National Standards <ul><li>Parent meeting June 2011 </li></ul><ul><li>Welcome to an information evening giving an introduc...
Introductions <ul><li>Areas to consider- </li></ul><ul><li>The AIM of the standards. </li></ul><ul><li>The value of the st...
Application <ul><li>Standards are applied ONLY to – </li></ul><ul><li>READING </li></ul><ul><li>WRITING </li></ul><ul><li>...
AIM of National Standards <ul><li>SUMMARY </li></ul><ul><li>National Standards aim to set clear expectations of what knowl...
AIM of National Standards <ul><li>Raising ‘the bar’ in our teaching and in student development </li></ul><ul><li>The Stand...
PROGRESS towards National Standards <ul><li>The Standards have been launched.  </li></ul><ul><li>Professional development ...
The Big Picture <ul><li>Important to remember the goal – ‘ to give better information about each  student’s progress’  in ...
Process <ul><li>Curriculum taught as normal – NO CHANGE </li></ul><ul><li>Teachers make a more informed JUDGEMENT on the p...
Key Definitions for Reporting Categories <ul><li>Above:  A student’s current level of achievement is at a standard above t...
Overall Teacher Judgement <ul><li>No single source of information can accurately summarise a student’s achievement or prog...
Sources of evidence to support decision-making Observation of Process Evidence gained from informal assessment opportuniti...
Moderation <ul><li>Effective assessment practice involves moderation. </li></ul><ul><li>Moderation is the process of teach...
How can you support your child at home <ul><li>KEY AREAS </li></ul><ul><li>Writing </li></ul><ul><li>Reading </li></ul><ul...
Reporting to Parents – the first 3 years of school <ul><li>In the first 3 years of your child’s schooling your child will ...
Reporting to Parents – from Year 4 upwards <ul><li>Similar to present pattern: </li></ul><ul><li>Interim  after 6 months o...
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National Standards Parent Evening: 2011

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Transcript of "National Standards Parent Evening: 2011"

  1. 1. National Standards <ul><li>Parent meeting June 2011 </li></ul><ul><li>Welcome to an information evening giving an introduction to National Standards </li></ul><ul><li>(If you wish for a copy of this PowerPoint - please let me know before leaving and the school will send home a copy with your child) </li></ul>
  2. 2. Introductions <ul><li>Areas to consider- </li></ul><ul><li>The AIM of the standards. </li></ul><ul><li>The value of the standards. </li></ul><ul><li>How it will affect your child. </li></ul><ul><li>Reporting to parents </li></ul><ul><li>Parent’s role </li></ul>
  3. 3. Application <ul><li>Standards are applied ONLY to – </li></ul><ul><li>READING </li></ul><ul><li>WRITING </li></ul><ul><li>MATHEMATICS </li></ul><ul><li>Basic numeracy and literacy skills which are so essential and provide the foundation for success in every subject. </li></ul>
  4. 4. AIM of National Standards <ul><li>SUMMARY </li></ul><ul><li>National Standards aim to set clear expectations of what knowledge, understanding and skills students should be achieving at each year level to be on track to achieve NCEA Level 2 (i.e. a pathway of progress that goes through primary -> junior secondary -> secondary </li></ul><ul><li>In 2010 National Standards was aimed at being implemented into all schools with Year 1-8 students (this did not happen across all schools) </li></ul><ul><li>Teachers were required to assess students’ in relation to the Standards twice a year and provide plain language reports to parents. </li></ul>
  5. 5. AIM of National Standards <ul><li>Raising ‘the bar’ in our teaching and in student development </li></ul><ul><li>The Standards aim to provide all parents across NZ with quality assessment information on the progress of their child against nationally consistent benchmarks of achievement in Literacy and Mathematics. </li></ul><ul><li>The National Standards provide an opportunity for all schools to identify struggling students earlier to enable them to be given the support they need to successfully engage with learning. </li></ul><ul><li>Collecting and analysing student data to set school wide targets and support strategic planning. </li></ul>
  6. 6. PROGRESS towards National Standards <ul><li>The Standards have been launched. </li></ul><ul><li>Professional development support to become familiar with the National Standards is currently available to all schools and Boards. </li></ul><ul><li>The Standards were not reported on at Pakiri in 2010: </li></ul><ul><li>SO, please bear with us – we are on a journey. </li></ul>
  7. 7. The Big Picture <ul><li>Important to remember the goal – ‘ to give better information about each student’s progress’ in key areas. </li></ul><ul><li>More detailed information given to parents – with clear guidelines of how you can help at home. </li></ul>
  8. 8. Process <ul><li>Curriculum taught as normal – NO CHANGE </li></ul><ul><li>Teachers make a more informed JUDGEMENT on the progress of each child based on a range of information. </li></ul><ul><li>Teachers relate the child’s achievement and progress to the NATIONAL STANDARDS </li></ul><ul><li>Teachers REPORT this level of progress to parents </li></ul><ul><ul><li>PLUS identifies : </li></ul></ul><ul><ul><ul><li>The next steps of learning </li></ul></ul></ul><ul><ul><ul><li>What can be done at home to assist </li></ul></ul></ul>
  9. 9. Key Definitions for Reporting Categories <ul><li>Above: A student’s current level of achievement is at a standard above their year group. </li></ul><ul><li>At: A student is currently meeting the standard. </li></ul><ul><li>Below : A student is not currently meeting the standard, but there is every reason to believe they could meet the standard next year with clear direction and effort. </li></ul><ul><li>Well below: A student’s current achievement against the standard is such that special consideration needs to be given to their learning needs. </li></ul>
  10. 10. Overall Teacher Judgement <ul><li>No single source of information can accurately summarise a student’s achievement or progress. </li></ul><ul><li>A range of approaches is necessary in order to gather a comprehensive picture of the areas of progress and achievement </li></ul><ul><li>Areas requiring attention </li></ul><ul><li>What a student’s unique progress looks like </li></ul><ul><li>Necessary to draw on multiple sources – (not multiple tests.) </li></ul>
  11. 11. Sources of evidence to support decision-making 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: <ul><li>Focused Classroom Observation </li></ul><ul><li>Student books and tasks </li></ul><ul><li>Running Records </li></ul><ul><li>Student peer assessment </li></ul><ul><li>Conferencing </li></ul><ul><li>Interviewing </li></ul><ul><li>Questioning </li></ul><ul><li>Explaining </li></ul><ul><li>Discussing </li></ul><ul><li>6 year Observation Survey </li></ul><ul><li>PAT </li></ul><ul><li>Star </li></ul><ul><li>E-asTTle/AsTTle V4 </li></ul><ul><li>GLoSS and IKAN </li></ul>Overall Teacher Judgment
  12. 12. Moderation <ul><li>Effective assessment practice involves moderation. </li></ul><ul><li>Moderation is the process of teachers sharing their expectations and understanding of standards in professional discussions with each other in order to improve the consistency of their decisions about student learning. </li></ul><ul><li>Aim for consistency across each year level. </li></ul>
  13. 13. How can you support your child at home <ul><li>KEY AREAS </li></ul><ul><li>Writing </li></ul><ul><li>Reading </li></ul><ul><li>Mathematics </li></ul><ul><li>Variety of strategies possible – Aim is to give good practical opportunities within the context of ordinary family life </li></ul>
  14. 14. Reporting to Parents – the first 3 years of school <ul><li>In the first 3 years of your child’s schooling your child will be reported on the standard on their anniversary (within a month of their birth date) </li></ul><ul><li>They will receive a progress report 6 months after this. </li></ul><ul><li>Report timing for these students will not match the report times for Year’s 4-8 </li></ul>
  15. 15. Reporting to Parents – from Year 4 upwards <ul><li>Similar to present pattern: </li></ul><ul><li>Interim after 6 months of schooling </li></ul><ul><li>i.e. June – end of Term 2 </li></ul><ul><li>(Reading, Writing, Mathematics, Key Competencies) </li></ul><ul><li>Final at end of year </li></ul><ul><li>i.e. November – end of Term 4 </li></ul><ul><li>(will also include other information on other curriculum areas as at present) </li></ul>
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