Minutes of the Key Teacher Network meeting August 2, 2005
at District Office Conference room.
Apologies: Anne Bullen (Kuranda)
- Round table sharing of tracking and assessment tools used with children which accompanied moderation samples.
- Sharing of intervention programs, resources and organisational processes used in our schools
- Review of the Year 2 Diagnostic Net in line with request for input from Q.S.A.
Decision to send this to Q.S.A. on behalf of the Cairns and Cape Network group at a later date after further input from Cairns and Cape Key teachers who were unable to attend this last meeting. It will then be forwarded to Clive Dixon and Ailsa Payne for final review before going to Q.S.A. in Brisbane.
Please review this and add any other comments and return to me (Sharon Rampton) by the end of August.
Draft as follows:
Positives: Moderation process as very valuable.
Issues for consideration:
· Timing of Validation – presently this occurs in term 2 of year 2. Some children caught in May/June become successful a few months later not because of any intervention, but due to social/emotional/cognitive maturity. Therefore, possible recommendation to delay Validation until Term 3 of year 2 may mean that children are more mature and less likely to get caught. Look at state-wide results – is there a trend showing a general increase or decrease in children caught over the last 3-5 years? and what are the implications of this timing for Prep year?
· What criteria was used to determine the subset of indicators for Validation?
· Have the continua embedded into the English and Maths syllabi so that only 1 assessment document is needed for recording rather than Outcomes and continua. Benefit of this is no double handling and mapping could occur at all year levels.
· The following 3 indicators are ones that come up repeatedly each year at moderation as points of contention and debate:
Ø Reading C6 – Has a bank of words which are recognised when encountered in different contexts…..
Issue: at what reading level? ie. A bank of words for a child reading at level 6 is very different to a bank of words for a child reading at level 12. Need to consider the range of levels of reading validation texts.
Recommendation: Indicator needs to be re-worded or redefined.
Not recommended that the bank be quantitative.
Ø Writing B8 – relies heavily on the most obvious sounds of a word.
Issue: how many? Initial sound? Final? Medial?
Recommendation: Re-word or re-define to state having at least a correct initial and final sound.
Ø Number C5 – less
Issue: Language for indigenous/ESL learners. Less is not a word that is used in their context and children get ‘caught’ on the concept of less as being a comparative term. Indigenous learners see ‘less’ as meaning ‘little’ not ‘less than’
· The Cairns and Cape district Key Teacher network group would like to have input into the draft and final presentation of the revised Year 2 Diagnostic Net.
- Discussion on Q.S.A’s request for input into the revision of the Reading validation texts. While no specific texts were presented at the meeting, it was decided to suggest a list of criteria that would determine the suitability of a text for inclusion. After review from you – the Key teachers in Cairns and Cape, this list would be sent to Clive Dixon and Ailsa Payne for review before being forwarded to Q.S.A.
Please have your say and reply to me with any further comments by the end of August.
Draft as follows:
Criteria for choosing an inclusive text:
· More consistent, smaller range of reading levels (eg. Across a maximum span of 3 reading levels) for authentic assessment.
· Relevant to developing contextualising activities in a “do-able” unit of work.
· List complimentary texts that can be used in comtextualising activities – These should also be available in big Book format.
· Can be integrated with the syllabi – not have to be run as a separate program.
· List of texts should include choices inclusive of indigenous/ESL learners (with appropriate illustrations including indigenous/ESL children). Content should be interest/activity based – not locality. clan or home/1st language based as these can be just as irrelevant in a different area. Activities and interests could include fishing, camping, hunting, animals or sport etc.
· From the current list of texts, these are still relevant and workable –
ü One Hot Summer Night (Camping an animal based)
ü Ants (Animal based)
ü Insects (Animal based)
ü Kangaroos (Animal based)
ü Walking Through the Jungle (Animal based)
ü The Tricky Sticky Problem. (Problem solving) An example of a complimentary text suitable for inclusion in the Contextualising activities for this particular book is “Alexander’s Outing” by Pamela Allen.
Note that four of the above are already animal based.
- The afternoon was spent with Sharon doing in-service for teachers on Support-a-Maths Learner: Number.
- Sharon notified the group that she will be stepping down from the position of Cairns and Cape District Key Teacher Co-ordinator at the end of this year after 5 years. Please consider taking on the role in 2006.
Meeting closed at 3pm. Next meeting: Tuesday October 25 (Term 4 week 5) Bring: A complete unit of work to share. Looking into in-service for teachers on support-a-Reader and Support-a-writer.