Linda on the Tolley meeting site post has hinted at an issue that is developing – the fact that Anne Tolley is not on top of her correspondence and that questions sent to her by both email and letter on the national standards issue are going unanswered.
I’ve decided to provide a service though Red Alert.
You draft the question. I will make sure it fits the parliamentary rules and lodge it. If possible will provide a link so that you can follow its progress in the system. It takes about nine working days.
What do you think. Lets try it. I might give a bit of advice as we go but all questions will be to the Minister of Education (or ERO if specified).
Update: Please only post questions relating to National Standards
2nd Update I’ve done some editing of questions – quite a bit of work. In most cases used italics to show where I have been. Minor changes not noted. Will try and get as many as possible in Monday and Tuesday.
What measures will indicate that the introduction of National Standards will be sucessful 12 months after introduction?
[Question #2198]: What measures will indicate that the introduction of National Standards will be sucessful 12 months after introduction?
Response: A range of measures from different information sources will be used to assess progress with the implementation of the National Standards 12 months after introduction. This will include information from ERO reports, the National Standards: School Sample Monitoring and Evaluation Project 2009 – 2013, periodic surveys of key sector groups, and information from national monitoring studies (such as NEMP).
[Question #2213] What measures will indicate that the introduction of National Standards will be successful 3 years after introduction?
Response: A range of measures from different information sources will be used to assess progress with the implementation of the National Standards 3 years after introduction. This will include information from ERO reports, the National Standards: School Sample Monitoring and Evaluation Project 2009 – 2013, periodic surveys of key sector groups, and information from national monitoring studies (such as NEMP).
[Question #2214] What measures will indicate that the introduction of National Standards will be successful 5 years after introduction?
Response: A range of measures from different information sources will be used to assess progress with the implementation of the National Standards 5 years after introduction. This will include information from ERO reports, the National Standards: School Sample Monitoring and Evaluation Project 2009 – 2013, periodic surveys of key sector groups, and information from national monitoring studies (such as NEMP).
@ Linda – I think that’s a great question also however, our school is so small that I don’t think it will apply as the community is involved heaps by way of things like the voluntary groups that help with reading, math etc. I have also always expected that if required, we would pay for additional support ourselves. Intermediate will be a different story however, that’s years away. And if anything, I suspect that if our child is genius in any area it will actually be something along the lines of music or arts – from what I have gathered, no assessment ever really recognises the value of those things by way of attributing academic excellence.
@ Gnat – great question too.
Rebecca, music ought to be viewed and assessed with maths in mind. Then it can come under the three r’s
How will the Ministry of Education support children with Special Educational Needs who will fall into the ‘well below’ category of National Standard Year-1 for the foreseeable future?
Response: National Standards provide signposts for teachers and parents to respond to. This means that if a child is falling behind then appropriate and challenging goals and programmes can be designed for them.
Professional Development is available for schools to support them in using the standards effectively. [Question #02199]
How will the Ministry of Education support children who start their formal education ‘well above’ the National Standard and whose progress is well below their actual potential?
Response: National Standards provide signposts for teachers and parents to respond to. This means that if a child needs extending then appropriate and challenging goals and programmes can be designed for them.
Professional Development is available for schools to support them in using the standards effectively. [Question # 02200]
My daughter is at a country school and due to its size she is in a mixed ability class of both year five and year six students.
Will the proposed National Standards be used to select students for education that is ability related and not age related, and if so how?
Response: National Standards will provide consistent detailed information to enable teachers to deliver programmes to meet the needs of all students. [Question # 02201]
I know a 16 year old who has just left school with no qualifications; however, the said student is arithmetically competent, owns three businesses and is currently successful at a national level in sport. Please could the minister advise how National Standards would have assisted this student (NB the student has dyslexia and is one of the neatest, kindest and socially adept teenagers you would ever meet, but he would be deemed a complete failure under National Standards)
How would national standards have assisted a teenager who has left school with no qualification because of dyslexia but who is arithmetically competent, owns three businesses and is successful at a national level in sport?
Response: National Standards provide signposts for teachers and parents to respond to. This means that if a child is falling behind they can receive appropriate help quickly. The Government has budgeted $36 million over three years to provide support for schools with students who are not making expected progress. Professional Development is available for schools to support them in using the standards effectively. [Question #02202]
@ Tracey – that would be brilliant! While our child obviously has many years of learning to go and has yet to show or even establish all her strengths & weaknesses, I am almost certain that music/arts & sports will be her strengths over academics. I think this because of where she is compared to other kids at kindy in terms of writing their name even letters in general. She just shows minimal interest yet in sharp contrast to the other kids she has a massive imagination which comes out in her art, face painting & music – the child is always playing the piano, singing, dancing & having dramatic role plays with her toys. I love it as while I’m a pianist & a runner, I am very much in the left brain when it comes to academics & overall interests so feel quite boring in comparison!
@ Linda so yes, it could well be that we will one day be affected by any cuts to the support provided for children that fall below the NS.
I suspect this Govt’s stance on education doesn’t accept their are two sides to a child’s brain. Teachers get that and need to be resourced accordingly. This new curriculum went some way to matching subject matter to areas of interest, triggers if you like.
Cjildren who are non academic can thrive academically when the appropriate triggers and tools are used toteach them the 3 r’s. Use music, use sport, use art, as many teachers do, to convey the 3 r’s.
Teachers are doing this now, but are being widly diverted (in some schools) by implementation and adherence to new assessment standards – NS).
@Ian. From what I can make out the child will be assessed against the Standard they are closest to. This is important to me as rather than seeing that my child is ‘well above’ the literacy standard (which is obvious to all) I would like to know which standard my child is at so I can see progress or lack there of. My child could learn nothing for a few years and be ‘on target for NCEA level 2′.
I’m having difficulty framing a question to get Minister to confirm that children will be reported on based on ability rather than year-level or age.
Two questions:
1. If these are assessments, not tests, what about schools that treat them as tests, under formal testing conditions? Will they be penalised?
Will there be any penalties for schools that apply national standards under formal testing conditions?
Response: The implementation of National Standards does not change the nature of assessment in our schools. Students’ progress and achievement will continue to be assessed throughout the year as teachers already do. [Question #02203]
2. Is it true that the software for the graphs and nationwide standardisation is not going to be ready for at least a year? When can parents expect to see such reporting? What will reporting look like in the meantime? What will be different from how they reported last year?
Is the software for graphing and national standardisation of her national standards currently available to schools and if not when will it be available, what system will be used for schools that report to their parents against the standards this term and how will that differ from term four last year?
Response: There is no single required reporting format. The Ministry of Education has put a range of school examples on its Te Kete Ipurangi website. [Question #02204]
@Hilary. The Standards are the benchmark, line in the sand, etc to catagorise children against i.e. instead of ‘above average’ report will be ‘at Standard’. Schools are allowed to use any method to assess and report but must be ‘plain language’ with catagorisation against Standard and have ‘next steps’. asTTle assessment tool used by lots of schools already does this but to population average not new benchmark.
The response to submission of these questions (and time it takes) will be very telling.
Thanks Trevor, for opening up the parliamentary process to people in a form that is so accessible. Perhaps other politicians would like to follow suit?
Could she please clarify What did she mean when she said “We want to see every single student achieving at or above expected level, and we know this is possible.” (Numeracy Hui for Facilitators 17 Feb 2009), and in particular, how does she know this is possible and what evidence and research does she have to support this claim?
Response: Evidence and research from the Numeracy and Literacy and Assessment Professional Development Projects, amongst other research confirms that with effective teaching, substantial and accelerated gains can be made in reading, writing and mathematics achievement. [Question# 02518]
Seems you may have upset Mrs Tolley
http://www.beehive.govt.nz/release/desperate+mallard+upsets+parents
You big desperate rebel you!
@ Linda, thanks for the response; here’s another slant
What options are there for parents to exclude their children from participating in what seems increasingly like data collection for an unethical reseach study – can I remove my consent for testing? (would be interesting if say 20% of the population did the same)
Do parents have the right to withdraw their children from the tests which lead to national standards and if so how do they do this?
Response: Assessment in relation to National Standards is through teachers’ professional judgement, not testing. [Question #02440]
When will the Minister be able to reassure schools and parents that so called ‘League Tables’ will not be a feature of National Standards in New Zealand.
What is her government’s policy with regard the development of league tables based on national standards?
Response: The Government does not intend to use National Standards data to compile league tables. [Question #02441]
Last question of Hon T Mallard’s to Minister of Education that has been replied to was 09 Feb 10. Does Hon A Tolley file those questions in the ‘if there is absolutely nothing else to do’ drawer or am I becoming cynical?
Linda no I would think it goes in the draw of “I have a job to do and can’t be bothered with Mr Mallards time-consuming game”. :p I would hope an MP never has the time to respond to 3219 emails within a monthly period, I would like to think that they are busy doing important stuff like running the country!!! :p
@Rebecca, it’s just that written questions from other MPs have been answered though submitted after Trevor’s. I also hope Hon A. Tolley has staff that can answer the questions that should have already been considered prior to commensing the implementation of the policy. There ARE a lot of questions but, as I’ve said previously, it is just what happens when the process is rushed. Ms Tolley often talks about ‘misinformation’ that abounds but a good implementation plan (for a good policy) would have ‘the facts’ so clearly articulated and advertised that not many could be swayed by ‘misinformers’.
I suspect she leaves Trevor’s until last because of what is clearly not the best working relationship – if he submitted 2008 emails to me within a monthly period then I’d be a little peeved too. An increase in correspondence is always to be expected when a new policy is being implemented, but if you compare Anne’s questions to other MPs you will see that this comes down to tactics rather than genuine interest/concern. Some of the questions also appear to be those that he would already know answers too as well. This is something I really dislike about politics. In terms of Anne’s staff, these questions are most likely to be answered by policy analysts and where political tactics are at play I can tell you from personal experience that they go on the back burner so as to complete real work.
I have just seen above that Trevor has said some of his correspondence to Anne has been through work he has been given so will leave it there and accept it.
Note that I am also interested in hearing the answers to many of these questions as with a young child about to start school I have a vested interest.
Trevor: thank you for at least giving people the chance to put their questions out there and have their concerns validated.
Interesting that Mrs Tolley hasnt time to answer emails from some in this thread but time to put out a press release about her meetings… She said
“addressing the 150,000 children who are failing in our school system.
“National Standards will enable us to do this by identifying the students who are struggling in reading, writing and maths”
IF we already know that 150,000 children are failing, then we must know who they are, couldn’t Mrs Tolley just go straight to helping them improve? One reading of the above quotes is that although 150,000 are failing, some are not failing in reading, writing or maths??
So, based on the above,
Of the 150,000 students Mrs Tolley has identified as failing, how many are failing in reading, writing, and maths.
As Mrs Tolley has already identified that 150,000 children are failing, why do we need a system to identify those 150,000?
Of the 150,000 students she claims are failing how many does she believe are failing in maths? Same question for reading and again for writing [Questions #02442 - 02444]
Response: Because there is no nationally consistent student achievement data until students reach NCEA, there is no way of knowing how many students are leaving school without meaningful qualifications specifically because of their maths, reading, or writing skills. [Same answer to questions #02442 - 02444]
Rebecca question time is actually evidence-in-chief and cross examination time. The Government and partners set up nice little questions to spout about, and the opposition set traps in the form of questions. It’s hardly ever about genuinely informing people, otherwise the newspapers would be full of this new and exciting elucidation.
J Fitzsimmons was an exception.
Trevor did the right thing sending her those emails and there are other professions where receiving hundreds of emails in a day isn’t out of the norm.
Tracey yes, I may have jumped the gun a little; originally I just used the filter to see who had the most unanswered questions (Tolley) and who had asked her the most (Trevor). I have had time to look at the actual questions being asked and yes, most appear to be from the sparring in the house (or as you so politely put it “evidence-in-chief and cross examination time”!).
Spud: at a wild guess given the crazy hours that MPs (especially those in cabinet) work, getting a couple hundred emails per day while a cabinet member is a little different to getting them as an opposition MP or for someone working in the private sector that is why they most commonly have people answering them on their behalf.
Trevor: just saw your comment re me drafting letters for you; yes any ministerials I wrote were always drafts for the Minister to be signed, but because I was so super smart & eloquent, most merely signed their name on the bottom…..!
I take your point but think that since she holds a position of power over our education system that answering her emails is even more important.
[...] Put up a post a couple of days ago inviting questions for Tolley on national standards which I am feeding into the system. If you want to ask a question go here. [...]
Just out of interest – ask How many public meetings has she addressed on her recent tour and what was the average attendance at each meeting?
Response: I have addressed 13 public meetings arranged by local MPs. No records were kept of attendance at each meeting. [Question #02445]
Maybe the show is still on the road – who would know?
Can the Minister confirm whether or notDoes she consider Speech and Language Therapists and Educational Psychologistsare considered“back office” jobs in the Ministry of Education?Response: No. Educational psychologists, speech language therapists and other practitioners employed by the Ministry of Education are on a day to day basis providing services directly to children, teachers, schools and families. [Question #02446]
Another question for Anne Tolley: Will she be holding a public meeting in Palmerston North, or close by (such as in a nearby part of the Rangitikei electorate), to explain National Standards? If not, what opportunity will there be for people in Palmerston North and nearby areas to hear from the minister?
In which electorates has she held a public meeting to explain national standards and what is her plan to hold meetings in each of the other electorates?
Response: The information is not held by electorate, but meetings have been held in the following places: Gisborne, Whakatane, Taupo, Napier, Waitakere, Johnsonville, Lincoln, Panmure, Onehunga, Blenheim, Christchurch and Dunedin. [Question # 2447]
Thanks again Trevor!
[...] Red Alert Questions for Tolley. link [...]
I might be repeating another question, but I haven’t read all 80 comments yet sorry.
What I want to know is whether Ministry officials had a hand/instructed the School Trustees Association to write to Boards about Principals behaviour over National Standards.
Was her Ministry consulted before the School Trustees Association wrote to Boards in relation to the implementation of national standards, and if so what input did they provide?
Response: I am advised that the Ministry of Education was not consulted. The New Zealand School Trustees Association (NZSTA) is a national organisation which represents school boards of trustees’ views through the President and National Board, NZSTA National Council and NZSTA Regions, and provides services to member boards of trustees independent of the Ministry of Education. [Question #02448]
@Paul, great questions! I prticularly feel that she cannot state all children can pass the standards as set as they are not worked out from current data on “average” achievement – they are worked back from NCEA lvl 2 which only 50% of 16year olds pass – most of the ‘tail’ are long gone out of the system by the time NCEA lvl2 demotivates them further.
Thanks for having a process for people to put their questions forward Trevor, Tolley certainly isn’t answering them at her ‘parent’ meetings.
Given that schools are now accountable under the NAGs to report to parents using plain language, could the Minister please define plain language? Does the definition of plain language differ according to the community? Does this mean reports should be written in parents’ first language? How will schools demonstrate that this NAG is being met?
How will schools demonstrate that the NAG relating to plain language reprting is being met?
Response: This will be demonstrated through schools’ plain language reports to parents. ERO reviewers will seek examples of these reports as part of the on site stage of the school review process. [Question #02451]
How does she define plain language for the purpose of reporting to parents?
Response: Plain language is simple, clear and direct. [Question #02452]
Does plain language for reporting to parents vary according the the community the school serves?
Response: Reports to parents are to be at least twice a year in writing. They are to report both progress and achievement in relation to the standards in simple, clear and direct language. Schools and parent communities can decide the detail of the approach that best suits their particular community. [Question #02453]
Are plain language school reports to be written in parents first languages?
Response: Schools and their communities are able to decide how the school will communicate with parents. Whatever they agree, reports to parents are to be at least twice a year in writing. They must report both progress and achievement in relation to the standards in simple, clear and direct language. [Question #02454]
(Clearly ‘plain language’ is a subjective term which will mean different things to different people.)
A couple of questions for the Minister which may have been covered (in which case ignore them). Several of us are keen on hearing the Minister’s thinking…….
Can she outline how the National Standards will raise achievement and the evidence she has for her view?
Response: There is significant evidence that standards can be used to raise achievement. For instance, the recently-released School Leadership Evidence Synthesis identified establishing clear and specific goals and expectations for achievement as one of the key dimensions of school leadership that make a difference to students. [Question #02449]
Can she outline her understanding of why trialling the standards is being called for; and outline her reasons for opposing trialling?
Response: Teacher unions say they want a trial to test the National Standards.
National Standards are based on clear evidence about what lifts student achievement.
I have directed $26 million towards professional development support to schools.
I have put in place a comprehensive monitoring programme and indicated from the beginning that if adjustments are needed these will be made.I believe that full national implementation with careful monitoring and evaluation is a better approach for long-term programmes like National Standards, than a trial in just a few schools. Most of the country’s schools are getting on with implementing National Standards. [Question # 2450]
On Wednesday 24th March 2010 I attended a National Standards Training session for Board of Trustees presented by Michael Absolum and Ian Fox. A question was asked by a Board member from another school “Boards will be required to send in their achievement data stating how their students are performing against National Standards. What is the Ministry/Minister going to do if a school consistently does not meet the standards?” The answer Michael gave was very vague! The lady continued with her line of questioning, and eventually Michael answered saying something along the lines that the Board should resign as it is their job to ensure that standards are raised as close to the standards as possible. My question is the same as the lady’s “What does the Minister intend doing should a school whose students reflect the “tail” continually struggle to meet ’standards’; will she as Michael suggested, insist that the Board resign?”
What action will she or her Ministry take if a school consistently does not meet her standards?
ResponseI assume the Member is referring to National Standards. The Ministry has a range of support options available to assist all schools. There are provisions in the Education Act 1989 to intervene where there are risks to the operation of individual schools or to the welfare or educational performance of their students. [Question #3715]
Does she expect a board will resign if their school consistently does not meet her standards? Response: I assume the Member is referring to National Standards. No, the Ministry has a range of support measures that will assist such boards and their staff to improve levels of student achievement. [Question #3716]
What allowance, if any, for the socio-economic status of the students will she make when considering action to be taken with a school that consistently does not meet her standards?
Response: I assume the Member is referring to National Standards. The National Standards apply to all schools, regardless of the socio-economic background of students. Schools are required to report student progress, as well as student achievement in relation to the National Standards. How schools respond where students are not meeting standards is important and the Ministry will provide support to schools to improve practices based the needs of those students, and on evidence of what works to raise student achievement. The Ministry would consider both student achievement and student progress when considering what support could be provided to a school. [Question #3717]
Please can Gerry Brownlee not be the standard on which we measure our children’s literacy and achievement. It never ceases to amaze me how little he knows about his own portfolios. He is becoming the George Bush of NZ (spoken word wise).
Q – How are schools supposed to measure progress in meeting National Standards in for our students when there is no standard for school entry? After one year at school a student may be labelled as a failure (not meeting the standard) without any consideration of what skills and preschool experience the student arrived at school with.
Could the Minister of Education please explain how the National Standards will be moderated? The Writing Standards in particular are very subjective. How many of the bullet points will a student have to have “ticked off” before they’re deemed to be “well below, below, at or above average?” Will the assessment be done on just one piece of writing? There will be a huge variance across schools as they stand at present, therefore they are not a national standard. When will schools be receiving adequate professional development, funded by the Government from the huge budget for National Standards, from people who can actually give us some answers?
Does she consider her writing national standards subjective?
Response: The National Standards rely on teachers making well-informed professional judgments about student performance based on a range of evidence. [Question # 3718]
How many bullet points on the writing national standards will a student have to achieve before they are deemed to be well below, below, at or above average?
Response: There are no bullet points attached to the standard. The bullet points refer to the key characteristics of writing at each level. [Question # 3719]
Can the assessment for the writing national standards be against a single piece of writing?
Response: Multiple sources of evidence should always be used to make overall teacher judgments in relation to the National Standards. [Question # 3720]
Does she have any proposal for further funding for professional development for teachers on national standards?
Response: My intention is to maximise current investment to support National Standards by building on programmes that have shown significant results for students. [Question # 3721]
Can the Minister explain how a Ministry draft document: “Literacy Learning Progressions” published in November 2007 which has been the basis for the National Standards in Reading was completely discarded several months later by the same Ministry’s finalised 2008 publication: “The English Language Learning Progressions” which states that the characteristics (behaviours) of a learner at a given stage cannot be fixed (as in amatrix)because of “the complexity of factors within the text and the learner’s own text-processing skill”? In other words what credibility do her standards now have when her own ministry cannot be trusted to stick to their own findings?
Is it her view that the characteristics (behaviours) of a learner at a given stage cannot be fixed (as in amatrix)because of the complexity of factors within the text and the learner’s own text-processing skill?
Response: Characteristics of what literacy learners may be expected to know and do can be described, but they are not fixed for all learners. A learner’s progress will vary depending on their prior knowledge, understanding and behaviour. [Question # 3722]
What are the changes between the Ministry draft document: “Literacy Learning Progressions” published in November 2007 and Ministry’s finalised 2008 publication: “The English Language Learning Progressions”?
Response: The Literacy Learning Progressions (LLP) is a completely different publication from the English Language Learning Progressions. [Question # 3743]
The numeracy standards have been set from NCEA Level 3 down to Year 1 and this has increased the expected level in Year 3 by 1.5 numeracy stages. Now at the end of year 3 students are expected to be at early level 2 which is stage 5. Currently that places all but one of our students below level according to the National Standards. How is this a fair and equitable assessment when the goal posts have been moved not due to anything other than someone coming up with a mathematical equation based on NCEA 3.
What change has there been in the numeracy expectations at the end of year ten as a result of the introduction of national standards?
Response: I am advised that there has been no change to the numeracy expectations for the end of year 10 as they are already aligned with level 5 of The New Zealand Curriculum. [Question# 3732]
What change has there been in the numeracy expectations at the end of year nine as a result of the introduction of national standards?
Response: I am advised that the numeracy expectation at the end of year 9 has changed from numeracy stage 7 or 8 to numeracy stage 8 to align with level 5 of The New Zealand Curriculum. [Question# 3731]
What change has there been in the numeracy expectations at the end of year eight as a result of the introduction of national standards?
Response: I am advised that there has been no change to the numeracy expectation at the end of year 8. [Question# 3730]
What change has there been in the numeracy expectations at the end of year seven as a result of the introduction of national standards?
Response: I am advised that the numeracy expectation at the end of year 7 has changed from numeracy stage 6 or 7 to numeracy stage 7 to align with level 4 of The New Zealand Curriculum. [Question# 3729]
What change has there been in the numeracy expectations at the end of year six as a result of the introduction of national standards?
Response: I am advised that there has been no change to the numeracy expectation at the end of year six. [Question# 3728]
What change has there been in the numeracy expectations at the end of year five as a result of the introduction of national standards?
Response: I am advised that the numeracy expectation at the end of year five has changed from numeracy stage 5 or 6 to numeracy stage 6 to align with level 3 of The New Zealand Curriculum. [Question# 3727]
What change has there been in the numeracy expectations at the end of year four as a result of the introduction of national standards?
ResponseHon Anne Tolley (Minister of Education) replied: I am advised that there has been no change to the numeracy expectation at the end of year four. [Question# 3726]
What change has there been in the numeracy expectations at the end of year three as a result of the introduction of national standards?
Response: I am advised that the numeracy expectation has been changed from “end of year three” to “after three years at school”, and from numeracy stage 4 or 5 to numeracy stage 5 to align with level 2 of The New Zealand Curriculum. [Question# 3725]
What change has there been in the numeracy expectations at the end of year two as a result of the introduction of national standards?
Response: I am advised that the numeracy expectation has been changed from “end of year two” to “after two years at school”. [Question# 3724]
What change has there been in the numeracy expectations at the end of year eleven as a result of the introduction of national standards?
Response: Most students in year 11 will be studying for NCEA Level 1. In 2010 there are no changes in the numeracy requirements for NCEA Level 1. The NCEA Level 1 numeracy requirements for 2011 are currently under development. [Question# 3733]
In response to:
How will the Ministry of Education support children who start their formal education ‘well above’ the National Standard and whose progress is well below their actual potential?
Response: National Standards provide signposts for teachers and parents to respond to. This means that if a child needs extending then appropriate and challenging goals and programmes can be designed for them.Professional Development is available for schools to support them in using the standards effectively. [Question # 02200]
———–
Does the professional development on using standards effectively include using them for gifted and talented students?
Response: Yes. National Standards are signposts that teachers use to identify the next steps in a student’s learning. This can include assessing at a higher year level, for high achieving students. [Question # 3735]
We know the documentation on standards does NOT, even though this was recommended by a former advisory group to the Ministry (like that provided for ESOL and special needs).
Our research in NZ shows that many teachers and schools in NZ do not know how to a. recognise the signposts of giftedness, and b. respond appropriately!
What guidance is the Ministry providing to providers of professional development for national standards in regards to gifted and talented students?
Response: The Ministry of Education is not providing any specific guidance to National Standards professional development providers in relation to gifted and talented students.The training and support for all National Standards professional development providers has emphasised the need to ensure that all students make optimal progress in relation to their abilities. [Question # 3736]
What advice has been sought from the Associate Minister of Educations Advisory Group on the education of the gifted and talented and the larger gifted and talented education community in the design and delivery of the professional development for national standards?
Response: The Ministry of Education consulted widely on National Standards, which included an opportunity for gifted and talented parents and providers to make submissions. No advice was sought from the Associate Minister’s Advisory group. [Question # 3737]
Are advisors on the gifted and talented giving schools advice on the introduction of national standards and if so how many advisors are giving that advice?
Response: All advisors, including those who provide advice relating to gifted and talented are expected to provide advice as needed to support schools to implement National Standards. [Question # 3738]
The response leads to more questions than answers!
Tracy
The answers don’t answer the questions in most of these responses. Just the same reply reworded over and over again.
On Tuesday, the “Otago Daily Times” published a report on Anne Tolley’s address to a public meeting in Dunedin. The photograph shows Tolley pointing to a powerpoint presentation showing an example of the “Plunket Graph” for reporting to parents. When will the Government stop using these examples? Tolley, please read NAG 2a – schools do not have to report to parents whether their children are “well below, below, at or above expectation.” This information only has to go from the BOT to the Ministry from 2012.
2194 (2010). Hon Trevor Mallard to the Minister of Education (15 Mar 2010): How will National Standards facilitate clear and accurate ‘plain language’ reporting for students who are well above the Standard for years above their age?
Hon Anne Tolley (Minister of Education) replied: It is my intention that National Standards will provide teachers with a further tool for setting high expectations and raising achievement for all students. If assessment against the National Standards indicates that a child needs extending, then appropriate and challenging goals and programmes can be designed for the
How can assessment against the National Standards indicate that a child needs extending?
I don’t understand her answer. The child could be working below or at their potential but assessment against the National Standard can not show a child’s potential so how can it indicated extention is required?? I am rapidly losing patience with the ‘baffle with bullsh**’ answers from the Minister!
How will her national standards show if a student needs extending?
Response: National Standards are descriptions of what students need to know and do in reading, writing and mathematics, at different points of their schooling. Teachers know through everyday classroom assessment what a student knows and can do. Overall judgments against the standards will show if the student needs extending, just as they will show if a student might need support. [Question # 3739]
Great idea Trevor. My question is:
What has she done to ensure that the national standards reflect the diverse learning needs of all students?
Response: National Standards are general descriptions of what students need to know and be able to do in reading, writing, and mathematics at different points of their schooling.
Material to support the implementation of the National Standards incorporates a focus on meeting the diverse learning needs of all students. [Question # 3740]
How will the information gained from the National Standards graphs enable parents to help their child learn better at school?
Response: Schools may choose to use graphs to represent progress and achievement against National Standards in their reports to parents. Such graphs may form a useful basis for discussions with parents and students about progress, achievement and next learning steps. [Question # 3741]
Thanks
Aw quit yer moaning and stand for office!
The Minister claims standards are needed to tell her how students are achieving at any given school. But
Do the Education Review Office reports comprehensively detail each school and their educational performance including student achievement data in literacy and numeracy against national norms?
Response: Education Review Office reviews interrogate whether schools have the systems in place to determine student performance, and ERO review reports on individual schools will include judgements about the educational performance and the standard of student achievement in each school. ERO reviewers look at all of the school’s achievement data, and if the school has information about student achievement in literacy and numeracy against national norms, then the reviewers will consider this in making their judgements about educational performance and student achievement in that school.WhatERO is interested in is what the ‘school’ knows about its achievement data and what the ‘school’ knows and understands about how its students are achieving.Oneof ERO’s key evaluative questions in a review in respect to student learning and achievement is “how well are students achieving and what evidence is there for this?”, and one of the indicators is that “student achievement information provides clear evidence of how well students are achieving in relation to national norms, standards or benchmarks – both achievement levels and progress rates”. [Question # 3742 - assigned to Associate Minister of Education Hon Heather Roy]
. Why does Mrs Tolley need a process that subverts the very office designed to measure and test the quality of school performance?
lifted from http://www.nzherald.co.nz/opinion/news/article.cfm?c_id=466&objectid=10615922&pnum=0
but it is a great question!
@Linda. I’m with you. So fustrating. Grrrr.
As I said all her answers are the same, some are reworded slightly and most don’t answer the questions.
It has only created even more questions in my mind.
Thanks for the nomination Spud! I have children and am therefore qualified for the position, and to tell the education sector that I’m right and they are all wrong (oh and I can read them picture books too). I also budget for the groceries, if I fail at the Education portfolio, do I get a crack at Finance?? LOL!
LOL
You’d do a better job!