this at school.

9. Making an overall teacher judgement
(OTJ).
Assessment in the NZC (page 39)
“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides..”
We are not going to actually make an OTJ in this worlkshop - this will be the focus of a future workshop.
However - brainstorm what information would you need to begin making an OTJ about Hamish?
This is a suggested way of supporting teacher make an overall teacher judgement in relation to the Mathematics Standards for the first time.
This is an overall judgement about which standard is the “best fit” descriptor of the students current achievement.
It is not focusing on the teaching and learning decisions teachers make about students every day and throughout class time.
It is stepping back from this detail and saying “overall this standard is the best description”.
This judgement takes into account the fact that students can do some things better than other, can do things today but not tomorrow, etc.
Please do not answer the question “How many bullet points do they need to meet the standard?” There is no answer, please do not give a number or percentage. Teachers need to consider the standards as a whole and make a professional judgment as to which standard is the “best fit”. This will be difficulty for some students whose profile is higher in some areas and lower in others. What they know and can do in number is ”the most critical requirement” so focussing on where they are with number is best.
When making an overall teacher judgment do not need to make a judgment for Number and Algebra, Geometry and Measurement, and Statistics. There is not a Number and Algebra standard, a Geometry standard, a Measurement standard, or a Statistics standard. The standard is the whole thing. Of course they need to know where each student is in relation for teaching and learning purposes but the overall teacher judgment is about considering all of this information together and deciding which standard is the “best fit” description. The detail about the strands can be used in reports, and for teaching and learning, but please do not divide a standard into parts. There are no parts just one standard per year or age.

10. 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).
In light of this. Brainstorm what other information/evidence is needed to make an OTJ about Hamish?
The foundational place of number within mathematics and across the curriculum

11. Making connections between.. The New Zealand Curriculum
Mathematics Standards
The Number Framework
The Mathematics standards relate to problem solving not just what you know (e.g. basic facts”)
Page 10” Meeting a standard depends on the nature of a student’s responses to given problems, not just their ability to solve the problems.” 6th paragraph
The Mathematics Standards, The New Zealand Curriculum and the Number Frameworks connect and align to each other. They were written by the same people.
The New Zealand Curriculum is the official document for teaching and learning in New Zealand school.
The Mathematics Standards set out what can reasonably be expected of most students by the end of each period or year of schooling.
Now we will watch Hamish and use his repsonses to align the documents. (Year 5 / 6 Standard, Curriculum Level 3 and Numeracy Stage 6)

12. Meet Grant
Look at Grant’s “Number and Algebra” information and discard anything that is unhelpful when making an OTJ.
Using his GloSS form, make an agreed decision about his stages on the Number Framework for add/sub, mult/div and Proportions.

13. Meet ‘Grant’

14. Moderation (of Number)
How accurate is the numeracy data that gets passed to the next teacher?
Does your school moderate any use of GloSS now?
Using GloSS forms or online PD video clips would be a useful way to develop a shared understanding of the number stages.

15. 1 2 3 4 5 End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 6 7 8
After 1 year
After 2 years
After 3 years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8 6 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Relationship between levels, stages and standards

16. Grant 1 2 3 4 5 End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 6 7
After 1 year
After 2 years
After 3 years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8 6 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Open up the NZC Level 3 and Standards Y5 or Y6 and see they how align.
Ensure that leaders are confident to unpack the structure of either Y5 or Y6 in their group.
What is explicit and what is implicit?
According to the info we have got so far where would you place Hamish? Y5 or Y6
What other data may you need to make?
How would you have done this differently if I had told you at the beginning that Hamish was Y3

17. Curriculum/National Standards Reference Points still to be finalised5 8
Advanced Proportional
High Achievers 4 7
Advanced Multiplicative
Cause for Concern 3 6
Advanced Additive
At Risk 2
Early Additive 1
Advanced Counting
Counting from One by Imaging
Counting from One on Materials
One to One Counting
Emergent
NZC
Strategy Stage
After 1 year
After 2 years
After 3 years
End of Year 4
End of Year 5
End of Year 6
End of Year 7
End of Year 8
End of Year 9

18. Where is Grant for Number? Points of Difference between Y5 and Y6

19. So Grant is Numeracy Stage 6 and looks like he might fit within the ‘End of Year 6’ standard.
Does this give us enough information to make an OTJ?
If not, what else is needed?

20. Learning Conversations
The Healthy Pyramid Practice
Classroom Assessment Information Source
PAT
asTTle
Portfolios
Exemplars
Sample books
Teacher-made tests
Interactive
Observing
Questioning
Listening
discussion
Use Little
Formal Test Outcomes
Aligned to learning goals
Use Some
Informal observations
Emphasise that formative information is very important in making an OTJ.
Use Lots
Learning Conversations
For STRENGTH of information, use multiple samplings from multiple
sources. NZEI Te Riu Roa and Lester Flockton, 2009. 20

21. Learning Conversations
The Healthy Pyramid Practice
Classroom Assessment Information Source
PAT
asTTle
Portfolios
Exemplars
Sample books
Teacher-made tests
Interactive
Observing
Questioning
Listening
discussion
Use Little
Formal Test Outcomes
Aligned to learning goals
Use Some
Informal observations
Emphasise that formative information is very important in making an OTJ.
Use Lots
Learning Conversations
For STRENGTH of information, use multiple samplings from multiple
sources. NZEI Te Riu Roa and Lester Flockton, 2009. 21

22. Making a Best Fit OTJ
Look at ‘Grant’s’ other mathematics information on Geometry and Measurement and Statistics.
Place his responses on the progressions.
What does this tell you?
Could you now begin to make a ‘best fit’ OTJ?

23. Grant 1 2 3 4 5 End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 6 7
After 1 year
After 2 years
After 3 years
End of Y4
End of Y5
End of Y6
End of Y7
End of Y8 6 7 8
Curriculum levels
Mathematics Standards
Numeracy Strategy Stages
Open up the NZC Level 3 and Standards Y5 or Y6 and see they how align.
Ensure that leaders are confident to unpack the structure of either Y5 or Y6 in their group.
What is explicit and what is implicit?
According to the info we have got so far where would you place Hamish? Y5 or Y6
What other data may you need to make?
How would you have done this differently if I had told you at the beginning that Hamish was Y3

24. First
Make a “best fit” overall teacher judgment
Second
Consider judgment in relation to student’s age or year level
Third
Identify next teaching and learning steps

25. Assessment Tools

26. Alignment of formal tools

27. Points of Difference
Choose another 2 year band to explore points of difference across all strands.

28. Warm Up

29. Birth Month Year Entry to school
After 1, 2, 3 Years at school,
What does this mean?
What implications does this have for you?
Y3 children
Birth Month Year Entry to school
Mid Year June 2010 Report
End of Year Dec 2010 Report
Holly
August 2007
Has she met the “after 2 years” standard? Is she on track to meet ‘after 3 years’ in Aug?
Did she meet the “After 3 Years” standard in Aug?
Phoebe
February 2008
Has she met the ‘after 2 years’ standard? Is she on track to meet ‘After 3 years’ in Feb 2011?
Is she on track to meet the “After 3 Years” standard in Feb 2011?
Brian
May 2008

30. Birth Month Year Entry to school
After 1, 2, 3 Years at school,
Make an OTJ at this time but when will you report this information to the parents?
Y3 children
Birth Month Year Entry to school
Mid Year June 2010 Report
End of Year Dec 2010 Report
Holly
August 2007
Has she met the “after 2 years” standard? Is she on track to meet ‘after 3 years’ in Aug?
Did she meet the “After 3 Years” standard in Aug?
Phoebe
February 2008
Has she met the ‘after 2 years’ standard? Is she on track to meet ‘After 3 years’ in Feb 2011?
Is she on track to meet the after 3 years standard in Feb 2011?
Brian
May 2008
Has he met the ‘After 2 years’ standard? Is he on track to meet after 3 years in May 2011?
Is he on track to meet the after 3 years standard in May 2011?

31. Reporting and The New NAG
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;
What is the intent of this NAG?
What implications does NAG 2A (a) have for your current reporting processes?
1. Personal Reflection and make notes 31

32. Reporting on Progress and Achievement
How do you report now and who is involved?
Consider:
student involvement, parent involvement, written reports, conferences, interviews, informal reporting, student-led conferences, portfolios, BOT reports, Whanau meetings, electronic reporting, etc.
Discuss with someone who is not at your school. (5 mins)
(note the variety and diversity of school approaches. You may wish to give time to share and discuss these) 32

33. Could you now write an interim report for Grant who is in Y6?

34. Reporting Templates

35. How does the National Standards impact on the way you report to parents already?
What changes may your school have to make to ….?
your reporting cycle
your format and content of reporting.
Is any consultation with your school community needed?

36. A quick look at the key numeracy and mathematics resources school use.1.
curriculum support material: glossary, 2nd tier
Digital Learning Objects
Early Childhood Mathematics support material, useful for junior school teacher
2. Figure It Out
3. Connected
4. ARBs

37. What PD do you think would be useful for your staff ?
Reflection:
As mathematics leaders what key messages from this session would you share with your staff?
What PD do you think would be useful for your staff ?
What PD do you think would be useful for our next session ?
Refer to purpose at the start of the workshop. - Answer any outstanding queries if possible,
What other information may you be requiring in future workshops from us?
Promote the lead teacher cluster workshops n Terms for further more detailed information.

38. 2010 National Standards PD NS Workshop 2 (Vaughan Park)
Lead Cluster Meetings (Long Bay Primary)
2 June, 11 Aug, 8 Sept, 20 Oct, 17 Nov,

39. “All things are difficult before they come easy”
Thought for the day
“All things are difficult before they come easy”
Dr Thomas Fuller