Programmes for students: Data collection & reporting
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Transcript of 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