Programmes for students: Data collection & reporting
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Programmes for students:
Data collection & reporting
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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
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The child at the centre
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http://www.educationcounts.govt.nz
Reading
Writing
National standards information
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Pay close attention
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Policy frame – nzcurriculum.tki.org.nz/system-of-support
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NZC curriculum update
Issue 2 – October 2012
Supporting literacy learning
(PfS is a tier 2 support)
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There are no silver bullets
The supplementary programme for students is
designed for success. (Theory of Action)
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Data collection designed to fit with ‘normal’ school practices as much as possible
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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)
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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
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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
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Create a planConsider the endpoint…Consider the starting pointIdentify an achievement trajectory …Plan the steps…Build in review…
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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