The document discusses national standards and reporting requirements for New Zealand schools. Schools are required to report student progress and achievement in relation to national standards to students and parents at least twice a year. They must also report school-level data in three areas in the board's annual report. The document then discusses how the school is committed to meeting requirements while maintaining its direction and student outcomes. It focuses on improving parent reporting and uses a range of assessments to provide accurate information.
2. National Standards and Reporting
The Legislation
NAG 2A
Where a school has students enrolled in years 1-8, the board of trustees, with the principal and
teaching staff, is required to use National Standards to:
(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;
(b) report school-level data in the board’s annual report on National Standards under three headings:
i. school strengths and identified areas for improvement;
ii. the basis for identifying areas for improvement; and
iii. planned actions for lifting achievement.
Our School
Is committed to meeting legislative requirements when this does not compromise current
direction or student outcomes
Has a strong emphasis on improving reporting to parents
Collects a range of achievement results to ensure accurate information is given to parents
Is committed to offering a wide range of learning opportunities outside of literacy and numeracy
3.
4. Purpose for This Evening
Answer all these questions and more importantly educate everyone on the content of our
Learning Plans (interim reports)
5.
6. What Are The National What Aren’t The
Standards? National Standards?
The national standards are a set of The national standards are not a checklist of
achievement expectations in the learning areas skills or knowledge that have to be achieved in
of reading, writing and mathematics all areas.
A set of expectations designed to ensure They are not a sector wide co-constructed set
children achieve NZCEA of achievement expectations
Designed to raise the achievement of the 17% They are not a tool for raising achievement,
of underachievers they are tool for reporting it
A tool to monitor the performance of schools A reflection of current best practice in
by central government education overseas where high stakes
reporting has failed
A set of standards with no external school Reliable for comparing achievement with
moderation procedures students from other schools
10. Year Level NZ Curriculum Level
The curriculum strand and the skills &
knowledge expected
11.
12. An illustration of what achieving the
standard at this level looks like at this year level
13.
14. The curriculum strand and the skills &
knowledge expected
An illustration of what achieving the
standard at this level looks like at this year level
25. An illustration of what achieving the
standard at this level looks like at this year level
26.
27. How do we make judgements about levels of achievement students ?
28. How do we make judgements about levels of achievement students ?
Formal assessments such as
these are an important factor
29. How do we make judgements about levels of achievement students ?
Just as important are teacher
observations, interactions
Formal assessments such as
and more informal
these are an important factor
assessments
30.
31. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
32. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
33. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
34. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
35. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
36. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
37. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
38. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
39. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
40. Overall Teacher Judgements
At Swannanoa School we have spent considerable time and effort ensuring we have effective
moderation procedures for making OTJ’s against the NS
Over the last 18 months we have implemented moderation processes for our school-wide
numeracy and writing assessments. We have just started looking at moderation of all learning, this is
a work in progress.
Sample of a Swannanoa OTJ Guide
Running
Numeracy Numeracy
Writing STAR Records
asTTle Knowledge Snapshot NS Level
Task (Stanine) (Reading
(Stage) (Stage)
Age)
Year 4 2P-2A 2P-2A 4-7 4 4-5 8.5-9.5 At L2
Year 7 4B-4P 4B-4P N/A 6-7 6 11.5-12.5 Early L4
45. Co-constructed goals (based on assessment & other learning)
How can you help at home?
What will be ‘actioned’ at school
46. Overall teacher judgement (OTJ) about where this student is achieving
Co-constructed goals (based on assessment & other learning)
How can you help at home?
What will be ‘actioned’ at school
49. Next Steps
Developing our understanding of the content of the standards at each year level
Questions?
50. Next Steps
Developing our understanding of the content of the standards at each year level
Reporting achievement to our BOT and considering the relevance and reliability of our data
Questions?
51. Next Steps
Developing our understanding of the content of the standards at each year level
Reporting achievement to our BOT and considering the relevance and reliability of our data
Creating a new Year End report for parents
Questions?
52. Next Steps
Developing our understanding of the content of the standards at each year level
Reporting achievement to our BOT and considering the relevance and reliability of our data
Creating a new Year End report for parents
Creating our ‘Parent Portal’
Questions?
Notes de l'éditeur
We are determined as a staff and school to deliver a high quality education and want to use the standards to our advantage-reporting review, better assessment etc\n
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Much contention. Not all bad. Lack of consultation and the potential of the misuse of info biggest issues. In countries such as the US/UK high stakes assessments have led a narrowed curriculum and high stakes for kids/schools.Now want to look at the content of the NS\n
Much contention. Not all bad. Lack of consultation and the potential of the misuse of info biggest issues. In countries such as the US/UK high stakes assessments have led a narrowed curriculum and high stakes for kids/schools.Now want to look at the content of the NS\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
There is some really great info in the standards even if the levels etc are still up for debate (which is a concern)\n
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Actual sample of writing with anecdotal notes about the features of the writing\n
Actual sample of writing with anecdotal notes about the features of the writing\n
Actual sample of writing with anecdotal notes about the features of the writing\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
We collect a huge range of data on students. Formal provides comparisons with students across the country (but are usually one-off. Informal is very important. Daily learning opportunities and observations are vital to a teacher and are sited as valid under the NS system. This is a point of difference from other national testing type models. We have OTJs as opposed to ‘tests’.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Moderation-making sure judgements are fair and consistent. This has been a significant step towards moderating all teacher judgements and giving all staff a good understanding what achievement at the various levels/stages looks like. Explain scores briefly. Link NS level to our mid-year report (Learning Plan). We want consistent accurate judgements-NS has put a focus on this.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
Here is our LP. This reports progress in conjunction with info in student books (sent home) + learning conferences. We have consciously avoided terminology such as ‘well below’, ‘below’ etc but still wanted to clearly communicate achievement levels. Being labelled in ‘well below, above’ etc we do not believe helps students to learn or parents.\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
How useful will the OTJ info be for strategic planning purposes?\n
