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					 Workshop 1: Reading and Writing
     Standards in years 4-8

Supporting leaders to effectively implement
              the standards L

                              Term 2 2010
This workshop explores
   –   the relevant reading and writing standards and related Literacy
       Learning Progressions at years 4-8

   –   the tools and practices that can inform overall teacher judgments at
       these levels

   –   processes and practices for moderating teacher judgments

   – reporting to parents
At the end of the workshop school leaders will have an action plan for
implementing the reading and writing standards years 4-8
Looking at the Standard at the end of 4, 5, 6, 7, 8, years
                       at school
Use the matrix to follow threads from one year level to

What are the added literacy demands from one year
level to another?
What are the implications for teachers?
 Purpose: to become familiar with the key words in the
            standards and what they mean
1.Match the key words in the standards to the text
  definitions provided.
2.Check your work against the definitions on P18 in the
3.Choose one of the year levels(4-8); find an example of
one of the definitions from the illustrations.
What teaching adjustments do teachers need to make to the task if
students are English language learners?

What are some ways that teachers could support
students who are ELL, to understand the the big ideas
from the curriculum topic?

What are the approaches that could be used?
What other aspects might need to be attended to?
   Overall Teacher Judgements and the
   Moderation processes associated with
   Outcome: To strengthen knowledge on gathering, analysing and using
evidence to make defensible overall teacher judgements against the reading
                   and writing standards for years 4-8
What is an Overall teacher judgement?
Task 1: Read and highlight P 13
First column from Using assessment evidence and making
overall teacher judgments.

What are the main points from the article?
                             Task 2
Are the sources of evidence we use sufficient to make a
                 defensible judgment?
2.*What types of evidence do you gather, analyse and use at
year 4-6 in literacy? (Start with the sources of evidence you
have brought today)

3.Fill out the template provided
(Each leader should consider a different year level (4-8)
   Observation of Process                                             Learning Conversations
   Evidence gained from informal                                      Evidence arising from Learning
   assessment opportunities:                                          Conversations:
   •Focused Classroom                                                 •Conferencing
   Observation                                                        •Interviewing
   •Student books and tasks                                           •Questioning
   •Running Records                                                   •Explaining
   •Student peer assessment                                           •Discussing
                                           Judgment                          After guided reading students
                                                                             demonstrate their ability to
During Guided reading                                                        draw information from several
session: noticing the students                                               texts to make a decision about
who answer the questions that
                                          Test Outcomes
                                                                             a particular issue.
demonstrate critical thinking.     Evidence gained from assessment
                                                                             After small group discussion
Draft writing book: Looking at     tools, including standardised tools:
                                                                             about what is needed to make
how students think about and                                                 cohesive links between
organise their ideas for a         •6 year Observation Survey
persuasive argument.                                                         paragraphs during a writing
                                   •PAT                                      lesson students demonstrate
                                   •Star                                     this in their SS topic book
                                   •E-asTTle/asTTle V4
                                   •GLoSS and IKAN
Use the definitions sheet to help you to identify whether you have
sufficient evidence to make an OTJ.

What evidence can teachers draw on to ensure they are able to
report all aspects of the standard?

Reading : reading, responding and thinking critically, locate ,
evaluate, integrate and synthesise information within and across a
small range of texts
Writing: Creating texts: thinking, recording and communicating

What aspects have you covered well?
What aspects are not covered at all?
                           Assessment in relation to the National Standards

It is necessary to draw on multiple sources - not multiple tests - to
develop a comprehensive picture of the:
• areas of progress
• areas requiring attention, and
• what a student’s unique progress looks like

to support:
• students in understanding their learning and next steps
• parents and other stakeholders to best support student learning
• a process of review and improving current assessment practices
Using the sources of evidence you have
•Decide what the child can do.
•What are the child’s next steps in order to continue to
•Identify whether he/she is above, at, below or well below and
justify your decision.
•Is there any other evidence you might need to make a more
defensible decision?
Tools and processes available to support defensible overall teacher
*Script scrutiny evidence
*Moderation processes

Judgements need to be defensible

There needs to be school-wide moderation processes that lead
• Shared understanding of the expectations and the standards
• Consistency in terms of assessment practices and overall
Moderation process
•Choose one child’s data
•Share the OTJ with another team
•Explain where you have placed this child and how you did
- What evidence have you drawn on to do so?
- Do others also agree,disgree? Why?
•What individual aspects may need moderating:
-Running records,
-questioning that promotes critical thinking?
Refer to assessment on line/moderation/key considerations
     Reporting in Plain Language:
     Creating informed partnerships in learning

Outcome: To have deepened knowledge and understanding of the process
and practices that contribute towards schools being able to report to parents
                               in plain-language
                                Reporting principles

Reporting should:
  – be consistent with the characteristics of effective assessment from
     the New Zealand Curriculum
  – involve processes that promote student ownership of their learning
  – meet the needs of parents, family and whānau
  – ensure students feel ownership of the information that is reported

What is reported is the responsibility of the teacher and school.

The quality of reporting must be monitored to ensure that it meets these
                           NAG 2A : Regulations for reporting to parents

     (a) report to students and their parents on the student’s
     progress and achievement in relation to National
     Standards. Reporting to parents in plain language in
     writing must be at least twice a year.
                      NAG2A : Regulations for reporting in the annual report

(b) report school-level data in the board’s annual report on National Standards
    under three headings:

 1. school strengths and identified areas for improvement;
 2. the basis for identifying areas for improvement; and
 3. planned actions for lifting achievement.

(c) report in the board’s annual report on:

1. the numbers and proportions of students at, above, below or well below the
   standards, including by Māori, Pasifika and by gender (where this does not
   breach an individual’s privacy); and
2. how students are progressing against the standards as well as how they are
                              Plain language reporting

Plain language reporting (whether written or spoken) should:
• be concise
• clearly outline a child's progress and achievement
• be free of complex and unnecessary educational jargon
• use language that parents, families, whānau and students can
   easily understand.
Parents should understand
•What their child can do and how they have progressed
•Their child’s progress and achievement in relation to the
standard for their year level
•Their child’s goals
•How they can help
Content of reports
Could report in relation to:
• The standard the student meets (ie best fit)

•   The year level standard (above, at below well below or a scale
    the school is currently using
Examine the principles of reporting
Using the SWOT analysis sheet to identify how your
school reports reflect the principles outlined in the Self
review tool for Reporting and /or
Examine the samples for timing of the reporting

What do you need to change/adjust in your own school
report to report to parents against the standards?
                                           English language learners

Guidelines for English Language Learners in Years 1 to 4:
Students working within Foundation and Stage One of the English
Language Learning Progressions may be tracked, monitored and
reported on to parents using the English Language Learning
Progressions rather than National Standards for a period of up to
two years.

Guidelines for English Language Learners in Years 5 to 8:
Students working within Foundation, Stage One, or Stage Two of the
English Language Learning Progressions may be tracked, monitored
and reported on to parents using the English Language Learning
Progressions rather than National Standards for a period of up to
three years.
NS fact sheet no.9
                          Why use the English Language Learning Progressions to
                          monitor, track and report progress?

•   It may be inappropriate to use national standards which involve
    tools and /or processes that have been normed for native
    speakers of English.

•   It enables teachers to better identify the learning needs of English
    language learners - in particular their language learning needs.

•   The English Language Learning Progressions contain specific
    detail to help teachers understand the language learning process.

•   The English Language Learning Progressions provide indicators
    and next steps for teachers based on sound theories of additional
    language acquisition.
                                School action plan

Identification of priorities

Using the self-review tools and your notes from today…

1. What can you build on that is already happening in your school?

2. Who can do this?

3. What support do you need to implement the reading and writing
   standards in your school?


This workshop has a follow up workshop:
• writing years 5 - 8

As well as support to:
• groups of schools with similar identified needs or
• individual schools