1. Henderson College ‘Your child Matters’ School Improvement Supported by Independent Schools Victoria -National Partnerships Model

2. Improving Practice Challenges: Establish a reason to change. What teachers do matters. What data would be collected? Frequency? Analysis of data- teacher capacity. Using the information to direct teaching or implement change. Own the data from student surveys and effect change in practice. Embrace new technologies. Working in teams and opening up classrooms. What effective skills and knowledge teachers had. Creating parents as partners. Learning Intention: use data to drive changes to teacher and school practice in a positive manner.

3. rentiation Point of Need PLTs Data Feedback Success Criteria Student Well being Quality Learning Tasks School Improvement  Differentiation  Point of need Instructional Capacity Community Leadership

4. Instructional Capacity Quality Learning Tasks Travelling Teddy Consultants Senior Advisors – Literacy, Numeracy and Engagement and Community Partnerships ISV professional development programs Specialist Consultants Numeracy Coach Inter@ct Units Evidence-Based Observation

5. Community Kids Matter Resilience Bullying Parent Inclusion SRC Stephanie Alexander Kitchen Garden Program

6. Leadership Professional Learning Teams Cognitive coaching Systems and structures ConferencesNetworking

7. Data- recording Excel spreadsheet-all testing data Sreams- NAPLAN/PAT/On Demand (future) On DemandNelson Maths PAT – maths, reading Writing rubrics Running record analysis sheet

8. Data - Analysis Using summative data in a formative approach that leads to explicit teaching and focus for ongoing learning. Using data to change teacher focus onto the learning.

9. Reading Competency Comparison Sheet Of Standardised Testing Year 3 2011 PPYear level 0.5Prep mid-year On Demand 2011Teacher JudgmentNAPLAN2011PAT LEVEL 11End of Prep Age Rerecor d Tm 1Tm 2Tm 3Tm4Mid YearEnd Year VELS equiv. Score PAT %ile rank 1.25Year 1 mid-year as of June'11 2.25Adaptive 2.25 Stanine 1.5End of Year 1 8.1124 2.25 2.21.92.25 1.71 12 1.75Year 2 mid-year 9.430+ 2.5 2.93.92.52.752.29 667 LEVEL 22End of Year 2 9.130+ 2.532.83.72.52.75away 782 2.25Year 3 mid-year 9.1026 2.25 1.71.22.25 away 29 2.5End of Year 3 8.330+ 2.5 3.23.52.52.752.18 786 2.75Year 4 mid-year 9.128 2.25 2.4 2.25 1.59 556 LEVEL 33End of Year 4 8.922 2.252.5 2.25 1.95 StanineDescriptor 3.25Year 5 mid-year 8.730 2.252.52.83.92.252.52.51 9Very High 3.5End of Year 5 27 2.12.2 2.25 8High 3.75Year 6 mid-year 9.130 2.252.322.252.52.29 5507 Above Average LEVEL 44End of Year 6 8.930 2.25 1.82.12.252.51.46 5454 5 6Average 4.25Year 7 mid-year 3 Below Average 4.5End of Year 7 2Low 4.75Year 8 mid-year 1Very Low LEVEL 55End of Year 8 5.25Year 9 mid-year Below 0% 50% 40%30% 20% 5.5End of Year 9 At 60%50%20%10%70%30%50% 40% 5.75Year 10 mid-year Above 30%50%30%40%30% 20% LEVEL 66End of Year 10 6.25Beyond Year 10

10. Data – Collecting student feedback Exit Cards ‘What makes you say that?’ routine. ‘I used to think... now l think’ routine. Traffic Lights No hands-up policy ABCD cards Visible thinking strategies – CSI, Inside/Outside circles, Hot Potato etc.

11. Impact of Intervention Comparison of student reading results over a two-year period

12. NAPLAN Improvement Achievement Targets/ Data % of students identified by Naplan achieving above expected level. Writing 2008 2009 2010 2011 Target 2012: Yr 3 100 88 88 100 100 Yr 5 40 60 63 70 80 Spelling 2008 2009 2010 2011 Target 2012: Yr 3 100 50 63 90 90 Yr 5 50 60 38 40 60 Yr 7 71 87 57 88 90

13. Where to now ? ‘SMART’ GOALSTRATEGIES AND ACTIONSWHOWHEN Strategic Intent (2012 focus) Through improved and consistent teacher assessment, and knowledge of expectations for writing at each VELS level, our goal will be to increase the % of students achieving above expected levels as measured by NPALAN achievements. Achievement Targets/ Data % of students identified by Naplan achieving above expected level. SCHOOL STRATEGIC PLAN GOALS: 1.To continue to develop shared understandings about the purpose, nature and frequency of assessment to inform teaching and improve outcomes. 2.For programs of instruction to reflect a range of tasks that take account of the individual learning styles of students. 2012 priority ideas: (some areas identified from 360 feedback improvement cycle.)  Development and implementation of a framework for collaboration at PLT meetings about the teaching of writing, including a school smart goal that is articulated frequently: What do the students need to know, how do we know if they have learnt it, what do we do if they have, what do we do if they haven’t? Accountability ideas included: - intensive blocks of time on identified tasks, minutes being put on the server, reporting back at whole staff meeting to share and celebrate, identifying and displaying meeting focus for each week e.g.: peer, teacher and student use of rubrics, different writing genres, NAPLAN marking guide, moderation etc.  Develop writing rubrics for peer and self -assessment for all writing genres.  Continue specific short-term intervention support programs for students at risk.  Support for leadership skill development through mentoring with senior advisors.  Support for new teachers in effective literacy block planning and implementation.  Development of a scope and sequence COW on the display wall in the staffroom.

14. Staff Reflections I used to think…………… But now I think………… That my units of work did not need altering. Working with Lynda has expanded my ideas and strategies leading to increased student engagement and levels of attainment in literacy and writing.

15. I used to think……… But now I think………… The best way to teach maths was through a textbook and talk approach. There was no place in a school for iPods. Individual assisted learning through audio/visual material can really benefit student learning. Podcasting and subject-related material on an iPod may have a place and should be further explored

16. I am better able to teach to individual needs and abilities by catering with different levelled activities. Students learn the routine and are benefitted by the varied levels of difficulty and their interest is held by the new tasks they try and are challenged by. I would not be able to engage so many students doing different things at the same time. I used to think……… But now I think…………

17. I used to think…………… But now I think………… That what I was doing with reading was working well. There are always ways to improve what you are doing and we have had exciting results this year because of changes made!