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

HUME Common

Curriculum

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.

LEARNING JOURNALS grade 1-2

Bin Lid Of Glory

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

Other work

5-8 Learning Community – Literacy and Numeracy blocking

P-4 Learning Community changes to teacher practice

De – privatising teacher practice Connected learning - ICT changes