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Bastow Institute
Leading School Improvement
 School Data-driven project



           Jonathan Hall
          Ultranet Coach
    Southern Metropolitan Region
Work-in-progress!
School Context
•   Large primary school - almost 700 students

•   Location - near Port Phillip Bay in the South Eastern suburbs of Melbourne.

•   Demographic - The school has been a school of choice for families from
    within and from outside the suburb

•   Increasing enrolments have resulted in the introduction of a school zone
    to manage numbers.

•   SFO :                   2010 : 0.52
                            (2006 : 0.36)

•   LBOTE:                  0.09
                            (stable over recent yeasrs)

•   Stability rate: 72.2%
Enrolments
                    Prep - 6




Prep
School Organisation
Leadership structure:
     Principal
     Assistant principal
     Three leading teachers
          Curriculum and Innovation
          Junior Sub-school
          Senior Sub-school


• School organisation:
     Straight year level classes, including 11 classes in the Year 1 and 2 area.


• Numeracy organisation:
      6 sessions of numeracy per week – 4 with class teacher, 2 (double session) in
      flexible groups across the year level.
Project Team

•   Assistant Principal (overview only)
•   Leading Teacher – junior sub-school
•   Level 1 and 2 teachers – largely young teachers
•   Ultranet Coach
VELS and NAPLAN compared:
    Number / Numeracy

                            NAPLAN – Year 3




VELS – Teacher Judgements
VELS Teacher Judgements are similar
 in Measurement, Chance and Data
NAPLAN Data

Individual student tracking:

• Comparisons are to be made between Year 2
  teacher judgements and following year NAPLAN
  data for Year 3
• Can be done for the past three years to identify any
  potential trends.
Areas under Investigation
1. Teacher moderation
  o Comparison of VELS Teacher Judgements with other data – e.g. NAPLAN,
    ODT
         Work in progress


2. Areas of student weakness
  o Identify concepts that students are struggling with
  o Identify teacher understandings and practice in these areas


3. Sources of data
  o How can the current data be used or improved upon?


4. Use of technology to support student learning
   o What technology exists in the school and can be applied to EY Numeracy
% correct




        Feb '09
                                                                                           100%




                                     10%
                                                 30%
                                                       40%
                                                             50%
                                                                   60%
                                                                         70%
                                                                               80%
                                                                                     90%




                                0%
                                           20%




        Nov '09
                    Counting




                    Writes
                   Numerals




                    Limits
                  Sequences




      Reads/writes
      Numerals to
          10



      Reads/writes
      Numerals to
          20




                     Addition
Areas Addressed
                                                                                                  Year 1 DMT 'A' Results Feb & Nov 2009




                  Subtraction




      Multiplication




                     Division
                                                                                                                                          DMT ‘A’ – Year 1 2009
DMT ‘A’ – Year 2 2010
                                                                      Year 2 DMT 'A' Results Feb & Nov 2010
           100%                                            Year 1 DMT 'A' Results Feb & Nov 2009
                   90%
                         100%

                   80%   90%

                   70%   80%
                   60%   70%
% correctcorrect




                   50%   60%
                   40%   50%
       %




                   30%
                         40%
                   20%
                         30%
                   10%
                         20%
                   0%
                         10%
                          0%




                                                                                                                                                                                           Division
                                                                                                                       Addition




                                                                                                                                                                   Multiplication
                                                                           Sequences
                                       Counting




                                                           Numerals




                                                                                                                                        Subtraction
                                                                                         Reads/writes




                                                                                                        Reads/writes
                                                                                         Numerals to




                                                                                                        Numerals to
                                                            Writes




                          Numeration and          Place Value to       Ordering        Counting and         Addition      Subtraction                 Multiplication                Division
                                                                             Limits




                            Notation                   999                              Sequences
                                                                                             10




                                                                                                            20



               Feb '09'10 NovNov '10
                 Feb          '09                                                             Areas Addressed Addressed
                                                                                                          Areas
Teacher inquiry and knowledge-building
                cycle
Teachers’ Understandings
• Focus on teachers‟ understanding of the target
  concepts
     PROF. READINGS – provided for all teachers in Years 1 & 2

     REVIEW OF PRACTICE – teachers discussed their practice against the
     readings

     MODIFY PLANNING – term and weekly planners modified to address
     identified gaps
Examples of Some Areas to
          Work On
What do we (year 1/2 teachers) need to improve:
• Vocab (range) / correct language
• Use of resources
• Use of 100‟s charts/ tens frames
• Incidental Maths
• Fact families
• Strategies from an earlier age
• Addition charts – Use more of
• Mathematical profile
• Displays, word walls, class made dictionaries
Negatives / Challenges Noted
• Timetabling issues for „streamed‟ numeracy groups
  – only 1 x 50minute session for Year 1
• Numeracy often scheduled for period 6 – after
  lunch
• Numeracy is first session to be dropped when busy
• Limited support for struggling students – need for
  numeracy intervention (like reading recovery)
Sources of Data:
    Current Assessment Schedule
• Detailed assessment records maintained across whole
  school.
• Excel spreadsheets – very large over time
• Record is provided to classroom teachers and updated
  regularly
• Comparisons on similar tests, within each year, year on
  year (different cohorts) and between boys and girls

• Question – how do teachers view and use this data?
Assessment Schedule
                                     Prep-4
Whole School    Prep            Year 1          Year 2          Year 3          Year 4


VELS            Reading Level   Reading Level   Reading Level   Reading Level   Reading Level
                                                                                (At risk)
                Spelling % -    Spelling % -    Spelling % -
                common words    common words    common words
                                Burt            Burt            Burt            Burt
                                                SA Spelling     SA Spelling     SA Spelling
                                                                TORCH           TORCH
                                Lexiles (opt)   Lexiles (opt)   Lexiles         Lexiles
                                                                UNSW English    UNSW English
                                                                (some)          (some)


                                DMT Part A      DMT Part A
                                                DMT Part B
                                                                PAT 1           PAT 2
                                                                NAPLAN
                            NUMERACY
                                                                UNSW Maths      UNSW Maths
                                                                (some)          (some)
Sources of Data in Early Years at the School

• DMT used in Years 1&2, PAT Maths in Years 3&4

• Teacher anecdotal records

• Mathematics Online Interview is not used in Year 1
  or Year 2.
   o Explanation – “difficult to find the time to work with each student”.
Possible New Sources of Data
Data                         Rationale                          Timeline
Year 3 NAPLAN Item           Strength, weaknesses and           Review 2011 data to assist
Analysis                     misunderstandings                  with 2012 planning

Mathematics Online           All students if possible           2012 - Term 1
Interview                    Minimum - trial with lower
                             achieving students

PAT Maths from Year 1        Easier to track progress year on   Trial 2012 – Term 1
(or online PAT Maths Plus)   year – scaled score an same        Run alongside DMT and
                             system                             review
                                                                                 •
Mathletics                   Recently purchased.                2011 – Term 4 - Students
                             Provides practice of concepts.
                             Informative data, time efficient   Late Term 4 - Teacher Data
                             for teachers
                                                                PD

Handheld Interactive         Purchased but not used much.       2011 – Term 4
Devices                      Time efficient, engaging
NAPLAN Item Analysis
• Need for teachers to see the detail – esp. P-2
  teachers for Year 3 data, e.g.
                                             Misconception?
                                             Which students?




          Year 3 – 2010                 How was this taught?
Use of Technology
•   Large investment in technology in the school
•   Showcase school for interactive technology in recent years
•   Very proactive in Ultranet implementation across the school

          HOW CAN THIS BE USED TO SUPPORT EARLY YEARS NUMERACY?

Ongoing Teacher Development in Technology

•   Use of interactive resources in maths groups, e.g. digital learning
    objects
•   Use of Mathletics and handheld devices
•   Use of Ultranet to deliver digital resources
•   Use of Ultranet Learning Tasks to personalise learning for students
Challenges for the Project
• Composition of the team
   o Key member of the team is moving to Year 6
   o Limited time for me to work in the school in my Ultranet Coach role
   o Ultranet Coach role ends next month – no longer be connected to the school

• Time and Resources ($)


         My Next Steps in this Project
• Working in the school in December to further
  support teachers with:
    o Delivery of resources using Ultranet
    o Personalising learning using Ultranet
Personal Reflection on the Project

• Opportunity to re-engage with school data
• Further understanding of school improvement
  processes
• Conversations around specific student learning
• Professional reading on
   o School improvement
   o Data analysis
   o Forms of assessment

• Opportunity to work with teachers and leaders
  outside of my Ultranet role
References
Annual report to the school      http://www.eduweb.vic.gov.au/edulibrary/public/a
community guidelines 2011        ccount/operate/saif2011/Guidelines_for_the_2010_
                                 Annual_Report_to_School_Community.pdf


Interpreting PAT Maths Scores    http://www.acer.edu.au/documents/PATM-
                                 Interpreting-Scores.pdf

Mathematics Online Interview     http://www.eduweb.vic.gov.au/edulibrary/public/te
User Guide                       achlearn/student/mathscontinuum/interviewusergu
                                 ide.pdf

Using student assessment for     http://www.eduweb.vic.gov.au/edulibrary/public/p
professional learning:           ubl/research/publ/timperley_using_student_assess
focusing on students’ outcomes   ment_for_professional_learning.pdf
to identify teachers’ needs

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Lsi project presentation j hall

  • 1. Bastow Institute Leading School Improvement School Data-driven project Jonathan Hall Ultranet Coach Southern Metropolitan Region
  • 3. School Context • Large primary school - almost 700 students • Location - near Port Phillip Bay in the South Eastern suburbs of Melbourne. • Demographic - The school has been a school of choice for families from within and from outside the suburb • Increasing enrolments have resulted in the introduction of a school zone to manage numbers. • SFO : 2010 : 0.52 (2006 : 0.36) • LBOTE: 0.09 (stable over recent yeasrs) • Stability rate: 72.2%
  • 4.
  • 5.
  • 6. Enrolments Prep - 6 Prep
  • 7. School Organisation Leadership structure: Principal Assistant principal Three leading teachers Curriculum and Innovation Junior Sub-school Senior Sub-school • School organisation: Straight year level classes, including 11 classes in the Year 1 and 2 area. • Numeracy organisation: 6 sessions of numeracy per week – 4 with class teacher, 2 (double session) in flexible groups across the year level.
  • 8. Project Team • Assistant Principal (overview only) • Leading Teacher – junior sub-school • Level 1 and 2 teachers – largely young teachers • Ultranet Coach
  • 9. VELS and NAPLAN compared: Number / Numeracy NAPLAN – Year 3 VELS – Teacher Judgements
  • 10. VELS Teacher Judgements are similar in Measurement, Chance and Data
  • 11. NAPLAN Data Individual student tracking: • Comparisons are to be made between Year 2 teacher judgements and following year NAPLAN data for Year 3 • Can be done for the past three years to identify any potential trends.
  • 12. Areas under Investigation 1. Teacher moderation o Comparison of VELS Teacher Judgements with other data – e.g. NAPLAN, ODT  Work in progress 2. Areas of student weakness o Identify concepts that students are struggling with o Identify teacher understandings and practice in these areas 3. Sources of data o How can the current data be used or improved upon? 4. Use of technology to support student learning o What technology exists in the school and can be applied to EY Numeracy
  • 13. % correct Feb '09 100% 10% 30% 40% 50% 60% 70% 80% 90% 0% 20% Nov '09 Counting Writes Numerals Limits Sequences Reads/writes Numerals to 10 Reads/writes Numerals to 20 Addition Areas Addressed Year 1 DMT 'A' Results Feb & Nov 2009 Subtraction Multiplication Division DMT ‘A’ – Year 1 2009
  • 14. DMT ‘A’ – Year 2 2010 Year 2 DMT 'A' Results Feb & Nov 2010 100% Year 1 DMT 'A' Results Feb & Nov 2009 90% 100% 80% 90% 70% 80% 60% 70% % correctcorrect 50% 60% 40% 50% % 30% 40% 20% 30% 10% 20% 0% 10% 0% Division Addition Multiplication Sequences Counting Numerals Subtraction Reads/writes Reads/writes Numerals to Numerals to Writes Numeration and Place Value to Ordering Counting and Addition Subtraction Multiplication Division Limits Notation 999 Sequences 10 20 Feb '09'10 NovNov '10 Feb '09 Areas Addressed Addressed Areas
  • 15. Teacher inquiry and knowledge-building cycle
  • 16. Teachers’ Understandings • Focus on teachers‟ understanding of the target concepts PROF. READINGS – provided for all teachers in Years 1 & 2 REVIEW OF PRACTICE – teachers discussed their practice against the readings MODIFY PLANNING – term and weekly planners modified to address identified gaps
  • 17. Examples of Some Areas to Work On What do we (year 1/2 teachers) need to improve: • Vocab (range) / correct language • Use of resources • Use of 100‟s charts/ tens frames • Incidental Maths • Fact families • Strategies from an earlier age • Addition charts – Use more of • Mathematical profile • Displays, word walls, class made dictionaries
  • 18. Negatives / Challenges Noted • Timetabling issues for „streamed‟ numeracy groups – only 1 x 50minute session for Year 1 • Numeracy often scheduled for period 6 – after lunch • Numeracy is first session to be dropped when busy • Limited support for struggling students – need for numeracy intervention (like reading recovery)
  • 19. Sources of Data: Current Assessment Schedule • Detailed assessment records maintained across whole school. • Excel spreadsheets – very large over time • Record is provided to classroom teachers and updated regularly • Comparisons on similar tests, within each year, year on year (different cohorts) and between boys and girls • Question – how do teachers view and use this data?
  • 20. Assessment Schedule Prep-4 Whole School Prep Year 1 Year 2 Year 3 Year 4 VELS Reading Level Reading Level Reading Level Reading Level Reading Level (At risk) Spelling % - Spelling % - Spelling % - common words common words common words Burt Burt Burt Burt SA Spelling SA Spelling SA Spelling TORCH TORCH Lexiles (opt) Lexiles (opt) Lexiles Lexiles UNSW English UNSW English (some) (some) DMT Part A DMT Part A DMT Part B PAT 1 PAT 2 NAPLAN NUMERACY UNSW Maths UNSW Maths (some) (some)
  • 21. Sources of Data in Early Years at the School • DMT used in Years 1&2, PAT Maths in Years 3&4 • Teacher anecdotal records • Mathematics Online Interview is not used in Year 1 or Year 2. o Explanation – “difficult to find the time to work with each student”.
  • 22. Possible New Sources of Data Data Rationale Timeline Year 3 NAPLAN Item Strength, weaknesses and Review 2011 data to assist Analysis misunderstandings with 2012 planning Mathematics Online All students if possible 2012 - Term 1 Interview Minimum - trial with lower achieving students PAT Maths from Year 1 Easier to track progress year on Trial 2012 – Term 1 (or online PAT Maths Plus) year – scaled score an same Run alongside DMT and system review • Mathletics Recently purchased. 2011 – Term 4 - Students Provides practice of concepts. Informative data, time efficient Late Term 4 - Teacher Data for teachers PD Handheld Interactive Purchased but not used much. 2011 – Term 4 Devices Time efficient, engaging
  • 23. NAPLAN Item Analysis • Need for teachers to see the detail – esp. P-2 teachers for Year 3 data, e.g. Misconception? Which students? Year 3 – 2010 How was this taught?
  • 24. Use of Technology • Large investment in technology in the school • Showcase school for interactive technology in recent years • Very proactive in Ultranet implementation across the school HOW CAN THIS BE USED TO SUPPORT EARLY YEARS NUMERACY? Ongoing Teacher Development in Technology • Use of interactive resources in maths groups, e.g. digital learning objects • Use of Mathletics and handheld devices • Use of Ultranet to deliver digital resources • Use of Ultranet Learning Tasks to personalise learning for students
  • 25. Challenges for the Project • Composition of the team o Key member of the team is moving to Year 6 o Limited time for me to work in the school in my Ultranet Coach role o Ultranet Coach role ends next month – no longer be connected to the school • Time and Resources ($) My Next Steps in this Project • Working in the school in December to further support teachers with: o Delivery of resources using Ultranet o Personalising learning using Ultranet
  • 26. Personal Reflection on the Project • Opportunity to re-engage with school data • Further understanding of school improvement processes • Conversations around specific student learning • Professional reading on o School improvement o Data analysis o Forms of assessment • Opportunity to work with teachers and leaders outside of my Ultranet role
  • 27. References Annual report to the school http://www.eduweb.vic.gov.au/edulibrary/public/a community guidelines 2011 ccount/operate/saif2011/Guidelines_for_the_2010_ Annual_Report_to_School_Community.pdf Interpreting PAT Maths Scores http://www.acer.edu.au/documents/PATM- Interpreting-Scores.pdf Mathematics Online Interview http://www.eduweb.vic.gov.au/edulibrary/public/te User Guide achlearn/student/mathscontinuum/interviewusergu ide.pdf Using student assessment for http://www.eduweb.vic.gov.au/edulibrary/public/p professional learning: ubl/research/publ/timperley_using_student_assess focusing on students’ outcomes ment_for_professional_learning.pdf to identify teachers’ needs