Data collection & reporting - Consortium for Professional Learning

Report
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
National standards information
http://www.educationcounts.govt.nz
Reading
Writing
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 plan
Consider the endpoint…
Consider the starting point
Identify an achievement trajectory …
Plan the steps…
Build in review…
Teaching
Foci
Week 1
Week 2
Week 3
….
Week 15
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

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