Presentation on theme: "“A UNITED COMMUNITY WHERE EVERYBODY HAS RESPONSIBILITY IN PREPARING YOUTH FOR THEIR FUTURE.” CHALLENGE EMPOWERMENT RESILIENCE RESPECT “A UNITED COMMUNITY."— Presentation transcript:
“A UNITED COMMUNITY WHERE EVERYBODY HAS RESPONSIBILITY IN PREPARING YOUTH FOR THEIR FUTURE.” CHALLENGE EMPOWERMENT RESILIENCE RESPECT “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 Year 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 CodeSession Code General_08 SMI0010 FYN5HRFN 3.8 DOW0082 FYN5HRFN 3.6 BRO0029 FYN5HRFN 3.5 CIA0001 FYN5HRFN 3.5 KEL DKC6J 3.4 PAG DKC6J 3.2 WIL DKC6J 3.2 BRO DKC6J 3.1 HEA DKC6J 3.1 NOY DKC6J 3.1 THO0063 XRQXSPTF 3 PRE0001 XRQXSPTF 3 MIL0020 XRQXSPTF 2.9 BIR0015 XRQXSPTF 2.8 FRO0001 XRQXSPTF 2.7 MCM0003 S54DTT GAS0003 S54DTT HIL0068 S54DTT HOB0008 S54DTT32 1
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) 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 – – – – – – – – 6.0 Year 3Year 4Year 5Year 6Year 7Year 8Year 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.
Class Profile: Developmental Pathways 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 KatherineChrisKelsieJackNickRyan JesseBraedynJacobScott KirstyCearaJack CatyRebecca Blair Kaylar Jacmin Samuel Brayden Luke Zakk 7X Counting Developmental Pathway
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
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. Differentiation Plan Mini Lesson 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. 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 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 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. Lesson Study Planner
Numeracy: Data for Evaluation Average Growth by Year Level year year year
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.