1. Monitoring on the T-9 Net with SAIS For Transition to Year 2
October 31, 2012
Monitoring on the T-9 Net with SAIS For Transition to Year 2
Created by Amy Higgins
ESL & Early Years Officer, Katherine Regional Office

2. What do you want from this session?
What do you already know about SAIS & T-9 Net?
What do you want to gain from this session?

3. By the end of this session you will:
Understand departmental requirements
Be aware of limitations for EAL/D learners
Know how to monitor on the T-9 Net using SAIS
Have ideas for making life easier
Katherine Region

4. What are the departmental requirements?
Monitor ALL Transition, Year 1 and Year 2 students early Term 4 for the year level they are enrolled in
Optional to record in Student Achievement Information System (SAIS)
No exceptions, ALL students including EAL/D and special needs. Optional (recommended) to record on SAIS.
You do not need to “close” the assessment, it can be ongoing.
Katherine Region

5. What are the limitations for EAL/D learners?
Some of the T-9 Net expectations for Reading, Writing and Oral Language are not expected in the NTCF ESL Levels until Level 2 or higher
Does not necessarily give appropriate teaching points
“Oral language” section has a narrow focus. For EAL/D learners in the early years there may be more critical things you need to focus on e.g. developing a rich vocabulary and a variety of sentence structures.
Katherine Region

6. By the end of Year One students must be able to:
Produce the speech sounds m, l, n, sh, ch, t, d, k, g, th, f, z in isolation, in a meaningful, fun context such as performing the sound actions in the Mr Tongue’s House story
Speak with sentences that demonstrate grammatical markers: endings that include ing, plurals, regular past tense, irregular past tense, possessive, 3rd person present tense regular, 3rd person present tense irregular, contractions
Speak with sentences that demonstrate grammatical markers – irregular past tense (went, was, broke, fell), possessive (daddy’s chair) – we know EAL/D students struggle with these, they are advanced language elements and parts of this do not appear in the NTCF ESL levels until level 3 and 4:
Level 3 “manipulate learned structures and features to make original utterances, characterised by simplified language and varying grammatical accuracy”. Level 4 “Irregular past tenses with some consistency”
Looking at ACARA EAL/D phases – in Developing and Consolidating phase “can hear most of the sounds in English including consonant blends, short and long vowels, and dipthongs”
If you focus on the expectations as teaching points for EAL/D students you may be wasting time and missing more critical skills and knowledge e.g. vocabulary, text structures and sentence structures, social protocols. For guidance in identifying which language elements to focus on, use the Australian Curriculum (ask what is the enduring learning for this subject? E.g. for Science need key vocab like experiment, test, fair, result and text types of report or procedure) and ACARA EAL/D Phases or NTCF ESL Levels (for guidance in narrowing your focus according to language learning progression)

7. So let’s have a look at SAIS
Participants to go to live site, presenter goes to test site.
Follow page 4 to create an “assessment” – note, in this context it means “template to input your data”. Want participants to see if they can follow the guidelines so they can do this again back at school, encourage them to make any helpful notes. Go on test site if not inputting real data.
Give participants time to play, wander around to answer questions
Katherine Region

8. Bulk update a section for an individual student
Bulk Updating and Bulk Assessing
Bulk update a section for an individual student
Bulk assess a number of students
Bulk update will over-ride any previous input, but you can bulk update then change individual items but won’t save unless you go out of assessment and come back in

9. Use checklists throughout the term – give to assistants as well
Tips
Use checklists throughout the term – give to assistants as well
Use evidence of learning already gathered
Print the continuum for each student and highlight (from the PDF)
No exceptions, ALL students including EAL/D and special needs
Katherine Region