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