“A UNITED COMMUNITY WHERE EVERYBODY HAS RESPONSIBILITY IN PREPARING YOUTH FOR THEIR FUTURE.” CHALLENGE EMPOWERMENT RESILIENCE RESPECT National Partnerships Schools Forum 7 March Michael Bell - Principal Michelle Bootes - Numeracy Coach Marion Wetherbee - Literacy Coach Use of Evidence to Inform Decision Making at the Classroom Level Whole School Approach Strategies before 2009 lacked coherency Regional Numeracy and Literacy Strategy All Mathematics and English teachers trained Literacy and Numeracy Leaders/Coaches in school Professional Learning Teams (PLTs) Sharing between schools/cluster Developing/Implementing/Evaluating Sustainable Practice Professional Development All teachers of literacy and numeracy trained in developmental framework in these areas. How do students learn in the early years? Scaffolding learning Data Collection: Starting Point 1. VCAA On Demand Adaptive Testing • General English • General Mathematics All students from Year 7 to Year 9 are tested in November. All Grade 6 students from feeder Primary Schools are also tested at about the same time. Students from the local Catholic School who will be attending the Secondary College in the following year are tested at the College. Setting up Test Sessions Student Code Session Code General_08 SMI0010 FYN5HRFN 3.8 DOW0082 FYN5HRFN 3.6 BRO0029 FYN5HRFN 3.5 CIA0001 FYN5HRFN 3.5 KEL0004 242DKC6J 3.4 Test 3 PAG0003 242DKC6J 3.2 WIL0022 242DKC6J 3.2 Test 4 BRO0033 242DKC6J 3.1 HEA0008 242DKC6J 3.1 NOY0005 242DKC6J 3.1 THO0063 XRQXSPTF 3 Test 7 PRE0001 XRQXSPTF 3 MIL0020 XRQXSPTF 2.9 Test 8 BIR0015 XRQXSPTF 2.8 FRO0001 XRQXSPTF 2.7 MCM0003 S54DTT32 2.5 GAS0003 S54DTT32 2.3 HIL0068 S54DTT32 1.9 HOB0008 S54DTT32 1 Year 8: General Adaptive, Nov 2009 Test 5 Test 6 View: One test does not fit all Use of Starting Point Data 1. Whole School Use: •A data base is generated which shows the numeracy and literacy VELS levels of all students in Years 7-10 for the following year. • Class teachers use the data base to create Class Profiles. Class Profiles serve two purposes: •Show the range of VELS levels within a class. •Indicate the need and degree of both literacy and numeracy differentiation within a Domain area. CLASS PROFILE FOR “ON DEMAND ADAPTIVE NUMERACY/LITERACY” VELS SCORE Class: 7X (2009) Numeracy Rebecca (1.9) Damon Chris (1.9) (2.5) Nicholas (2.2) Kelsie (2.6) Scott (2.6) Kirstie (2.7) Allan (2.9) Jacob (2.9) 2.0 – 2.4 2.5 – 2.9 Year 3 Year 4 Braedyn (3) Cearra (3) Jacman (3) Kaylar (3.1) Samuel (3.2) Zakkary (3.2) Blair (3.3) Cody (3.5) Jack (3.5) Michael (3.5) 3.0 – 3.4 3.5 – 3.9 4.0 – 4.4 4.5 – 4.9 5.0 – 5.4 5.5 – 6.0 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10 Literacy Braedyn (2.2) Kaylar (2.8) Allan (2.3) Jacman (2.6) Rebecca (1.7) Scott (2.8) Chris (2.0) Cody 3.3) Michael 3.2) Blair (3.3) Nicholas (3.2) Jack (3.6) Cearra (3.6) Jacob (3.6) Kelsie (4.0) Damon (4.0) What are the implications for teaching? Keep in mind that this Year 7 class will be together as a group for most subjects. Data Collection-Refinement Numeracy:Target for Intervention All students who scored below VELS 4.0 ©Number Fluency Interview • Developed by Mark Waters and Pam Montgomery for the Hume Region Common Curriculum Training Program for teachers of numeracy. • Adapted from Early Numeracy Research Project Framework How is the number fluency interview useful? • The interview identifies gaps or areas of need in a students’ developmental learning for: number, counting, addition/subtraction, multiplication/division. Diagnostic Data: Identifies a students’ strengths and weaknesses • • Informs the next steps of teaching Developmental Pathways: ©Montgomery and WatersVELS Adapted from Early Numeracy Research Project Framework VELS VELS Level 1.0 Level 3.5 Level 2.0 Counting a. Beginning b. c. d. Early Counts Counts counting objects on by ones e. Early skip counting f. Counting facility within 100 g. Counting facility across hundreds h. Counting facility across thousands i. Counting by decimal tenths j. Counting by decimal hundredths k. Counting by decimal thousandths Numeration a. Beginning b. Understandin g to 10 c. d. Explorin Understandi g to ng to 100 100 e. Unders tanding to 999 f. Understanding 1000 and beyond g. Understanding decimal tenths h. Understanding decimal hundredths i. Understanding decimal thousandths Class Profile: Developmental Pathways 7X Counting Developmental Pathway a. Beginning b. Early counting c. Counts objects d. Counts on by ones e. Early skip counting f. Counting facility within 100 g. Counting facility across hundreds h. Counting facility across thousands i. Counting by decimal tenths j. Counting by decimal hundredths Katherine Chris Kelsie Jack Nick Ryan Jesse Braedyn Jacob Scott Scott Kirsty Ceara Caty Rebecca Blair Kaylar Jacmin Samuel Brayden Luke Zakk Jack k. Counting by decimal thousandths Individual/ Group Targeted Maths Learning Plan Year Level/Class: 7X Date: July 2009 Developmental Pathway: Addition and Subtraction Working Towards: f. Initial two digit addition/subtraction strategies. Student/s: Kelsie , Jacob, Braedyn, Kirsty , Blair STUDENT’S STRENGTHS: These students can add and subtract mentally, using thinking strategies such as fact family knowledge, ‘doubles plus or minus one’, bridging a ten by compensation STUDENT’S MAIN NEEDS: To be able to use their initial and later thinking strategies to mentally solve easier two-digit addition and subtraction problems within 100 (those where tens are not bridged). SUGGESTED DAILY PRACTICE: Six card addition Data Used to Inform Instruction – Teaching to each students’ point of need 1. Targeted Number Fluency activities for individuals or groups of students. 2. Professional Learning Team work together to differentiate Maths 300 or Maths With Attitude Lessons 3. Number Fluency practiced at the start of each lesson. Text books Activity cards: Lesson Study Planner Team Of Teachers: Michelle Bootes, Gayle Furphy, Duncan Birks, Lubomir Kulla Focus or Name of the Lesson: “A Rectangle of Squares” (MWA L138) Purpose is to visualise area and perimeter, rather than just using equations. Resources needed: Puzzle pieces, (A3) sheet, scissors, glue. Mini Lesson Differentiation Plan coloured A4 on the board Student Activity Easier 1. Puzzle pieces using 1 cm grid. 2. Calculate area using the arrays formed or by skip counting. Main task from step 3. What part of the rectangle would show area? What part of the rectangle shows perimeter? Sheet of coloured A4 on the board Another coloured piece cut up to go onto the sheet on the board to show addition of smaller areas to form a larger area. Main task 1. Puzzle pieces without 1 cm grid. 2. Measure the lengths of the puzzle squares. 3. Calculate area of each. 4. Place the puzzle pieces together to form a rectangle. (Hint: one side has length of 33cm) 5. Calculate total area. 6. Calculate perimeter. Harder As for main task. 1. Can other rectangles be formed from other combinations of squares? Extension: Golden Ratio Numeracy: Data for Evaluation Average Growth by Year Level 2008 2009 year 7 0.04 0.57 year 8 0.3 0.6 year 9 -0.9 0.45 1 0.8 Numeracy: Average Growth by Year Level 0.6 VELS Level 0.4 0.2 2008 0 -0.2 -0.4 -0.6 -0.8 -1 year 7 year 8 year 9 2009 Literacy Strategies Literacy Professional Learning Team Differentiated Activities: high student interest topics linked to life experiences Facts Inference Speaking and Listening Writing Reading Classroom: Novels- set at VELS and not traditional Year Level Literacy Circles Years 7 and 8 Differentiated tasks Year 10 novel study preparation for VCE Additional Literacy Support Corrective reading Literacy Coach in classes with differentiated activities Data for Evaluation What Our Data Shows: Improvements in Student Learning · At the beginning of 2009, 50% of our Year 7 and 40% of Year 8 students were performing below a grade 6 level. · Before the Literacy Intervention program, there was minimal or negative growth of learning outcomes. · At the end of 2010, students who were below a grade six level in Year 8 had been reduced to 29%. · Average learning growth for reading in Years 7 and 8 had significantly improved throughout the year with more emphasis on lesson differentiation to meet individual student needs.

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# Use of Evidence to Inform Decision Making at the Classroom Level