“A UNITED COMMUNITY WHERE EVERYBODY HAS RESPONSIBILITY IN PREPARING YOUTH FOR THEIR FUTURE.” CHALLENGE EMPOWERMENT RESILIENCE RESPECT “A UNITED COMMUNITY.

““A UNITED COMMUNITY WHERE EVERYBODY HAS A UNITED COMMUNITY WHERE EVERYBODY HAS RESPONSIBILITY IN PREPARING YOUTH FOR THEIR RESPONSIBILITY IN PREPARING YOUTH FOR THEIR

FUTURE.”FUTURE.”CHALLENGE EMPOWERMENT RESILIENCE CHALLENGE EMPOWERMENT RESILIENCE

RESPECT RESPECT   

National Partnerships Schools Forum

7 March

Michael Bell - PrincipalMichelle Bootes - Numeracy CoachMarion Wetherbee - Literacy Coach

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

Whole School ApproachWhole School ApproachStrategies before 2009 lacked coherencyRegional Numeracy and Literacy StrategyAll Mathematics and English teachers

trainedLiteracy and Numeracy Leaders/Coaches

in school Professional Learning Teams (PLTs)Sharing between schools/clusterDeveloping/Implementing/EvaluatingSustainable Practice

Professional DevelopmentProfessional DevelopmentAll 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 Data Collection: Starting PointPoint

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 SessionsSetting up Test SessionsYear 8: General Adaptive, Nov 2009

Test 3

Test 4

Test 5

Test 6

Test 7

Test 8

View: One test does not fit all

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

PAG0003 242DKC6J 3.2

WIL0022 242DKC6J 3.2

BRO0033 242DKC6J 3.1

HEA0008 242DKC6J 3.1

NOY0005 242DKC6J 3.1

THO0063 XRQXSPTF 3

PRE0001 XRQXSPTF 3

MIL0020 XRQXSPTF 2.9

BIR0015 XRQXSPTF 2.8

FRO0001 XRQXSPTF 2.7

MCM0003 S54DTT32 2.5

GAS0003 S54DTT32 2.3

HIL0068 S54DTT32 1.9

HOB0008 S54DTT32 1

Use of Starting Point DataUse of Starting Point Data1. 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 SCOREClass: 7X (2009)

NumeracyRebecca (1.9)Chris (1.9)Nicholas (2.2)

Damon (2.5)Kelsie (2.6)Scott (2.6)Kirstie (2.7)Allan (2.9)Jacob (2.9)

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)

2.0 – 2.4 2.5 – 2.9 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 3 Year 4 Year 5 Year 6 Year 7 Year 8 Year 9 Year 10

Literacy

Braedyn (2.2)Allan (2.3)Rebecca (1.7)Chris (2.0)

Kaylar (2.8)Jacman (2.6)Scott (2.8)

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-Data Collection-RefinementRefinementNumeracy: 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:Diagnostic Data:

• Identifies a students’ strengths and weaknesses

• Informs the next steps of teaching

Developmental Pathways:Adapted from Early Numeracy Research Project Framework ©Montgomery and Waters

Countinga. 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

k.Counting by decimal thousandths

Numerationa. Beginning

b.Understanding to 10

c.Exploring to 100

d.Understanding to 100

e.Understanding to 999

f.Understanding 1000 and beyond

g.Understanding decimal tenths

h.Understanding decimal hundredths

i.Understanding decimal thousandths

VELS Level 2.0

VELS Level 1.0

VELS Level 3.5

Class Profile: Developmental Class Profile: Developmental PathwaysPathways

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

k.Counting by decimal thousandths

Katherine

Chris Kelsie Jack Nick Ryan

Jesse Braedyn

Jacob Scott Scott

Kirsty Ceara JackCaty Rebecc

a Blair Kaylar Jacmin Samuel Brayden Luke Zakk

7X Counting Developmental Pathway

Individual/ Group TargetedIndividual/ Group TargetedMaths Learning PlanMaths Learning Plan

Year Level/Class: 7X Date: July 2009

Developmental Pathway: Addition and SubtractionWorking 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 –Data Used to Inform Instruction –Teaching to each students’ point of Teaching to each students’ point of needneed

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:Activity cards:

coloured A4 on the board

What part of the rectangle would show area?What part of the rectangle shows perimeter?Sheet of coloured A4 on the boardAnother coloured piece cut up to go onto the sheet on the board to show addition of smaller areas to form a larger area.

Lesson Study Planner

Numeracy: Numeracy: Data for Data for EvaluationEvaluationAverage Growth by Year Level 2008 2009

year 7 0.04 0.57

year 8 0.3 0.6

year 9 -0.9 0.45

Literacy StrategiesLiteracy StrategiesLiteracy Professional Learning TeamDifferentiated Activities: high student

interest topics linked to life experiences

Facts Inference

Speaking and Listening Writing Reading

Classroom: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 Additional Literacy SupportSupportCorrective reading

Literacy Coach in classes with differentiated activities

Data for EvaluationData for EvaluationWhat 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.