1. Ko te reo te tuariki. Ko te reo tōku ahurei.
Language is my identity.
Ko te reo tōku ahurei.
Language is my uniqueness.
Ko te reo te ora.
Language is my life.

2. National Standards and Meeting the Needs of English Language Learners
National Standards workshop phase 2, 2010
Effectively assessing the achievements of ELLs in your school

3. All material presented at this workshop are available to access online at:
Click here

4. Key Messages
School leaders, BOT and teachers all share the responsibility for the literacy and language learning of students.
Early and accurate identification of all English language learners (ELLs) is important.
Schools have a choice for early-phase ELLs (in accordance with the MOE guidelines) to have their progress and achievement in reading and writing tracked, monitored, and reported on to parents, family, and whānau in reference to the ELLP rather than the National Standards.
There are advantages in using the Progressions (ELLP).
ELLs need to access age-appropriate curriculum content as soon as possible.
School leaders need to think about how they will report progress and achievement to the parents, family, whānau of ELLs, in plain language.

5. Which students are ELLs?
ESOL-funded students from migrant, refugee or NZ-born backgrounds
Previously funded students
Students from homes where a language other than English is spoken
Students from bilingual education settings
Students transitioning from Māori-medium to English-medium settings
International fee-paying students

6. Useful link ‘Meeting the needs of English language learners’ 6

7. Key outcome
Schools recognise the diversity of ELLs and provide them with the support needed to access the age-appropriate levels of The New Zealand Curriculum as soon as possible.

8. How can schools achieve this?
Indicators are:
Use of suitable processes for identifying ELLs
Use of MOE guidelines when reporting progress and achievement for ELLs in relation to NS
Use of appropriate assessment tools and processes to gather data that will inform teaching and learning, OTJs and reporting practices
Well informed BOT, families, whānau and students in relation to the use and advantages of using ELLP for some ELLs
Teachers’ professional learning needs, in relation to ELLs, are identified and addressed

9. This module focuses on…
Whether to use the Reading and Writing Standards or the ELLP to track, monitor and report on ELLs’ progress and achievement in reading and writing
Which tools, processes and information are appropriate to use to make overall teacher judgments in relation to ELLP and National Standards
How best to engage with and report to the parents, families and whānau of the school’s ELLs.

10. Reflective question 1
Are the ELLs in our school able to meet the demands of the curriculum at age-appropriate expectations?

11. Reflective question 2 What enrolment and identification policies
do we have?

12. Cultural influences: What we see
Art
Music
Literature
Dance
Food
Clothes
Religion
Festivals
Education
Buildings/houses
Political structure

13. Unconscious influences: for example
eye contact | behaviour | notions of self-worth and belonging
patterns of superior/subordinate relationships
tempo of work | patterns of group decision making
approaches to problem-solving | theories of learning
importance of education | definition of knowledge
nature of friendship | ordering of time | concepts of ‘self’
preference for competition or cooperation | body language
notions about logic and validity | patterns of handling emotion
facial expressions | gestures | arrangement of physical space
The movie file will need to be on your desktop for it to play.
One single click only on the black area will play the movie. (Don’t double click!)
Movie clip illustrates the need for self review, strategic planning, forward thinking
Facilitator question to the group “How does this relate to self review?” 13

14. Reflective question 3
Are we confident that we as teachers know and can use the assessment tools and processes that are most appropriate for ELLs?

15. Overall Teacher Judgement
Sources of evidence to support decision-making
Observation of Process
Evidence gained from informal assessment opportunities:
Learning Conversations
Evidence arising from Learning Conversations:
Overall Teacher Judgement
Test Outcomes
Evidence gained from assessment tools, including standardised tools:

16. Sources of evidence to support decision-making
Model a process for making OTJ, referring to the list. E.g.,
Start with a more formal/standardised assessment result. Why? Because standardised assessments are more likely to remove teacher bias from assessment results. It will improve the consistency of assessment decisions across the school if we all use this as a starting point
As the teacher, I will have a ‘gut’ feeling about the standardised assessment in terms of it’s accuracy for that child. If my gut says it’s wrong, I need to carefully consider why, and what evidence I have to suggest this (from the same balloon and from the others). In this case, I will need to spend some extra time delving into the strength of that evidence. Having made a defensible decision about the level of the student, I also need to consider how the student is applying these reading/writing/maths skills in other curriculum contexts.
If my gut says it’s about right, that’s great. But I still need to consider the other boxes, and also how the student is applying these reading/writing/maths skills in other curriculum contexts.
Preferably, I would like to check with students about where I think their learning is at and whether they agree or have other evidence. This might be possible in schools where assessment for learning pedagogy is strong, but it may be unproductive if the students don’t have the language to have this discussion meaningfully.
As a senior manager, I want to reserve the right to talk through with any teacher if overall teacher judgements are significantly or consistently different from standardised assessment results. This is in the interests of developing consistency in assessment across the school.
Get feedback from staff about the process.
Bev and I thought that this modelling of a process might be useful for the participants.
What do we need to add here for our ELLs? - bilingual assessment , use expertise - staff, increasing wait time eg.in Maths
Posssible sources of evidence for making OTJs - handout laminated samples of ‘Making judgements against NS’ and “Assessment resource map” to groups to discuss
Dated anecdotal notes good for reporting - keeping a record using as evidence for OTJ
Sources of evidence to support decision-making
Observation of Process
Evidence gained from informal assessment opportunities:
Focussed Classroom Observation
Student books and tasks
Running Records
GLoSS
NumPA
Student peer assessment
Learning Conversations
Evidence arising from Learning Conversations:
Overall Teacher Judgement
Conferencing
Interviewing
Questioning
Explaining
Discussing
Test Outcomes
Evidence gained from assessment tools, including standardised tools:
An Observation Survey of Early Literacy Achievement
PAT
STAR
e-asTTle/AsTTle V4
IKAN
GLoSS
NumPA 16

17. Overall Teacher Judgements
As a teacher use:
Student perspective (voice)
Children’s work
Everyday classroom observations and interactions
Assessment tool information
Illustrations of standards

18. Reflective question 4
Do we have the knowledge and skills to support students who are acquiring English as an additional language?

19. Moderation What stage is the sample at?
What evidence is there within this writing
that reflects this stage?

20. Transitioning Transitioning from tracking with the ELLP
to National Standards.

21. Reflective question 5
Are our ELLs well supported by strong, active partnerships between parents, schools, teachers and the wider community and by reporting in a way that their parents can understand?

22. Principles for reporting
Ensure student is at the heart of decision making
Supports learner and next steps
Language clear and easily understood
Honest and transparent
No surprises
Strengthens educational partnerships with students
and whānau

23. ELLP or National Standards
ELLP or National Standards? Which pathway best addresses the language learning needs of your ELLs?

24. All material presented at this workshop are available to access online at:
Click here