2. Improving student engagement and outcomes in Numeracy from P-6

3. Munro: Literacy Sullivan: Numeracy Lewis: Classroom Management Patrick Griffin: Assessment and data use Teachers working in teams to support student learning

4. 2008 Semester I – Ruthven PS underwent a School Review Through the review process opportunities for improvement were identified Numeracy performance data was below SFO schools Over the preceding 3 years the school trialled a number of numeracy programs but didn’t really adopt a specific program. The teaching of numeracy was in an adhoc manner with no real direction.

5.  Through the development of the School Strategic plan and subsequent Annual Implementation Plan, Numeracy has become a major priority.

6.  2009 Annual Implementation Plan saw numeracy given a higher priority with aspirational milestones set

7. The Numeracy journey so far: 2008 Learning Leaders attend Peter Sullivan Sessions: 1.Overview and mathematics teaching principles 2. Using Data as the basis of planning and teaching 3.Enhancing student experience and understanding 4.Templates for math teaching 5.Engaging students by increasing choices 6.Fostering group work in the classroom 7.Sustaining the initiative

8.  Through the AIZ the teaching of Mathematics was placed on every teachers Agenda  All staff attended a PD activity held in January with Peter Sullivan prior to the start of the school year.  Peter visited the school in March.  Peter modelled lessons across the P-2, 3-4 and 5-6 Units.  Teachers from these units observed lessons and then had time to discuss with Peter their observations and queries.

9. Evaluate Elaborate Explain Explore Engage

10. TeachingSkillsTeachingSkills Teaching Relationships Teacher Reflection Teaching Models

11. Challenge students to learn Stimulate what students already know What have you learnt? Say, write, draw, demonstrate Introduce ideas as real-life problems to be solved and ask challenging questions Use open-ended tasks

12.  Staff have attended the AIZ primary maths days facilitated by Sue Gunningham  Whole school PD activities have been run based around this focus.

13.  Maths assessment schedule has been revisited.  The use of the VCAA On demand Testing in March and May to support teacher planning and understanding of individual and cohorts of students.  Individual learning plans for top, middle and bottom 5 students in each class, based around data collected.  ILP’s shared and discussed in PLT meetings

14.  Peer Observation was introduced where teachers plan a similar lesson and then observe each other conduct the lesson then discuss observations  Key questions asked during discussions  What was the focus of the lesson?  What went better than you expected?  What could be done better another time?

15.  For the Observer   The observer can be a participant in the classroom activity if they are invited.   Feedback to be both verbal & written.   Feedback should be couched in positive terms, and honest.   Descriptive feedback….”this is what I saw  For the Teacher   The class teacher is to nominate specific practices to be observed related to AIZ practices..   A brief outline of the lesson to be provided to the observer.

16.  Development of a Whole School Numeracy Plan.  Guiding principles for all maths lessons developed.  Explicit lesson structure developed  Engage (Warm Up)  Explore (Launch)  Explain  Evaluate(Summary)

17.  Whole School Plan  Each lesson must have a clear purpose.   1. We will teach a minimum of five hours of mathematics per week.  2. At least four of those lessons will happen between 9:00am and 12:30pm.  3. Number skills will be featured in every lesson.  4. The structure of the lesson………………  All of the staff will trial the following format:  Warm Up Launch Explore Summary  5.We cater for various abilities by:  - Grouping students thoughtfully  - Planning open-ended activities  - Using Mathletics to assign appropriate tasks.  - and we are developing this by becoming more aware of how to differentiate the curriculum and......  6. We group students by mixed abilities, abilities, friendships, partners and also provide activities for individuals and the whole-grade.

18.  7.We will have a few critical (ready reckoner) standards for each level as part of our expectations for each level to achieve.  8.Consistent assessment tools… Who is our assessment for – teachers, students??  9.Consistent language and beliefs …  10.Support from other staff, PLTs, McDonalds Online…  11.Mathematics homework is provided for Year 3- 6. One page a week, including times tables practice, revision of concepts covered, perhaps could include an open ended activity sometimes for students to do with their parents.  12.Planning documentation to be completed are Term planners based on VELS and weekly work programs.

22.  Children’s results included:  A table.  Item or unitEstimateActual   Straws   Icy pole sticks   Hand spans   Using tally marks to count results.  Sentences.  Realising your hand span is not the same as mine.  Writing centimetres for all of their answers, regardless of which form of measurement they used.

23.  Whole School Assessment Plan  Early Years numeracy on line  VCAA- On Demand Testing  ARCOTS through Melbourne University  School based assessment

24.  Staff have a greater understanding of individuals and cohorts  Greater use of data by teachers  Planning has become explicit  Individual and group needs catered for  Data gathered shared with individual students

25.  The five year trend data from NAPLAN indicates a significant improvement on student progress particularly in the year 3 data. 

26.  On going and evolutionary- Very much a work in progress.  Working with Merrilands P-12 on developing a whole school numeracy planning document.