Lead Teacher Workshop 4 I don't know. In our school we do all our maths in apples and oranges. If I had 5 coconuts and I gave you 3, how many would I have left

Lead Teacher Workshop 4 Overview Unpacking the National Standards What does the PD look like this year and next? BREAK New Gloss - Assessing students in groups Christmas maths activity

Make 3 statements using these statistics (taken from

National Standards Brainstorm any questions you have onto the postits Are these answered on the question and answer sheet? If not - stick them under the appropriate headings

children will start school this year 40% Non European 12% Maori 9% Pasifika 95% had some ECE 20% raised by mothers with no formal qualifications, this increases to 34% if raised by a single parent entered prison/correction managed systems

Key Points of Difference with NZ model of National Standards No national testing. Assessment remains student-centred, suited to the purpose and teachers’ professional judgement is valued and utilised. Focus on the deeper features of literacy and numeracy across the curriculum and to reflect learning progressions. Literacy and Numeracy is vital to access the whole curriculum. They are not exhaustive lists of narrow key indicators. Focused on supporting teaching and learning. Our goal is to raise achievement for all students in all schools, not publish information that makes unfair or unhelpful comparisons between schools.

Measurement of Learning Achievement Accountability Improving teaching and learning in the classroom No league tables will be published with the sanction of government

You don’t do an assessment, you use an assessment

Assessment Integration of teachers professional judgement with assessment numerical data. By term 3, 2010, all tools will be aligned against a common maths standard to help teachers use numerical data to make an overall judgement. There is no mandatatory use of assessment tools as these should not be seen as the ‘de facto’ test.

“Scratch a standard and you find a test’” John Hattie Not in New Zealand!!

Timeline 2009: PD begins in Term 4 and continues throughout 2010 From November, teachers, principals, and boards can participate in web seminars on the National Standards 2010: Schools begin to provide 2 plain language written reports to parents, with at least one reporting against national standards. ERO will begin to ask about understanding and preparedness to use the standards. 2011:Targets in school charters sent to the Ministry will be informed by 2010 data against the standards. 2012: Schools' annual reports show their progress in relation to their targets for student achievement.

Working with the National Standards in 2010 In this first year of implementation, schools will: help students understand the standards and their goals in relation to them assess students' progress and achievement in relation to the standards, using a range of assessment methods ensure that students understand their progress and achievement and what the next steps are in their learning provide at least two plain-language, written reports to parents, family and whānau about their child's progress (and in relation to the standards). support parents, family, and whānau to understand the process and format of reporting and how they can work with schools to support their child's progress.

What will this mean for teachers, principals, and boards of trustees? Develop their understanding of the links between the National Standards and the New Zealand Curriculum. Deepen their understanding of assessment and its role in supporting individual students and in planning teaching and learning programmes. Use self-review tools for Teacher, School and BOT (Online in November). Ensure that their plain-language reporting gives parents, family, and whānau the information they need to support their child. Prepare specific school-wide targets for student achievement in relation to the standards for inclusion in their school's 2011 charter.

Webinars in Term One-hour online webinars. Same content as any Term 4 face-to-face regional information session. Monday –Thursday. Each day varying times will be available, session times may include 9am, 12pm, 3.30pm and 7pm. Hold up to 90 participants around the country. National Office content experts supporting each session to answer questions. Contact:

Unpacking the Standards

Putting it all together Year Level Maths Standard Curriculum Level Strategy Sage

Putting it all together Year Level Maths Standard End of one year End of two years End of three years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8 End of Y9 Curriculum Level Strategy Sage CA AC 5 EA 6 AA 7 AM 8 AP

Expectations for Y3, Y5, Y7 may alter 58 Advanced Proportional High Achievers 4 7 Advanced Multiplicative 3 6 Advanced Additive Cause for Concern 2 5 Early Additive Cause for Concern At Risk 1 4 Advanced Counting Cause for Concern At Risk 3 Counting from One by Imaging Cause for Concern At Risk 2 Counting from One on Materials At Risk 1 One to One Counting Cause for Concern At Risk 0 Emergent At Risk NC Year 0/1Year 2Year 3Year 4Year 5Year 6Year 7Year 8Year 9

Expectations for Y3, Y5, Y7 may alter 58 Advanced Proportional High Achievers 4 7 Advanced Multiplicative 3 6 Advanced Additive Cause for Concern 2 5 Early Additive Cause for Concern At Risk 1 4 Advanced Counting Cause for Concern At Risk 3 Counting from One by Imaging Cause for Concern At Risk 2 Counting from One on Materials At Risk 1 One to One Counting Cause for Concern At Risk 0 Emergent At Risk NC Year 0/1Year 2Year 3Year 4Year 5Year 6Year 7Year 8Year 9

Unpacking the Standards Use the photocopied resources to make connections from the New Zealand Curriculum to : the Y4 National Standards and then the Number Frameworks. Identify what is still there (Explicitly or implicitly). What is missing? Progressions

2010 Professional Development The content of Lead Teacher/Principals sessions will include: Making overall teacher judgements Moderation Plain language reporting to parents

New GloSS Can obtain a stage for each domain: add/sub, mult/div and proportions You only need to solve each question using only ONE mental part-whole strategy to be a stage 6, 7 or 8 WHY? - These are instructional stages (not achieved) In groups of 3 - Assess a child using New GloSS and discuss your data.

Analysing, Interpreting and Using Data Analyse How many have/have not achieved expectation? What progress has/has not been made? Any unusual patterns / surprises / trends? Which stages were commonly misunderstood? Interpret Why were the children unable to achieve/exceed the expectations? How is our teaching linked to the result? Use What are the implications for further teaching? - any adjustments needed to; teaching style /classroom programme / year overview -Target groups identified and action plan put in place

Christmas Maths Where is the Maths? Other christmas resources: FIO Financial literacy L2-3, P13-14 nzmaths: Christmas Tree: Problem Solving/Stats

Thought for the Day When the cook tastes the soup, that is formative assessment; When the guests taste the soup, that’s summative! (Robert Stake)