NATIONAL STANDARDS

NATIONAL STANDARDS

Overview:

1. Understanding the vision

2. Consultation feedback and what’s changed

3. 2010 – actions

4. Support and resources

5. Discussion time

NATIONAL STANDARDS

NATIONAL STANDARDS

What are the Standards?

• “Milestones” for achievement at the end of every year level (Years 1-8)

• Standards of minimum achievement in reading, writing and mathematics

NATIONAL STANDARDS

Consultation - Issues and Responses

• Reporting needs to focus on value-added

• Short timeframe for implementation – we have the booklets…but no real guidance or training on how to use them

• Ability of teachers to make consistent judgements

• Potential misinterpretation of data, including league tables

NATIONAL STANDARDS

Concerns (NZEI)• Compulsory testing and reporting against national standards in England, the US and

Australia have failed to reduce the size of these tails, and had harmful effects on learning in other subjects

• New Zealand teachers already have plenty of official standards to “lever” their students’ learning and a range of reliable tests to assess their students literacy and numeracy

• The standards are hastily prepared, poorly promoted and untried• The standards will be of no use to extend the bright and be too hard for the slow• The standards will not identify which teachers are failing to perform. It is easy for

them to coach children.• Some children will be told that they are failures twice a year for 8 years. Imagine their

self esteem and self worth!• Research clearly indicates that 80 – 85% of New Zealand students have received

education up there with the best in the world. Our problem, like most countries, has always been our “low end tail” It is not hard to identify these children

NATIONAL STANDARDS

• Despite concerns, we will continue to work as hard as we can to raise every child’s achievement regardless.

NATIONAL STANDARDS

The legislationNAG 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:

school strengths and identified areas for improvement;

the basis for identifying areas for improvement;

And planned actions for lifting achievement

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

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 how students are progressing against the standards as well as how they are achieving.

For the avoidance of doubt, the first annual report to which subclauses (b) and (c) apply is that which reports on the 2011 school year

NATIONAL STANDARDS

2010 Actions

• At least 2 written reports to parents, families and whānau a year in plain language on their child’s progress and achievement in relation to the National Standards

• Suggested headings include:

•Student’s current learning goals

•Student’s progress & achievement in relation to the standards

•What the school is doing to support the student’s learning

•What parents, family and whānau can do to support the student’s learning

•Results from assessments undertaken

• Report formats are a school choice

• Set 2011 charter targets

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Parents, Families & Whānau feedback

• A focus on a well-rounded child • A range of ways of reporting• Plain language and honest reporting • Parents asked for suggestions of how they can provide

practical help at home.

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Reports

NATIONAL STANDARDSReports

NATIONAL STANDARDS

Implications – where to now• Professional development focus in term II

- staff meetings – look at standards at each level for reading, writing and maths

- workshops for literacy/mathematics leaders

- Anne Grady (LPDP contract)

• Review and revise reporting – timing of parent conversations, written report, goals 

• Update all school documentation

• Information session + updates for parents

• Likely ERO review