Lead Teacher Workshop 2

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Lead Teacher Workshop 2
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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.

3

• Overview (9.10 12.00)
• What are the current issues?
• Strand Geometry and the Standards
• Revising the Number Framework
• Making OTJs using evidence from a child in
• your school.
• Morning Tea
• Reporting principles
• Share and discuss report templates

4
Warm Up
Space Zapper (FIO Link Number Book 1, Page 8)
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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.
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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

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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 treasure
• Describe how to get your teddy bear to the
  treasure.

Write down the language you used. Place yourself
on the progressions.
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NNE, NNW 175 degrees SSE, SSW north ENE
WNW ESE WSW
Whats the difference between a grid reference
and a co-ordinate?
N, E, S, W
NE, SE, NW SW,
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• Engaging with other tasks, focusing on Level 1
• Bears (Group Solutions)
• Exemplar (from 2nd tier support)

How do these differ from the map making task?
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• 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)

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How could you adapt the teddies activity to make
it richer?
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What does this have to do with making an Overall
Teacher Judgement?
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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?
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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).

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Revisiting The Number Framework
Stage
Stage Description, e.g. Advanced Counting
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The Number Framework
Stages 1 2 3 4
Stage 5
Stage 6
Stage 7
Stage 8
One-to-One Counting Counting From One on
materials Counting From One by imaging Advanced
Counting
Early Additive Part-Whole
Advanced Additive Part-Whole
Advanced Multiplicative Part-Whole
Advanced Proportional Part-Whole
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1 1 2 2 3 3 4 4 5
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 4 5 5 6 6 7 7 8
Adult Numeracy Level
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Where does Grace sit for Number?
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Where does Grace sit for Number?
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Stage 5, EA, Level 2
part whole using subtraction facts, e.g. 37-9 and
simple connection between add/sub e.g.14-6?
solved using 77. Place value with simple
renaming, e.g. 49 24 , and 73 9
Multiplication using halving,e.g.1427 as 77
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?
part-whole using addition facts, e.g. 18 8
Place value units without renaming, e.g. 40 50
90, 42 21 63 and 87 30 57, 87 35
52 Multiplication using addition facts, e.g. 8
8 as 2 x 8, 6 tens as 6 x 10 ,
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Making a Best Fit Overall Teacher Judgement (OTJ)
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Sources of evidence to support OTJ
Observation of Process Evidence gained from
informal assessment opportunities
Learning Conversations Evidence arising from
Learning Conversations

• Conferencing
• Interviewing
• Questioning
• Explaining
• Discussing

Overall Teacher Judgement
What is your initial assessment about where a
child is at? Then use other evidence to
defend/adjust your judgement.
Test Outcomes Evidence gained from assessment
tools, including standardised tools
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Sources of evidence to support OTJ
Observation of Process Evidence gained from
informal assessment opportunities
Learning Conversations Evidence arising from
Learning Conversations

• Conferencing
• Interviewing
• Questioning
• Explaining
• Discussing

• Classroom Observation
• Student books and tasks
• Running Records
• Student peer assessment
• Gloss and IKAN

Overall Teacher Judgement
What is your initial assessment about where a
child is at? Then use other evidence to
defend/adjust your judgement.
Test Outcomes Evidence gained from assessment
tools, including standardised tools

• 6 year Observation Survey
• PAT
• Star
• E-asTTle/AsTTle V4
• GLoSS and IKAN

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Alignment of formal tools
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• First
• Make a best fit overall teacher judgment.
• What is your gut feel about that child then
  support it with evidence.
• Second
• Consider judgment in relation to students age or
  year level
• Third
• Identify next teaching and learning steps

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Which standard is the best fit for each of these
students?
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Student A
So if he is a Y6 student he is.. above, at,
below, well below? Strengths, weaknesses? Next
learning steps?
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Student B
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Student C
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Your Turn!

1. Share samples of work/other evidence (informal
   and formal) about a child in your class.
2. All make independent judgements of that child
   (using the progressions to help).
3. Discuss and compare your judgements.

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Moderation of OTJs

• Why is this useful?
• To get a shared understanding of
• what students should be able to do at each
  standard
• what student work should look like at each
  standard
• how formal assessment tools relate to the
  standards
• consitency of OTJs

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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?

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Curriculum/National Standards Reference Points
5 8 Advanced Proportional High Achievers High Achievers High Achievers High Achievers High Achievers High Achievers
4 7 Advanced Multiplicative Cause for Concern
3 6 Advanced Additive Cause for Concern Cause for Concern At Risk
2 5 Early Additive Cause for Concern Cause for Concern At Risk At Risk
1 4 Advanced Counting Cause for Concern Cause for Concern At Risk At Risk
1 3 Counting from One by Imaging Cause for Concern At Risk At Risk
1 2 Counting from One on Materials At Risk
1 1 One to One Counting Cause for Concern
1 0 Emergent At Risk
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
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Reporting

• 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
• 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

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• 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?

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Reporting to parents

• Standards are written for end of year
• Could 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?

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Principles for reporting

• Involves the students
• Supports learning and next steps
• Language clear and easily understood
• Honest and transparent
• No surprises
• Strengthens educational partnerships with
  students and whanau

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What do parents want to know?

• What their child can do and how they have
  progressed
• Their childs progress and achievement in
  relation to the standard for their year level
• Their childs goals
• How they can help

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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

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Share report examples
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Planning Time

• What questions have been clarified?
• What will you take away to use with your staff.
• http//mathsleadteachers.wikispaces.com/AlbanyBro
  wnsBayCluster

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• I Spy
• Deal out the cards in 4 rows of 8. The caller
  looks then says I spy ..
• the number before / after /in between
• a pair that make 10
• two numbers that make. 15)
• two numbers with a difference of
• two numbers whose product is.etc.
• The cards must be touching
• vertically, horizontally or diagonally

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Thought for the day

• If you always do what youve always done -
• youll always get what youve always got.