AiZ (Phase 1) Session 3 Oct 2009

Northern Metropolitan Region

Achievement Improvement Zones

AiZ (Phase 1)Session 3Oct 2009

Dr Sue [email protected]



Find your pace…

Keep your pace



A little bit up…a little bit down



There are many who’ll tell you

‘It cannot be done’

And thousands who’ll prophesy failure

But give out a grin

And tackle the thing

that cannot be done

…and you’ll do it!



PROGRAM

Session 1: Whole school planning for numeracy

Session 2: What to teach

Session 3: Using data effectively

Session 4: Planning units of work



AGENDA9 - 9.30 Recap key ideas sessions 1& 2 9.30 – 10.00 Feedback: Action since S2

10.00 – 11.00 NMR planning requirement A template to consider11.00 – 11.30 MT

11.30 -1 Using data effectively

1-1.30 Light Lunch

1.30 Teachers return to their school



The goals of the program are to:• improve the experience of students when learning

mathematics

• improve numeracy outcomes as measured by NAPLAN data and other relevant assessment tools

• build a sustainable, supported school-based culture of teacher learning through the study of practice



“ It is important ..….(to) measure students’ ability to apply their mathematics knowledge, rather than simply their ability to remember facts and formulas”

(2006 Report from the Parliamentary Inquiry into mathematics & science education Executive Summary Pxv)

Skills AND Thinking & Reasoning



Guiding principles for all maths lessons

1. Explicit number fluency practice every lesson2. Explicit purpose for every lesson3. Formal structure for every lesson4. Students working on tasks beyond their current

levels of thinking5. Teacher communicating high expectations and

using purposeful feedback6. Established classroom norms for working



Whose plan and why?Teacher Daily

Lesson Plan

Teacher Weekly Plan

PLT Fortnightly Plan

PLT Term Plan

PLT (VELS LEVEL) Annual Plan

WHOLE SCHOOL PLAN (Guiding principles, Scope/sequence)



Planning: How many maths lessons?40 weeks × 5 pw = 200 pa

Minus swimming, camp, sport, concert, etc

Minus 10% tch absence and unexpected circs

Minus 1 week revision per term + 1 week assessment pa

= TOTAL MATHS LESSONS Per Annum



Planning: Who does what?

Begin with the whole school Eg NUMBER

Level 1 Level 2 Level 3 Level 4 Level 5

1. ..2. ..3. ..4. ..5. ..



LEARNING FOCUS STATEMENTSLevel 2 NUMBER Learning focus

As students work towards the achievement of Level 2 standards in Number, theylearn to use base 10 models (units, longs, flats and cubes) and arrays to identify,order and model the counting numbers up to1000. They create number patternsmentally, by hand and with the use of the constant addition facility of calculators.They use models and arrays to support the development of skip counting up to 100.They recognise patterns created by skip counting (for example, when countingby fours, the pattern of the ones digits is 4, 8, 2, 6, 0, 4, 8). Students perform simpleaddition (count on) and subtraction (count back) using numbers up to 100. They useequal groups of objects and rectangular arrays to model multiplication and equalsharing for division. Students divide geometric objects including lines, arrays andregular shapes into equal parts to develop the concept of a simple fraction as part ofa whole. They learn to order money amounts in dollars and cents, form differenttotals using dollars and cents, and carry out simple calculations such as change

fromsmall amounts.



READY RECKONER – NumberLEVEL 1 (Prep)• Number names • Counting on and back to 20• Symbols for objects• Ordinal number• One-to one correspondence• Form equal groups• Model addition and subtraction with objectsLEVEL 2 (Yrs 1/2)• Count on/back to 100• Ordinal number• Meaning of equal• Skip count by 2,5,10• ½ and ¼ and 1∕3• Fact families• Number facts (shortcuts and recall)• Coins• Place value• Simple addition, subtraction, • Repeated addition as multiplication, Sharing as division



NMR Planning requirement



NMR NUMERACY Rationale: XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXGuiding Principles: XXXXXXXSchool Context: XXXXXXXXXXXXXXXXXX The Action Plan

Improvement area Goal Strategies Actions Who Documents

Monitoring and Assessment

Establish approaches that are informed by evidence from assessment and teacher judgement

Establish systematic collection of baseline and ongoing data/evidence for planning student learning and teaching

*Develop whole school assessment schedule

Document process for analysing assessment data

Identify specific learning needs to determine appropriate teaching strategies – at the individual and cohort

Whole staff

Teaching teams

Classroom tch

*Whole school assessment plan



NMR Numeracy Planning TemplateImprovement

AreaThe goal is to:

What is non-negotiable?

Accountability

T & L Embed common practice across school

1. ..2. …3. …4. …

Term learning walks

Monthly peer observation

Planning a/a 1. ..2. ..

Team use of *common planning template



Morning tea yet?



Using data effectively

How can you use NAPLAN data?

- Item Analysis report - Student Achievement Level report



How can you use Student Rocket reports?



How can you use student work samples?



How can you use student work samples?



What might the teacher do next?

16 students in Yr 4 given an open ended task about fractions



So what …

• …will you do this afternoon as a result of this morning’s session?

• … will you do between today and next time we meet?

• …will you do to track your progress between now and then?