Use of Evidence to Inform Decision Making at the Classroom Level

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“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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