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/Users/Teacher/Desktop/National Standards Parentpresentation March2010

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  • 1. parent information evening [Tuesday 2 March 2010]
  • 2. My Goals: 1. To talk in a plain language! 2. have a brief look at what the standards look like. 3. hopefully provide insight in to how and why we assess the way we do 4. what, if any impact will national standards have on my child/children? 5. is muritai school in a healthy position to implement this policy?
  • 3. NATIONAL STANDARDS Some reasons behind them? Identifies who is struggling and ensures teachers intervene early to help them. Intended to make teachers more aware of the consequences that their choices of written texts and related tasks have, for their students, in particular curriculum areas. Raise student achievement - especially targeting the ‘tail’
  • 4. NATIONAL STANDARDS Some thinking around Assessment and National standards ‘Assessment for reporting’ vs ‘Assessment for learning’ - our focus is on individuals learning pathways - ‘personalised learning’. Literacy and Numeracy are key areas to develop but so too are student well-being, KC, Values, other curriculum areas. Are National standards the best method of raising student achievement? Some would say it is Quality Teaching? The Home? Are there any risks? Labeling? Confidences? Y3-4 jump?, LS, SN, GATE... Improve partnership between schools and the home: - Improvements in reporting achievement to parents (jargon: stanines, levels, A/B... without compromising what parents currently like.
  • 5. The National Standards for reading and writing: Describe the complexity and challenges of the texts and tasks that students need to be able to engage with if they are to meet the reading and writing demands of the whole New Zealand Curriculum at specific points in their schooling.
  • 6. 7 guidelines for unpacking and using Standards: 3 key parts: * Standard statement * Key Characteristics * Illustrations
  • 7. Teachers will be required to use several sources of evidence in order to make sound judgement about whether a student meets the standard.
  • 8. OTJ M I N How does the teacher work out I S what level your child is at? T R Teachers will use a range of assessments to make an overall Y teacher judgement to work out where each child is at, what their next learning steps are and to set goals. School reporting will clearly show your childʼs progress and W achievement, what the teacher and school will do to help your E child reach their goals, and what you can do at home to B support your childʼs learning. S I T E
  • 9. CURRICULUM LEVELS NS = Red L4 8 7 L3 6 5 L2 4 3 L1 2 1 Y1/2 Y3/4 Y5/6 Y7/8
  • 10. Maths achievement scores year 5/6 Top scores Tail y5 y6 class of 24 students
  • 11. ANY QUESTIONS?
  • 12. ASSESSMENT 1. How we use assessment 2. What we use and why 3. What we do with the assessment information / data
  • 13. Our Vision: ‘Being the best that they can be’ NZC Vision: ‘Confident, Connected, Actively Involved, Lifelong Learners Every child is unique. That is thEIR needs are not always the same.
  • 14. We use assessment to: - Gain knowledge and understanding of what the child can/ cannot do. - As a means to engage with the learner. - Track student achievement - how are they progressing? - Evaluate effectiveness of learning programmes - i.e. teaching strategies being used, level of engagement, challenge etc... - Set annual targets / develop team strategies - Improve our understanding - professional knowledge, reflective practice, sharing ideas, the learner’s journey - As part of our on-going commitment to self-review. - BUILD STUDENT’S ASSESSMENT CAPABILITIES
  • 15. Why bother trying to Build students’ assessment capabilities When students actively participate in assessing their learning by interpreting their performance, they are better placed to recognise important moments of personal learning. This helps them to identify their own strengths and needs, and discover how to make ‘Where to next?’ decisions. So they can take increasing control of their own learning and, through this process, become more effective and independent learners. Assessment-capable students can also provide better information to teachers. Better student feedback gives teachers a clearer picture of students’ learning needs and enables more personalised development of next teaching and learning steps.
  • 16. Assessment for learning Assessment for learning is best described as a process by which assessment information is used by teachers to adjust their teaching strategies, and by students to adjust their learning strategies. NB: Assessment is a powerful process that can either optimise or inhibit learning, depending on how it’s applied. FOR TEACHERS FOR STUDENTS Assessment for learning helps teachers gather information to: Assessment for learning helps students: • Plan and modify teaching and learning • Identify their strengths/weaknesses programmes - individuals, groups, class. • Identify their learning needs to guide goal • Pinpoint students’ strengths so that both setting. teachers and students can build on them • Understand what a quality piece of work • Identify students’ learning needs in a clear would look like through understanding LI and constructive way so they can be and developing SC. addressed • Involve parents, families and whānau in ‘GREATER OWNERSHIP’ their children's learning.
  • 17. ‘AtoL’ (Assessment to learn) - Using assessment to inform programmes - Sharing LI - Developing SC - Regular conferencing - Goal setting - Self and peer review
  • 18. Learning cycle
  • 19. WHAT WE USE AND WHY
  • 20. A Lot goes on! - heavy term one and four - targets - Reporting - goal setting
  • 21. 1. How do we know what to use? 2. What options do we have? 3. Is what we do in line with NZC or ministry recommendations?
  • 22. SOME EXAMPLES OF WHAT WE USE NB: Different assessments provide different information AsTTle- writing Running records Spelling P.A.T -Peters IKAN - essential list
  • 23. WHAT WE DO WITH ASSESSMENT DATA STUDENTS PARENTS BOARD OF TRUSTEES TEACHING STAFF MINISTRY
  • 24. OUR IMPLEMENTATION PLAN! CHALLENGING PROCESS!
  • 25. TERM 1 TERM 2 TERMS 3-4 LEADERSHIP GUIDE US WRITTEN WRITTEN THROUGH IMPLEMENTATION YEAR, DEVELOP A PLAN, BE A GO TO PERSON, MONITOR REPORT REPORT PROGRESS, establish blog. WITHIN THE FIRST Summary of year 6 MONTHS! end achievement PROFESSIONAL DEVELOPMENT DIGEST, DISSECT, MAKE SENSE OF, PROFESSIONAL - stating position DISCUSSIONS, ASK QUESTIONS.... against standards, FOR PARENTS TOO! goal setting etc... REVIEW ASSESSMENT PRACTICES, HOW WE REPORT TO PARENTS, REPORT STUDENT ACHIEVEMENT TO THE BOARD ASSESSMENT COLLECT, INTERPRET, MODERATE, MEASURE AGAINST EXPECTED LEVEL, IDENTIFY NEEDS, SET GOALS/TARGETS
  • 26. ANY QUESTIONS? BLOG

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