1. Reflection In groups discuss: How you have used material from Workshop 1 or National Standards meeting to support your staff. How useful was it? What was successful? What challenges or barriers if any?

2. Rich Task: Emma’s Journey

3. Making an OTJ in relation to the mathematics standards

4. Perception Check: How has your understanding of an Overall Teacher Judgment changed since our last workshop?

5. Making an OTJ: Overall teacher judgements of achievement and progress involve combining information from a variety of sources, using a range of approaches. Evidence may be gathered through the following three ways: Conversing with the student to find out what they know, understand and can do. Observing the process a student uses. Gathering the results from formal assessments, including standardised tools. This 'triangulation' of information increases the dependability of the overall teacher judgement. Fact sheet 7: Overall Teacher Judgement, MOE, 2010.

6. 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: Focussed Classroom Observation Student books and tasks Running Records Student peer assessment Gloss and IKAN Conferencing Interviewing Questioning Explaining Discussing 6 year Observation Survey PAT Star E-asTTle/AsTTle V4 GLoSS and IKAN Overall Teacher Judgement Sources of evidence to support OTJ:

7. Watch Nathaniel:

8. Evidence Time! Look at the types of evidence. What do you notice? Look at the evidence again. Is there anything that is useful in making an OTJ? Is there anything that is useful for teaching and learning steps? Is there anything that is not useful at all? Refer to the OTJ diagram and Healthy Pyramid. Where does the assessment evidence currently sit?

9. PAT AsTTle Portfolios Exemplars Sample books Teacher-made tests Interactive Observing Questioning Listening Discussion The Healthy Pyramid Practice Classroom Assessment Information Source Use Little Use Some Use Lots For STRENGTH of information, use multiple samplings from multiple sources. NZEI Te Riu Roa and Lester Flockton, 2009. Aligned to learning goals

10. First: Make a “best fit” overall teacher judgment. Circle the different aspects of the National Standards based on the evidence you have. Second: Consider judgment in relation to student’s age or year level. Third: Identify next teaching and learning steps. In your groups discuss the following:

12. 12345 After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 2 3 45678 Curriculum levels Mathematics Standards Numeracy Strategy Stages

13. What are the implications for your school? What are you currently doing well? What aspects of data gathering may you need to develop further? How would you start or refine the OTJ process in your school? What further support do you need in this area?

14. Reporting to Parents

15. Brainstorm what key features/elements need to be included in a written report to parents?

16. NAG 2a: Reporting to parents: Written in plain language 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

17. Principles for Reporting: Supports learning and next steps Language clear and easily understood Honest and transparent No surprises Strengthens educational partnerships with students and whānau

18. Through reports parents should understand: 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.

19. Content of a report: Ask community what they want in and from reports. Should start with what the student has learned and can do.

20. Using Plain Language: In your groups discuss the language that maybe used to describe a student who at the end of the year is: –Meeting –Exceeding –Working towards the standard. How would you reporting statement differ for a mid-year report? Share your report exemplars in your groups. Consider the principles for reporting that enable parents to understand where there child is at.

21. Reporting on Nathaniel: Using the data available write a report for Nathaniel. Consider judgment in relation to student’s age or year level and what statement you might write. Consider progress and achievement. Consider how the language would differ for a mid- year report? What would teachers need to consider?

22. Reporting to parents: Standards are written for ‘end of year’. But 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.

23. A Sweet Treat for Mum: Get into groups of 4: 1.Using the materials provided, create an appropriate package for a ‘sweet treat’ for mum for (2 people). 2.Make a label for your package. It must have 2 of the following: reflection, rotation, enlargement and translation (2 people).

24. Analysing the Mathematics: What are the mathematical progressions for the strand areas that were evident in your rich task? Complete the sheet on your table.