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Seymour East was one of two Government Primary schools in Seymour. There is also a Special School and Catholic P-10 college. Student enrolment of 179 in 2009 9 classes – 2Preps, 2grade1-2s, a grade 2-3, a grade 4 and 3 grade 5-6s Part time Art and Phys Ed teachers and the Leading teacher took ICT Low socioeconomic population 2/3rd s of families on EMA Identified as a DEEWR school because of our low results and given a Literacy Coach HUME Common Curriculum Sent 1 staff member from each team to the training to ensure the same message was distributed directly back to each team and would become ongoing throughout the year. Team /Staff meetings What were we doing? Too much housework? Were we addressing assessment and what were we doing with results? Gave each staff member a Common Curriculum Folder On Demand Testing in March Graphed results Snapshot of where kids in each class were and who was at risk Team discussions then became more focussed on assessment and planning for individual student needs. Teaching sessions became more specific with lesson focus and expectations outlined All classrooms had an interactive whiteboard PLTs We started sharing data at whole staff PLTs. Used components of Common Curriculum for discussion Staff to have Ownership of all students Needed to have a common language. Indicators of an Effective Classroom Did whole staff matching activity which promoted some great professional discussions Looked at numeracy tasks in pairs and shared ideas for adapting to students at risk Numeracy Fluency Interviews Set up a box for each team. Each staff member trained in the CC then trained their team members after school with a student, just focussing on the number and counting developmental pathways Staff were given time release to test their students Results were recorded on class profiles for each of the 4 areas. Numeration, Counting, Addition and Subtraction, Multn and Division •Performance plans had to include an area of numeracy they wished to improve on, what was required, resources, targets, goals, evidence of success. LEARNING grade 1-2 JOURNALS Bin Lid Of Glory Surveys 2009 -2010 Attitudes to School significant improvement last year in every area compared to 2008, especially in the teaching learning section with motivation and stimulating learning Staff and Parent opinion surveys both up as well Happy environment plays a big role in the big picture. Assessment Tools SPA On Demand Growth Analysis (Yr5, 2010 -Yr5, 2010) School Growth 3.07 3.52 0.45 Expected Growth 3.12 3.36 0.24 SREAMS - Student Performance Analyser Diagnostic Information (Yr5, 2009 Numeracy) Item Number Dimension Answer Key % Correct State % Correct School Difference A B C D X √ M Skill Assessed 25 STR C 50 22 -28 44 34 22 0 0 0 0 Uses a balance to determine equivalence 15 SPC D 74 50 -24 25 25 0 50 0 0 0 Identifies a 2D shape after it has been flipped. 31 STR B 33 9 -24 6 9 50 34 0 0 0 Solves a worded number problem. 17 NUM 7 57 34 -23 0 0 0 0 63 34 3 Solves problems involving division with a remainder. 28 MCD A 46 25 -21 25 22 41 13 0 0 0 Calculates elapsed time. 6 NUM D 87 72 -15 0 19 6 72 0 0 3 Uses knowledge of number facts to 10 x 10. 24 SPC D 43 28 -15 34 22 16 28 0 0 0 Finds a location by following left / right directions on a map. 2 NUM 64 92 78 -14 0 0 0 0 19 78 3 Adds two 2-digit numbers. 16 SPC E 67 53 -14 0 0 0 0 47 53 0 Visualises a cube made from a given net. 32 MCD C 33 19 -14 16 47 19 19 0 0 0 Converts centimetres to metres. 19 NUM A 63 50 -13 50 44 3 3 0 0 0 Solves a problem involving addition and subtraction of two-digit numbers. 26 SPC A 47 34 -13 34 19 34 9 0 0 3 Selects a 2D shape with no parallel sides. 12 MCD C 71 59 -12 3 19 59 19 0 0 0 Reads scales to compare volumes. 18 NUM D 68 56 -12 9 9 25 56 0 0 0 Solves a multi-step problem involving money. 20 NUM B 59 47 -12 13 47 25 16 0 0 0 Solves a money problem involving division. 22 MCD 10 56 44 -12 0 0 0 0 50 44 6 Solves problems involving perimeter SREAMS - Student Performance Analyser Zone of Proximal Development (Yr5, 2009 Numeracy) Item Number Answer Key 3 2 5 B 1 B 8 B 7 D 2 64 13 A 10 C 9 C 6 D 4 B 12 C 18 D 16 E 11 D 14 9:50 AM 19 A 15 D 21 B 23 C 20 B 22 10 29 D 30 C 26 A 17 7 24 D 28 A 25 C 32 C 27 18 31 B RHIANNON, ELIZABETH STUTE √ √ √ √ √ √ √ √ √ √ √ D √ √ √ X B √ √ √ √ √ √ √ √ √ B √ √ √ X A NATHAN, KEVIN PIERCE √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ B √ C D √ √ √ √ √ √ B √ B √ X D MITCHELL, PETER WAITE √ √ √ √ √ √ √ A √ √ √ √ C √ √ √ √ √ C √ C X √ A √ X √ C √ √ √ C CARISSA, LYLA GRANT √ √ √ √ √ √ √ √ √ √ √ √ C √ C √ √ √ √ D √ √ √ D √ X B √ √ B X C JOEL, RICHARD DURHAM X D √ √ √ √ √ √ √ √ √ √ √ √ A X C √ √ √ √ √ √ B - √ √ √ A √ √ C KAITLYN MCMASTER √ √ √ √ B √ √ √ √ √ √ √ √ √ C √ √ √ √ A √ √ √ √ C √ A B A B √ C LIAM, MCDERMID HOCKLEY √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ C √ √ X √ A C X B √ A B X C NATHAN, BARRY HUNTER √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ X √ B √ D D √ A √ D X √ D √ B X √ KIRSTYN, JADE LAWRANCE √ √ √ √ √ √ √ √ √ √ - √ C √ √ √ B √ C √ √ √ √ √ √ X C B B B X C KAYDEE, JAYNE FOWKES √ √ √ √ √ √ √ √ √ √ √ √ C X √ √ √ √ √ A √ X A √ C X B √ A B √ C LUKE, ALAN DUDLEY √ √ √ √ √ √ √ √ √ √ √ √ √ X C √ √ A - √ √ - B B C - √ √ B B X √ TAJSHA MAYBERRY √ √ √ √ B X √ B √ B √ √ √ √ C X √ √ √ √ √ X A B √ √ A √ √ B X C LAUREN, MICHELLE WASHINGTON √ √ √ √ √ √ √ √ √ √ D D √ √ C √ D √ √ D √ √ A B √ X √ C A B X C BRODEY, JAMES ADAMSON √ √ √ √ √ √ C √ √ √ √ B √ √ √ - √ B C √ D √ A A C √ A C √ √ X C MADISON, LEE BLUNDELL √ √ √ √ √ √ √ D √ √ √ √ √ X √ √ B B C B √ - √ A √ X C B A B X C TIFFANY, JANE LORENZI √ √ √ √ √ √ √ √ √ √ A √ √ X √ √ B √ C B √ X A D D X √ C B D X D TYSON, MAXWELL LEWIN-HOY - - - √ √ - D √ √ - - √ √ X √ √ √ A √ B √ √ √ √ C √ B B Where are we at? Regeneration happening Continue the CC and Numeracy Fluency Interviews Hume Region Numeracy Intervention Other work 5-8 Learning Community – Literacy and Numeracy blocking P-4 Learning Community changes to teacher practice De – privatising teacher practice Connected learning - ICT changes