Data Sample

Blue Creek Public School

To support the case study of:

Effective Classroom Practice

Sustaining and Growing

Note: the following document contains samples of the actual data the school drew upon in their self-assessment. This is not an example of an evidence set for external validation. For more information about external validation, visit self-assessment and external validation on the evidence guide website.

Blue Creek Public School

DATA COLLECTION PROCESS

Determine where to next Consult scope and sequence, syllabus and other school planning document cycles.

Examine expectations Based on the length of the learning cycle and performance standards (eg Mathematics rubric, syllabus document), determine what level of achievement is expected at the end of the learning cycle What must students master during this cycle?

Create a common post assessment To be administered at the conclusion of the teaching cycle

Administer the common post assessment BEFORE teaching What do students already have, knowledge, skills etc Who is starting from scratch in skills or application of skills?

Send pre test data to supervisor By mid first week of the cycle team leaders must have the data collection sheet for your class

Team leader charts data Data in graphical form back to team by the end of the first week of the teaching learning cycle

Analyse strengths and obstacles Set goals and strategies to meet goals

Teach

Administer post test Three days prior to next meeting administer the post test Results back to supervisor 2 days prior to the next cycle meeting

Meet as a team Supervisor displays data for discussion as to student progress towards goals, success of strategies etc

Determine where to next

Blue Creek Public School DATA ANALYSIS

What is the expected level of achievement for this assessment after the teaching cycle is complete? 70% of students will be at the expected level (C) or above for whole number. 80% of students will be at the expected level (C) or above for the post test on active and passive voice. Class: 4K Teacher: Mrs K

Assessment date: Term: 4 Week: 4 Post

How many lessons will the students have on this concept? 2

Describe the teaching strategies, frequency of lessons, support etc. to be implemented for this concept? Numeracy: Students will be involved in 2 lessons on whole number. They will learn to round numbers to the nearest tens, hundreds,

thousands and ten thousands place values. They will learn to use the < less than and > greater than symbols correctly as well as use the correct language to show the relationship between numbers.

Literacy: Students will be involved in 4 lessons for compare and contrast. During these lessons students will have the opportunity to read text that shows compare and contrast, as well as write information that shows they have recognised the text that is comparing and contrasting.

Areas for analysis

Number of students who

took the assessment.

Number of students well

below expectation.

Number of students almost

achieving expectation.

Number of students achieving

expectation.

Students exceeding

expectation.

Names of students well below

expectation.

Names of students almost achieving

expectation.

Compare & Contrast 27 4 2 14 7

Whole number - rounding <

and > 30 0 0 2 27

Students absent

Notes: 0

Blue Creek PS 2015 STAFF LEARNING DAY STRUCTURE

Rationale A collaborative approach to team planning and individual professional development is vital in building a culture of excellence in teaching and learning. Teachers are given the opportunity to work alongside their colleagues to reflect on student achievement and to collaborate on where to next. Supervisors to work with their team members to review current teaching and learning practices on an individual basis. Future directions are to be determined and implemented in a supportive and collaborative manner.

This approach is part of the BCPS School Plan 2015 – 2017.

Strategic direction 2: Staff leading innovative, reflective practices. Practices: Staff utilise evidence of learning to drive their teaching and as the source of reflection as to the effectiveness of their teaching. Judgments about student learning are consistent across grades and the school. Evidence of learning is used to allocate school resources to areas of need. TPL is based on intensive professional dialogue and collaborative planning around student learning and the impact of quality teaching upon learning. TPL is enquiry based (lesson study, peer coaching, and feedback intensive) and is linked to AITSL Standards framework.

Strategic direction 3: Delivering a comprehensive, balanced curriculum. Practices: Specialist programs and resources targeted to meet the specific needs of students with disabilities, Aboriginal students and students with learning difficulties via access to up to date student learning data, ongoing review of specialist teacher workflow and timetables. Specialist programs are targeted to improve student outcomes whilst increasing all teachers’ ability to cater for diverse needs. An integrated approach to program delivery is in place ensuring coverage of all KLAs each term. All class programs cater explicitly for the diverse learning needs of every student. An appropriate balance of all 6 KLAs is in place in all classrooms. This is evidenced through walkthroughs of class practice, student work and teacher engagement in the professional development framework.

Agenda Overview of day falls into 4 parts:

1.0 hr - Input session Topics may include formative assessment, Synthetic Phonics, Writing improvement, implementation of ICT, developing integrated programs, Learning about learning, brain development, behaviour, EALD knowledge of pedagogical practices etc. Focus of this section is to be learning about learning. i.e. how do students learn in … How do students learn to read? What do we need to do to address learning needs in…???

1.0hrs - Data analysis and synthesis together as a stage. Discuss the learning cycle data in terms of student achievement and teacher learning and strategies that appear to have worked. The recognition and celebration of teaching strategies to be the shared. (The emphasis of it being a treasure hunt, not a witch hunt). The focus is to be about learning about learning. Specialist staff need to be involved in the learning day.

1.5hrs - Learning cycle planning as grades Including the allocation of LAS and EALD resources to address needs. Backward mapped approach to an area of English and Mathematics that will give effective data that can be used to drive teaching and learning. Clear success criteria developed for the set assessments - pre and post. Clear understanding of what the assessment will look like.

2.0hrs – Coaching session with team leader Class teachers released to meet with supervisor for up to 0.5 hrs. One on one coaching session with team member and their supervisor. This session will discuss individual class goals, student needs, areas of teacher strength, plan lesson visits and observations, areas of future development, performance development plans, and review of extracurricular leadership/ contribution. If more than 30 minutes is needed, additional follow up to occur in the same week. LAS and EAL/D staff utilise this time to plan for the next cycle, review ILP progress

Blue Creek PS DATA TEAM PROCESS for Learning Cycles

Determine where to next Consult scope and sequence, syllabus and other school planning document cycles.

Examine expectations Based on the length of the learning cycle and performance standards (e.g. Mathematics rubric, syllabus document, plan data, other school data), determine what level of achievement is expected at the end of the learning cycle. What must students master during this cycle? How will I differentiate my instruction?

Create a post assessment To be administered at the conclusion of the teaching cycle

Administer the pre assessment What do students already have, knowledge, skills etc. Who is starting from scratch in skills or application of skills?

Send pre test data to your team leader Within the first two days of the learning cycle meeting, team leaders must have the data collection sheet for your class.

Team leader charts data Data in graphical form back to team by the end of the first week of the teaching learning cycle. What implications do the results have for your teaching over the next weeks? Do you need to revise your expectations based on the pre-test results?

Analyse strengths and obstacles Set goals and strategies to meet goals.

Teach

Administer post assessment Three days prior to next meeting administer the post test. Results back to supervisor 2 days prior to the next cycle meeting.

Team leader charts data

Meet as a team Supervisor displays data for discussion as to student progress towards goals, success of strategies etc. Discussion to focus on strategies that worked and why.

Determine where to next As a team determine what would need to be done next time to get better results from students.

Blue Creek PS SCHEDULE OF PROFESSIONAL LEARNING 2015

LEARNING DAYS

Date Activity Delivered by

Term 1, Week 10 Goal Setting Feedback Direct Instruction

Julie - Anne

Term 2, Week 5 Differentiation Gradual release of responsibility

Julie - Anne

Term 2, Week 9 Creative & Critical Thinking Julie - Anne

Term 3, Week 5 Vocabulary Grammar & Punctuation

Liz

Term 3, Week 9 Literacy Continuum Liz

Term 4, Week 5 Moderating Samples for Website Team leaders

Term 4, Week 10 Moderating Samples for Website Team leaders

STAFF DEVELOPMENT DAYS

Date Activity Delivered by

Term 2 Science Curriculum Julie – Anne & Daniela

Term 3 ICT Yasemin & ICT Committee

STAFF MEETINGS

Date Activity Delivered by

Term 2, Week 2 PBIS Refresher Leah & Melinda

Term 2, Week 3 Spelling Liz & Literacy Committee

Term 2, Week 4 Team Meetings Team Leaders

Term 2, Week 5 Learning Days Team Leaders

Term 2, Week 8 Reading @ BCPS Liz & Literacy Committee

Term 2, Week 9 Planning Days Team leaders

LESSON STUDY

Term Focus

2 Number

3 Reading

4 Writing

ASSESSMENT AND DATA COLLECTION SCHEDULE Term 1 1 2 3 4 5 6 7

PLANN Literacy (ES1) PLANN Numeracy (ES1) Numeracy Continuum (1-6) Literacy Continuum (1-6) Reading folder Reading Benchmark Synthetic phonics (all components) New students ILP review OOHC Review Aboriginal Ed Review ESL Scales/Phases Writing sample Learning cycle data Class reports NAPLAN Yr 4&6 Yr 4&6 Record cards Learning and Support reviews Behaviour cards Health plans Milestones meeting

Data gathered through record searches and analaysed to determine directions Assessment implemented, plans reviewed Data entry to school record systems eg Sentral, ERN, record cards, reading folders, writing folders Data submitted to supervisors

8 9 wk10/11

__________________________________________________ _____

Blue Creek PS: Lesson Observations, Sem1

WALK THOUGHS Group A, Term 2 2015

Observation Focus: Teacher Feedback to Students

What evidence is there of providing feedback to students to improve their learning?

Agenda 9:00-‐ 9:40 Welcome, Walkthrough Orientation

9:40-‐ 10:20 Observations

10:30 – 11:00 Debrief/ Feedback

11:00 – 11.30 Morning Tea

GROUP 1 GROUP 2 GROUP 3 GROUP 4 Samson Maree

Jessica

Mary G Aleesha

Georgia

Dee

Scott

Rachel Jeff

Ben

Dora Koursaris (CPS)

Liam Wilson (EPS)

Alex Moussawer (HPS)

Maria Leiva (SSHS)

Anna Capra (SSPS)

Gordan Callaughan (SPS)

Sean Kelleher (CPS)

Kristen Fanning (EPS)

Wendy Owen (HPS)

Amenah Mourad (MBPS)

Vicki Lodge (SSHS)

Anna Farrugia (GPS)

Sarah Lakiss (CSPS)

Mariam Derbas (CPS)

Sarah Borg (EPS)

Katrina Drakea (SSHS)

Christina Cotis (SSHS)

Karen (APS)

Matt Knight (SPS)

Melanie Young (CSPS)

Danielle Hajinakitas (CPS)

Bronwyn Owen (MBPS)

Chris Matthews (SSP)

Natalie Sinderberry

(SSHS)

Ashbury 2

Kim Greeshaw (SPS)

Time Group 1 Group 2 Group 3 Group 4

9:40 KJ KD KH 21A

9:50 21A 21R KP KJ

10:00 21C 21S 21R 65I

10:10 43K 654F 65C 43M

10.20 65M 65I 43M 43K

_______________________________________________________

Blue Creek PS: Lesson Observations, Sem1

Term 2 Wk 9 Group 1

Observation Focus: Teacher Feedback to Students

What evidence is there of providing feedback to students to improve their learning?

Peer Observer: Insert Name and redact

Observations Professional Practice, Standard 5; Assess, provide feedback, report on student

learning.

Consider;

Walls that Teach

Visible Learning

LISC LISC for feedback

Differentiated learning

Student engagement

Examples of Feedback

_______________________________________________________

Blue Creek PS: Lesson Observations, Sem1

Findings

TASK LEARNING ENVIRONMENT

TEACHER STUDENT

Challenging LISC evident Explicit Independent tasks in most instruction learners

Project based Used by Facilitating Self – directed learning teachers learning & On task -

Collaborative 70% encouraging engaged group tasks 10/14 Conferencing Demonstrating

Differentiated Crooms support autonomy

Student choice (Total Guiding A variety of – free roam 20CRTs) questions learning

Engaging tasks WILF & Monitoring structures;

Student WALT Roaming groups, pairs,

centred Visible Team teaching independent

Student learning Working with Able to

directed Walls that small groups communicate

Goal orientated teach Questioning the learning goal

tasks Vocabulary students about Cooperation

Using posters learning Collaboration

technology to Student

complete tasks work

Scaffolded samples

Variety of Furniture

media organised for

Problem- student

solving centred

Creative learning

Behaviour code

Visual aids

ICTs – variety of devices

Overall our observations summarised are;

- LISC are almost always student centred, not teacher centred.

- The teachers are at student desks, on the floor, moving around, with students

facilitating.

- Our students are engaged with interesting learning.

- Scaffolds to support learning abound

- Students working collaboratively use LISC to self/peer review

- 70% of participating teachers are using LISC to feed forward to students and shape next

steps in learning

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Admin Other Coaching Dialogue Feedback lesson study Dem Lesson Observation Learning/Research Total in hours

4.1

0.00

4.2 120

60 3.00

4.3

30 30

60

2.00

4.4

150

30

3.00

4.5 30

60

90

3.00

4.6 60

120 3.00

4.7 120

60

3.00

2.8

60

60

60

3.00

4.9 60

60

60

120 5.00

4.10

180

3.00

Term Total in hours 6.50 0.00 8.50 0.50 3.50 0.00 0.00 4.00 5.00

0 28.00

number of hrs avilable Unaccounted

3 3.00

3 0.00

3 1.00

3 0.00

3 0.00

3 0.00

3 0.00

3 0.00

3 -2.00

3 0.00

30 2.00

What was the other this week? Who was the focus

120

30

60

120

60

6.50 0.00

150

60

60

60

180

8.50

30

0.50

30

60

60

60

3.50 0.000.00

60

30

90

60

4.00

60

120

120

5.00

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

4.1

4.2

4.3

4.4

4.5

4.6

4.7

2.8

4.9

4.10

Term Total in hours

Term

.Wee

k

Term 4 Instructional Leader Time Monitoring AP (Stage 2)

Admin Other Coaching Dialogue Feedback lesson study Dem Lesson Observation Learning/Research