Lead Teacher Workshop 2

Purpose of this session is

To consider how your schools 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.

OverviewWhat are the current issues?Strand Geometry and the StandardsRevising the Number FramworkMaking OTJs using evidence from a child in your school.Morning TeaReporting principlesShare and discuss report templates

Warm UpSpace 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? Put each of these onto separate postits.

Clarification of questions from our last session.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

Engaging with the Standards through a rich task

Map Making (from the NZ Orienteering Manual)Make a map using the objects in your bag. Hide the treasureDescribe how to get your teddy bear to the treasure.

Write down the language you used. Place yourself on the progressions.

N, E, S, WNE, SE, NW SW, NNE, NNW 175 degreesSSE, SSW northENE WNWESE WSWWhats the difference between a grid reference and a co-ordinate?

Engaging with other tasks, focusing on Level 1Bears (Group Solutions)Exemplar (from 2nd tier support)

How do these differ from the map making task?

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)

How could you adapt the teddies activity to make it richer?

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 students 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 students 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 FrameworkStage Stage Description, e.g. Advanced Counting

The Number FrameworkStages 1 2 3 4 One-to-One Counting

Counting From One on materials Counting From One by imaging

Advanced Counting Stage 5Stage 6Stage 7Stage 8Early Additive Part-WholeAdvanced Additive Part-WholeAdvanced Proportional Part-WholeAdvanced Multiplicative Part-Whole

Adult Numeracy Level

12345After 1 yearAfter 2 yearsAfter 3 yearsEnd of Y4End of Y5End of Y6End of Y7End of Y82 345678

Where does Grace sit for Number?

Where does Grace sit for Number?

Stage 5, EA, Level 2part-whole using addition facts, e.g. 18 + 8 Place value units without renaming, e.g. 40 + 50 = 90, and 87 30 = 57

Multiplication using addition facts, e.g. 8 + 8 as 2 x 8, 6 tens as 6 x 10 , part whole using subtraction facts, e.g. 37-9 and simple connection between add/sub e.g.14-6=? solved using 7+7.Place value with simple renaming,e.g. 49 + 24 = , and 73 9

Multiplication using halving,e.g.142=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 ProcessEvidence gained from informal assessment opportunities:Learning ConversationsEvidence arising from Learning Conversations:Test OutcomesEvidence gained from assessment tools, including standardised tools:ConferencingInterviewingQuestioningExplainingDiscussingOverall Teacher JudgementSources 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 ProcessEvidence gained from informal assessment opportunities:Learning ConversationsEvidence arising from Learning Conversations:Test OutcomesEvidence gained from assessment tools, including standardised tools:ConferencingInterviewingQuestioningExplainingDiscussingOverall Teacher JudgementSources 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 ObservationStudent books and tasksRunning RecordsStudent peer assessmentGloss and IKAN6 year Observation SurveyPATStarE-asTTle/AsTTle V4GLoSS and IKAN

Alignment of formal tools

FirstMake a best fit overall teacher judgment.What is your gut feel about that child then support it with evidence.

SecondConsider judgment in relation to students age or year level

Third Identify next teaching and learning steps

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

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

Student B

Student C

Your Turn!Share samples of work/other evidence (informal and formal) about a child in your class.All make independent judgements of that child (using the progressions to help).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 standardwhat student work should look like at each standardhow formal assessment tools relate to the standardsconsitency of OTJs

Critical Questions for schools. What should these childrens next learning steps be, and what does that mean for my teaching?

Which children do we need to consider as a whole staff or syndicate?

I SpyDeal out the cards in 4 rows of 8. The caller looks then says I spy ..the number before / after /in betweena pair that make 10two numbers that make. 15)two numbers with a difference oftwo numbers whose product is.etc.

The cards must be touching vertically, horizontally or diagonally

ReportingNAG 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 schools 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 yearCould 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 whats next?

Principles for reportingInvolves the studentsSupports learning and next stepsLanguage clear and easily understoodHonest and transparentNo surprisesStrengthens educational partnerships with students and whnau

What do parents want to know?What their child can do and how they have progressedTheir childs progress and achievement in relation to the standard for their year levelTheir childs 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 TimeWhat questions have been clarified?What will you take away to use with your staff.

Thought for the day If you always do what youve always done - youll always get what youve always got.

Thought for the dayRemember 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 youve taught it doesnt mean theyve learned it

***Make explicit in the intro that this is a taster only and will be followed up further in future workshops.

***Small group discussion - record on sheets of paper Successes, Challenges, IssuesIssues dealt with in workshop Teacher content knowledge maths behind the standardseffective pedagogy

Leadership - leading change?

**Consider the aspects of patterning that are in Y1 4 that would contribute to the algebraic understanding in future years.********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

***Relationship between levels, stages and standards

*****Give teachers template, get them to fill before showing.**Give teachers template, get them to fill before showing.**********A suggested moderation processTeachers 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.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. Some critical questions may be asked at moderation meetings or following them: 1. What should these childrens 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?Where the moderation process sitsThe National Standards describe a nationally consistent benchmark in words.The illustrations in the standards provide more concrete reference points for teacher judgments. Assessment tools that are linked to the standards provide an external reference point for teacher judgments. Moderation processes enhance teachers understanding of what quality and progress means in relation to the standards, and the consistency of teacher judgments.Related weblinkFurther information for teachers on using the moderation process is on TKI: http://assessment.tki.org.nz/Effective-use-of-evidence/Moderation Material for teachers from script scrutiny will also appearin the effective use of evidence section.****1. Personal Reflection and make notes**The NAG and the self review tool on reporting provide us with pointers to help us make decisions about how we will report.We will use these to guide our thinking today.Some of you are already ensuring that your reporting:Describes student progress and achievementStudents are part of and contribute to the reportingDeveloped effective partnerships around reporting with parentys, families and whanauHowever this does point to the fact that all of us may be able to do this better, or review what we think is working or begin to think about how we might do this.***Reporting - *

Schools are encouraged to find the most appropriate way to report a students progress and achievement in relation to national standards. Reporting to parents should enable them to understand what their child can do and how they have progressed, and their childs progress and achievement in relation to the expected standard.

Exactly how teachers frame this is for their professional judgment. There is no requirement to use the words above, at, below, or well below.

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