seymour east was one of two government primary schools in seymour. there is also a special school...
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Seymour East was one of two Government Primary schools in Seymour. There is also a Special School and Catholic P-10 college.Student enrolment of 179 in 20099 classes – 2Preps, 2grade1-2s, a grade 2-3, a grade 4 and 3 grade 5-6sPart time Art and Phys Ed teachers and the Leading teacher took ICT Low socioeconomic population2/3rd s of families on EMAIdentified as a DEEWR school because of our low results and given a Literacy Coach
Sent 1 staff member from each team to the training to ensure the same message was distributed directly back to each team and would become ongoing throughout the year.
Team /Staff meetings
What were we doing? Too much housework? Were we addressing assessment
and what were we doing with results?
Gave each staff member a Common Curriculum Folder
On Demand Testing in MarchGraphed resultsSnapshot of where kids in each class
were and who was at riskTeam discussions then became more
focussed on assessment and planning for individual student needs.
Teaching sessions became more specific with lesson focus and expectations outlined
All classrooms had an interactive whiteboard
PLTs We started sharing data at whole staff
PLTs. Used components of Common Curriculum
for discussion Staff to have Ownership of all students Needed to have a common language. Indicators of an Effective Classroom Did whole staff matching activity which
promoted some great professional discussions
Looked at numeracy tasks in pairs and shared ideas for adapting to students at risk
Numeracy Fluency Interviews Set up a box for each team. Each staff member trained in the CC
then trained their team members after school with a student, just focussing on the number and counting developmental pathways
Staff were given time release to test their students
Results were recorded on class profiles for each of the 4 areas. Numeration, Counting, Addition and Subtraction, Multn and Division
•Performance plans had to include an area of numeracy they wished to improve on, what was required, resources, targets, goals, evidence of success.
Surveys 2009 -2010
Attitudes to School significant improvement last year in every area compared to 2008, especially in the teaching learning section with motivation and stimulating learning
Staff and Parent opinion surveys both up as well
Happy environment plays a big role in the big picture.
Assessment Tools
SPA
On Demand Growth Analysis (Yr5, 2010 - Yr5,
2010) School Growth 3.07 3.52 0.45 Expected Growth 3.12 3.36 0.24
Item Number Dimension Answer Key % Correct State % Correct SchoolDifference
A B C D X √ M Skill Assessed
25 STR C 50 22 -28 44 34 22 0 0 0 0 Uses a balance to determine equivalence
15 SPC D 74 50 -24 25 25 0 50 0 0 0 Identifies a 2D shape after it has been flipped.
31 STR B 33 9 -24 6 9 50 34 0 0 0 Solves a worded number problem.
17 NUM 7 57 34 -23 0 0 0 0 63 34 3 Solves problems involving division with a remainder.
28 MCD A 46 25 -21 25 22 41 13 0 0 0 Calculates elapsed time.
6 NUM D 87 72 -15 0 19 6 72 0 0 3 Uses knowledge of number facts to 10 x 10.
24 SPC D 43 28 -15 34 22 16 28 0 0 0 Finds a location by following left / right directions on a map.
2 NUM 64 92 78 -14 0 0 0 0 19 78 3 Adds two 2-digit numbers.
16 SPC E 67 53 -14 0 0 0 0 47 53 0 Visualises a cube made from a given net.
32 MCD C 33 19 -14 16 47 19 19 0 0 0 Converts centimetres to metres.
19 NUM A 63 50 -13 50 44 3 3 0 0 0 Solves a problem involving addition and subtraction of two-digit numbers.
26 SPC A 47 34 -13 34 19 34 9 0 0 3 Selects a 2D shape with no parallel sides.
12 MCD C 71 59 -12 3 19 59 19 0 0 0 Reads scales to compare volumes.
18 NUM D 68 56 -12 9 9 25 56 0 0 0 Solves a multi-step problem involving money.
20 NUM B 59 47 -12 13 47 25 16 0 0 0 Solves a money problem involving division.
22 MCD 10 56 44 -12 0 0 0 0 50 44 6 Solves problems involving perimeter
SREAMS - Student Performance Analyser
Diagnostic Information (Yr5, 2009 Numeracy)
Item NumberAnswer Key
32
5B
1B
8B
7D
264
13A
10C
9C
6D
4B
12C
18D
16E
11D
149:50 AM
19A
15D
21B
23C
20B
2210
29D
30C
26A
177
24D
28A
25C
32C
2718
31B
RHIANNON, ELIZABETH
STUTE √ √ √ √ √ √ √ √ √ √ √ D √ √ √ X B √ √ √ √ √ √ √ √ √ B √ √ √ X A
NATHAN, KEVIN PIERCE √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ B √ C D √ √ √ √ √ √ B √ B √ X D
MITCHELL, PETER WAITE √ √ √ √ √ √ √ A √ √ √ √ C √ √ √ √ √ C √ C X √ A √ X √ C √ √ √ C
CARISSA, LYLA GRANT √ √ √ √ √ √ √ √ √ √ √ √ C √ C √ √ √ √ D √ √ √ D √ X B √ √ B X C
JOEL, RICHARD DURHAM X D √ √ √ √ √ √ √ √ √ √ √ √ A X C √ √ √ √ √ √ B - √ √ √ A √ √ C
KAITLYN MCMASTER √ √ √ √ B √ √ √ √ √ √ √ √ √ C √ √ √ √ A √ √ √ √ C √ A B A B √ C
LIAM, MCDERMID HOCKLEY √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ C √ √ X √ A C X B √ A B X C
NATHAN, BARRY HUNTER √ √ √ √ √ √ √ √ √ √ √ √ √ √ √ X √ B √ D D √ A √ D X √ D √ B X √
KIRSTYN, JADE LAWRANCE √ √ √ √ √ √ √ √ √ √ - √ C √ √ √ B √ C √ √ √ √ √ √ X C B B B X C
KAYDEE, JAYNE FOWKES √ √ √ √ √ √ √ √ √ √ √ √ C X √ √ √ √ √ A √ X A √ C X B √ A B √ C
LUKE, ALAN DUDLEY √ √ √ √ √ √ √ √ √ √ √ √ √ X C √ √ A - √ √ - B B C - √ √ B B X √
TAJSHA MAYBERRY √ √ √ √ B X √ B √ B √ √ √ √ C X √ √ √ √ √ X A B √ √ A √ √ B X C
LAUREN, MICHELLE WASHINGTON √ √ √ √ √ √ √ √ √ √ D D √ √ C √ D √ √ D √ √ A B √ X √ C A B X C
BRODEY, JAMES ADAMSON √ √ √ √ √ √ C √ √ √ √ B √ √ √ - √ B C √ D √ A A C √ A C √ √ X C
MADISON, LEE BLUNDELL √ √ √ √ √ √ √ D √ √ √ √ √ X √ √ B B C B √ - √ A √ X C B A B X C
TIFFANY, JANE LORENZI √ √ √ √ √ √ √ √ √ √ A √ √ X √ √ B √ C B √ X A D D X √ C B D X D
TYSON, MAXWELL LEWIN-HOY - - - √ √ - D √ √ - - √ √ X √ √ √ A √ B √ √ √ √ C √ B B
SREAMS - Student Performance Analyser
Zone of Proximal Development (Yr5, 2009 Numeracy)
Where are we at?
Regeneration happeningContinue the CC and Numeracy Fluency InterviewsHume Region Numeracy Intervention
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