Making Sense of the

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Making Sense of the Mathematics Standards
Lead Teacher Workshop 1
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Purpose of this session is

• For mathematics leaders to gain a greater
  understanding of the Mathematics Standards.
• To enable mathematic leaders to support their
  staff as they begin to implement and integrate
  the Mathematics Standards alongside the New
  Zealand Curriculum.

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• Overview 9 - 12.00
• Key messages
• Making Overall Teacher Judgements (OTJ)
• Morning Tea.
• Reporting
• (After Lunch from 1 - 4, it is the literacy
  Session with Margaret Hayes)

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Doughnuts - Meet and Greet

• Favourite experience in the holidays.
• Most amusing comment from a student.
• Something you know about the Maths Standards
• Something youre not sure about the Maths
  Standards and hoping to find out in this session.

Please share back any questions you hope will be
answered in this session
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Lead Teacher Analysis
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• Mathematics Standards Key Messages
• The purpose of the Mathematics Standards is to
  promote quality teaching and learning in every
  New Zealand classroom and success for all
  students (Page 6 Mathematics Standards).
• A continuation of numeracy PD, not new, part of
  the next phase.
• To be numerate is to have the ability and
  inclination to use mathematics effectively at
  home, at work and in the community.
• Effective teaching and learning is the key.

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Unpacking the Mathematics Standards (pages 10 and
11)

• Identify and highlight some key messages
  underpinning the Mathematics Standards.
• Discuss in your groups how the mathematics
  standard example on page 11 is set out and key
  points to emphasise with your staff.

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Making an overall teacher judgement (OTJ).
Assessment in the NZC (page 39) The primary
purpose of assessment is to improve students
learning and teachers teaching as both student
and teacher respond to the information that it
provides..

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Assessment Key Messages (page 12)

• When assessing a students achievement and
  progress, the teacher needs to make an overall
  teacher judgement (OTJ) about the student in
  relation to the whole standard (paragraph 1).
• A strong understanding of Number is vital ..the
  expectations for Number are the most critical
  requirement for meeting a standard (paragraph
  5).
• ..independently and most of the time (paragraph
  4).

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• Making connections between..
• The New Zealand Curriculum
• Mathematics Standards
• The Number Framework

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Meet Grant

• Look at Grants Number and Algebra information
  and discard anything that is unhelpful when
  making an OTJ.

• Using his GloSS form, make an agreed decision
  about his stages on the Number Framework for
  add/sub, mult/div and Proportions.

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Meet Grant
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Moderation (of Number)

• How accurate is the numeracy data that gets
  passed to the next teacher?
• Does your school moderate any use of GloSS now?

Using GloSS forms or online PD video clips would
be a useful way to develop a shared understanding
of the number stages.
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1 1 2 2 3 3 4 4 5
After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8
2 3 4 5 5 6 6 7 7 8
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Grant
1 1 2 2 3 3 4 4 5
After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8
2 3 4 5 5 6 6 7 7 8
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Curriculum/National Standards Reference Points
still to be finalised
5 8 Advanced Proportional High Achievers High Achievers High Achievers High Achievers High Achievers High Achievers
4 7 Advanced Multiplicative Cause for Concern
3 6 Advanced Additive Cause for Concern Cause for Concern At Risk
2 5 Early Additive Cause for Concern Cause for Concern At Risk At Risk
1 4 Advanced Counting Cause for Concern Cause for Concern At Risk At Risk
1 3 Counting from One by Imaging Cause for Concern At Risk At Risk
1 2 Counting from One on Materials At Risk
1 1 One to One Counting Cause for Concern
1 0 Emergent At Risk
NZC Strategy Stage After 1 year After 2 years After 3 years End of Year 4 End of Year 5 End of Year 6 End of Year 7 End of Year 8 End of Year 9
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Where is Grant for Number?Points of Difference
between Y5 and Y6
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So Grant is Numeracy Stage 6 and looks like he
might fit within the End of Year 6
standard. Does this give us enough information to
make an OTJ? If not, what else is needed?
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The Healthy Pyramid Practice Classroom Assessment
Information Source
Use Little
Formal Test Outcomes
Aligned to learning goals
Use Some
Informal observations
Use Lots

• Learning Conversations

For STRENGTH of information, use multiple
samplings from multiple sources. NZEI Te Riu
Roa and Lester Flockton, 2009.
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The Healthy Pyramid Practice Classroom Assessment
Information Source
Use Little
Formal Test Outcomes
Aligned to learning goals
Use Some
Informal observations
Use Lots

• Learning Conversations

For STRENGTH of information, use multiple
samplings from multiple sources. NZEI Te Riu
Roa and Lester Flockton, 2009.
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Making a Best Fit OTJ
Look at Grants other mathematics information
on Geometry and Measurement and Statistics. Place
his responses on the progressions. What does
this tell you? Could you now begin to make a
best fit OTJ?
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Grant
1 1 2 2 3 3 4 4 5
After 1 year After 2 years After 3 years End of Y4 End of Y5 End of Y6 End of Y7 End of Y8
2 3 4 5 5 6 6 7 7 8
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• First
• Make a best fit overall teacher judgment
• Second
• Consider judgment in relation to students age or
  year level
• Third
• Identify next teaching and learning steps

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Assessment Tools
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Alignment of formal tools
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Points of Difference

• Choose another 2 year band to explore points of
  difference across all strands.

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Warm Up
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After 1, 2, 3 Years at school,

• What does this mean?
• What implications does this have for you?

Y3 children Birth Month Year Entry to school Mid Year June 2010 Report End of Year Dec 2010 Report
Holly August 2007 Has she met the after 2 years standard? Is she on track to meet after 3 years in Aug? Did she meet the After 3 Years standard in Aug?
Phoebe February 2008 Has she met the after 2 years standard? Is she on track to meet After 3 years in Feb 2011? Is she on track to meet the After 3 Years standard in Feb 2011?
Brian May 2008
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After 1, 2, 3 Years at school,

• Make an OTJ at this time but when will you report
  this information to the parents?

Y3 children Birth Month Year Entry to school Mid Year June 2010 Report End of Year Dec 2010 Report
Holly August 2007 Has she met the after 2 years standard? Is she on track to meet after 3 years in Aug? Did she meet the After 3 Years standard in Aug?
Phoebe February 2008 Has she met the after 2 years standard? Is she on track to meet After 3 years in Feb 2011? Is she on track to meet the after 3 years standard in Feb 2011?
Brian May 2008 Has he met the After 2 years standard? Is he on track to meet after 3 years in May 2011? Is he on track to meet the after 3 years standard in May 2011?
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Reporting and The New NAG

• NAG 2A (a) report to students and their parents
  on the students progress and achievement in
  relation to National Standards. Reporting to
  parents in plain language in writing must be at
  least twice a year
• What is the intent of this NAG?
• What implications does NAG 2A (a) have for your
  current reporting processes?

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Reporting on Progress and Achievement

• How do you report now and who is involved?
• Consider
• student involvement, parent involvement, written
  reports, conferences, interviews, informal
  reporting, student-led conferences, portfolios,
  BOT reports, Whanau meetings, electronic
  reporting, etc.

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Could you now write an interim report for Grant
who is in Y6?
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Reporting Templates
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• How does the National Standards impact on the way
  you report to parents already?
• What changes may your school have to make to .?
• your reporting cycle
• your format and content of reporting.
• Is any consultation with your school community
  needed?

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Reflection As mathematics leaders what key
messages from this session would you share with
your staff? http//mathsleadteachers.wikispaces.c
om What PD do you think would be useful for your
staff ? What PD do you think would be useful for
our next session ?
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2010 National Standards PD

• NS Workshop 2 (Vaughan Park)
• Lead Cluster Meetings (Long Bay Primary)
• 2 June, 11 Aug, 8 Sept, 20 Oct, 17 Nov,

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Thought for the day
All things are difficult before they come
easy Dr Thomas Fuller