3. School Context
• Large primary school - almost 700 students
• Location - near Port Phillip Bay in the South Eastern suburbs of Melbourne.
• Demographic - The school has been a school of choice for families from
within and from outside the suburb
• Increasing enrolments have resulted in the introduction of a school zone
to manage numbers.
• SFO : 2010 : 0.52
(2006 : 0.36)
• LBOTE: 0.09
(stable over recent yeasrs)
• Stability rate: 72.2%
7. School Organisation
Leadership structure:
Principal
Assistant principal
Three leading teachers
Curriculum and Innovation
Junior Sub-school
Senior Sub-school
• School organisation:
Straight year level classes, including 11 classes in the Year 1 and 2 area.
• Numeracy organisation:
6 sessions of numeracy per week – 4 with class teacher, 2 (double session) in
flexible groups across the year level.
8. Project Team
• Assistant Principal (overview only)
• Leading Teacher – junior sub-school
• Level 1 and 2 teachers – largely young teachers
• Ultranet Coach
9. VELS and NAPLAN compared:
Number / Numeracy
NAPLAN – Year 3
VELS – Teacher Judgements
11. NAPLAN Data
Individual student tracking:
• Comparisons are to be made between Year 2
teacher judgements and following year NAPLAN
data for Year 3
• Can be done for the past three years to identify any
potential trends.
12. Areas under Investigation
1. Teacher moderation
o Comparison of VELS Teacher Judgements with other data – e.g.
NAPLAN, ODT
Work in progress
2. Areas of student weakness
o Identify concepts that students are struggling with
o Identify teacher understandings and practice in these areas
3. Sources of data
o How can the current data be used or improved upon?
4. Use of technology to support student learning
o What technology exists in the school and can be applied to EY Numeracy
13. % correct
Feb '09
100%
10%
30%
40%
50%
60%
70%
80%
90%
0%
20%
Nov '09
Counting
Writes
Numerals
Limits
Sequences
Reads/writes
Numerals to
10
Reads/writes
Numerals to
20
Addition
Areas Addressed
Year 1 DMT 'A' Results Feb & Nov 2009
Subtraction
Multiplication
Division
DMT ‘A’ – Year 1 2009
14. DMT ‘A’ – Year 2 2010
Year 2 DMT 'A' Results Feb & Nov 2010
100% Year 1 DMT 'A' Results Feb & Nov 2009
90%
100%
80% 90%
70% 80%
60% 70%
% correctcorrect
50% 60%
40% 50%
%
30%
40%
20%
30%
10%
20%
0%
10%
0%
Division
Addition
Multiplication
Sequences
Counting
Numerals
Subtraction
Reads/writes
Reads/writes
Numerals to
Numerals to
Writes
Numeration and Place Value to Ordering Counting and Addition Subtraction Multiplication Division
Limits
Notation 999 Sequences
10
20
Feb '09'10 NovNov '10
Feb '09 Areas Addressed Addressed
Areas
16. Teachers’ Understandings
• Focus on teachers‟ understanding of the target
concepts
PROF. READINGS – provided for all teachers in Years 1 & 2
REVIEW OF PRACTICE – teachers discussed their practice against the
readings
MODIFY PLANNING – term and weekly planners modified to address
identified gaps
17. Examples of Some Areas to
Work On
What do we (year 1/2 teachers) need to improve:
• Vocab (range) / correct language
• Use of resources
• Use of 100‟s charts/ tens frames
• Incidental Maths
• Fact families
• Strategies from an earlier age
• Addition charts – Use more of
• Mathematical profile
• Displays, word walls, class made dictionaries
18. Negatives / Challenges Noted
• Timetabling issues for „streamed‟ numeracy groups
– only 1 x 50minute session for Year 1
• Numeracy often scheduled for period 6 – after
lunch
• Numeracy is first session to be dropped when busy
• Limited support for struggling students – need for
numeracy intervention (like reading recovery)
19. Sources of Data:
Current Assessment Schedule
• Detailed assessment records maintained across whole
school.
• Excel spreadsheets – very large over time
• Record is provided to classroom teachers and updated
regularly
• Comparisons on similar tests, within each year, year on
year (different cohorts) and between boys and girls
• Question – how do teachers view and use this data?
20. Assessment Schedule
Prep-4
Whole School Prep Year 1 Year 2 Year 3 Year 4
VELS Reading Level Reading Level Reading Level Reading Level Reading Level
(At risk)
Spelling % - Spelling % - Spelling % -
common words common words common words
Burt Burt Burt Burt
SA Spelling SA Spelling SA Spelling
TORCH TORCH
Lexiles (opt) Lexiles (opt) Lexiles Lexiles
UNSW English UNSW English
(some) (some)
DMT Part A DMT Part A
DMT Part B
PAT 1 PAT 2
NAPLAN
NUMERACY
UNSW Maths UNSW Maths
(some) (some)
21. Sources of Data in Early Years at the School
• DMT used in Years 1&2, PAT Maths in Years 3&4
• Teacher anecdotal records
• Mathematics Online Interview is not used in Year 1
or Year 2.
o Explanation – “difficult to find the time to work with each student”.
22. Possible New Sources of Data
Data Rationale Timeline
Year 3 NAPLAN Item Strength, weaknesses and Review 2011 data to assist
Analysis misunderstandings with 2012 planning
Mathematics Online All students if possible 2012 - Term 1
Interview Minimum - trial with lower
achieving students
PAT Maths from Year 1 Easier to track progress year on Trial 2012 – Term 1
(or online PAT Maths Plus) year – scaled score an same Run alongside DMT and
system review
•
Mathletics Recently purchased. 2011 – Term 4 - Students
Provides practice of concepts.
Informative data, time efficient Late Term 4 - Teacher Data
for teachers
PD
Handheld Interactive Purchased but not used much. 2011 – Term 4
Devices Time efficient, engaging
23. NAPLAN Item Analysis
• Need for teachers to see the detail – esp. P-2
teachers for Year 3 data, e.g.
Misconception?
Which students?
Year 3 – 2010 How was this taught?
24. Use of Technology
• Large investment in technology in the school
• Showcase school for interactive technology in recent years
• Very proactive in Ultranet implementation across the school
HOW CAN THIS BE USED TO SUPPORT EARLY YEARS NUMERACY?
Ongoing Teacher Development in Technology
• Use of interactive resources in maths groups, e.g. digital learning
objects
• Use of Mathletics and handheld devices
• Use of Ultranet to deliver digital resources
• Use of Ultranet Learning Tasks to personalise learning for students
25. Challenges for the Project
• Composition of the team
o Key member of the team is moving to Year 6
o Limited time for me to work in the school in my Ultranet Coach role
o Ultranet Coach role ends next month – no longer be connected to the school
• Time and Resources ($)
My Next Steps in this Project
• Working in the school in December to further
support teachers with:
o Delivery of resources using Ultranet
o Personalising learning using Ultranet
26. Personal Reflection on the Project
• Opportunity to re-engage with school data
• Further understanding of school improvement
processes
• Conversations around specific student learning
• Professional reading on
o School improvement
o Data analysis
o Forms of assessment
• Opportunity to work with teachers and leaders
outside of my Ultranet role
