programmes for students: data collection & reporting

Programmes for students:

Data collection & reporting

Why was your school chosen?

Its capability to:-

• Lead an initiative like ALL

• Display effective classroom teaching

• Self review, monitor and adapt/change

• Understand the importance of the professionals and whānau members interacting to improve the child’s learning

• Know about literacy learning & teaching

The child at the centre

http://www.educationcounts.govt.nz

Reading

Writing

National standards information

Pay close attention

Policy frame – nzcurriculum.tki.org.nz/system-of-support

NZC curriculum update

Issue 2 – October 2012

Supporting literacy learning

(PfS is a tier 2 support)

There are no silver bullets

The supplementary programme for students is

designed for success. (Theory of Action)

Data collection designed to fit with ‘normal’ school practices as much as possible

Student Achievement data requirements for ALL

• Report on a minimum of 6 students

• Norm referenced test that is ONE of these:

Years 3 – 8 Writing – asTTle 2012

Years 3 – 8 Reading – asTTle, PAT, STAR (2011)

Years 1 and 2 – Observation Survey, all 6 items

• Report at the start of the year and the end of the intervention

Overall Teacher Judgments – end of 2012, interim at end point of intervention, and end of 2013

(NB: Your report will contain other data – a qualitative description of student progress)

What will you need to have recorded?

• asTTle reading – ARS

• asTTle writing – AWS

• STAR (2011) – test score, scale score, subtest score, stanine

• PAT – Comprehension and Vocabulary – year level, test score, scale score, stanine

• Observation Survey – the band of age norms, item raw score, stanine, running record text level

Draft reporting framework (to guide thinking and planning)

• School details

• The selection process of those involved

• Student demographics and OTJ

• Student achievement data

• Intervention design - a description of student progress using LLP, ELLP - and an outline of strategies that worked

• Impact of working together …

• Key levers for improvement …

• Successes and next steps

Create a planConsider the endpoint…Consider the starting pointIdentify an achievement trajectory …Plan the steps…Build in review…

Key points

Based on a Theory of Action to ‘change’ both in the short term and long term.

Innovative – yet based on sound ideas/research

Alignment of supplementary supports for long term outcomes. NB: (Year 2 schools need to consider & critique all school interventions and the ‘triggers’ that lead to student selection)

Emphasis on changing the trajectory of learning for identified students

School-led and driven