Through using Data

Prepared by Jacquie Taylor, State Consultant, South Aust.

“Unfortunately many teachers and schools feel that change comes from the ‘outside-in.’ .....Those schools that appear to be more successful than most at managing school improvement begin with student learning goals.

It is as if they ask “What changes in student performance

do we wish to see this year?”

David Hopkins, from a paper “Improving the Quality of Education for All as an ‘authentic school’ improvement programme”. 2001. (page 19 What Works, The Work Book.)

•Know where we are currently ‘at’ (have a clear sense of priorities-linked with Strategic Planning processes)

•identify what it is we want to achieve: (Able to set goals as a whole school/or for an individual student)

•Know the starting point (ie establish/examine base-line data)

•Set specific targets

•Devise appropriate strategies for implementation

•Use appropriate instruments to collect data

•Focus on data that ‘matters’

•Keep records that are reviewed and analysed regularly to measure & record progress

TO MAP THE CHANGES IN STUDENT PERFORMANCE WE NEED TO:

USING DATA THAT MATTERS: ANALYSING DATA:

What data do we have?

For what purpose was it collected?

What does it tell us? • Does it tell us what we need to know?• Can we use the data to set school goals?• Can we map progress?

What can we celebrate?

Does the data highlight priorities for action?

Map individual student progress?

TO EFFECTIVELY USE DATA THERE NEEDS TO BE

• a management team approach

•clearly articulated areas of responsibility

•systematic planning :(which includes practical support)

•Clearly articulated and agreed to school goals, policies and procedures

•Agreed to and consistently implemented

•Testing

•Assessment

•Recording & review processes

Site Audit –

What is happening?

Gather Ideas

Choose strategies

Marshall resources

Set goals & targets

Implement Strategies

Make sure it happens-responsible monitoring

Gathering data, setting benchmarks, analysis & review

Action Planning

CONTEXTUAL FRAMEWORK

Analyse the data from your review / spidergram/ records/audit etc.

Identify an area that will become a focus for attention (ie a priority)

Think in general terms about what you want to achieve, ie your goal

Think specifically about what you are going to achieve, andWhen you are going to achieve itWrite this as a target…………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………Elements for effective target setting Must be very specific, clear, concrete Must tell us what is to be achieved and by when Must be measurable Can be progressive/adjustedCheck that you have included all essential components.Possible model:What (proportion %) of (which student cohort) will (achieve what) by (when).

HOW TO SET SPECIFIC TARGETS:(for whole of school focus)

To increase by 30%, the number of year 5 Indigenous students, who will achieve the national literacy bench mark, in the coming year. (2006)

Within the next two school terms, to improve by 40%, the attendance rate of year 8 Indigenous boys.

To achieve by the end of the 2005 school year a 15% increase in the amount of work completed by Joshua…..

To reduce by 50%, over the next semester, the number of suspensions of Indigenous boys.

For all Indigenous students to have automatic recall of maths basic tables by the end of their 5th year in primary school

TARGETS: Successful case studies

GOAL: (END POINT)For Gavin to improve his learning outcomes by ‘participating’ in lessons on a more regular basis

TARGETS: (DESIRED SPECIFIC ACHIEVEMENTS)To increase Gavin’s Spelling and Reading ages by 12 months within the first two terms of the year

To increase Gavin’s participation rate in lessons by 40% by the end of 2nd term

BASELINE DATA: (Current date)R.A.: 7yr 6 months (Feb 2005) (Neal’s Analysis)

TARGET: 8yr 6 months (end 2nd term 2005)RESULT:

BASELINE DATA: (Feb 2005)Participation rate: 30%TARGET: 70% (by end of 2nd term)RESULT:

Case Study: Focussing on an individual student:

PERFORMANCE INDICATORS: / DATA SOURCES:

Increased participation demonstrated in recordsIncreased learning outcomes shown in test results

STRATEGIES: (How will you achieve these desired outcomes?)

Devise and use simple recording instrument to establish base line data re current participation rate Identify base line data re Spelling and Reading ages Gavin and teacher discuss plan/ recording instrument and the expectations Seek involvement of Aboriginal Liaison Officer to assist in working with family to ensure that members understand and support the Plan eg to be involved in record keeping and to provide encouragement Review curriculum being offered to Gavin re relevance and inclusivity. Implement supportive strategies to ensure success eg

Group work with peersAdapt work expectations and formatsReview/adapt time-tablesEngage support of colleaguesRegularly discuss progress with Gavin and his familyCelebrate milestones of achievements

Individual case study continued:

SCHOOL CASE STUDY: (Attendance)

GOAL: (end point)

• “To improve the academic skill levels achieved by Aboriginal students through improving their attendance rates.”

Target: (desired specific outcomes)• “To increase the attendance rate of Aboriginal students, within the

primary school, by at least 20% within the current school year.”

Baseline data:

• No of Aboriginal girls……24 current attendance rate 68%• No of Aboriginal boys…...26 current attendance rate 60% Average attendance 64%

Target: • By the end of this current year to achieve an average of 84%

(A 92% attendance rate was achieved and an Aboriginal/Torres Strati Islander man was appointed the following year as chairperson of the School Council)

Performance indicators:• roll book entries• Learning Plan review meetings• Testing data• Anecdotal observations

Strategies:• Nominate as a priority on Strategic Plan: so goal is supported ie attributed, time, effort, financial and human support• Utilise a Contextual Behaviour Management approach

• Be sure to follow up and investigate every single case of bullying, racism and sexism so that the message comes across, very clearly, about the culture and ethos that is being established

• Review curriculum content and methodology to ensure sensitive, relative and inclusive practices are employed

• Provide staff with T&D re ESL in the Mainstream• Purchase of Cultural resources• Ensure that cultural group work is an option• Presence of Aboriginal Flag, art work etc• Aboriginal Artist in Residence• Provide practical support to staff to ensure that Aboriginal perspectives

permeate the curriculum activities eg principal to team teach with staff to model practice

School Case Study: Attendance: cont.

• Review time-table and adjust ie Art/Sport/computer studies in morning slots to entice students to attend on time

• Offer options eg Free Breakfast for all students who wish to attend. (financed through, ‘Save the Children’ and local community service group ie Lions), incorporate with Before School Care with teaching staff volunteering to meet student: staff ratio

• Open up the computer room prior to school commencing• Consciously build relationships with parents/community

• Explaining to local leaders what the school is trying to achieve and paying them as HPI’s to join in school activities and to talk with other parents to spread the word about the level of caring that exists eg support is there for helping people fight their way through ‘red-tape’ in their day to day lives

• Hold casual planning meetings around the school pool and discuss issues as the kids are swimming and the parents having afternoon tea

School Case Study: Attendance: cont.

• Use the school bus to pick up students and parents wishing to be involved in school/sporting activities (cost subsidised)

• Be seen in the community supporting Aboriginal events eg NAIDOC week, protest marches etc.

• Ensure that collaborative practices exist and that Aboriginal staff members are viewed by community as having a real power base in decisions made

• Ensure that Aboriginal students are supported in developing leadership skills and provided with opportunities to demonstrate their ‘love of learning’ and being at school and the valuable contribution that they are making to the life of the school

• Use the unofficial ‘grape-vine’ to • to let people know that no-one will go hungry and that you don’t stay away

because there is no food in the house• find out if giving the student a cheap alarm clock to use at home will help them

organise their time to get up and get to school

• Ensure that personal behaviour of staff members reflects that we are here to share in learning and that staff value and respect how their lives can be enhanced through an improved knowledge and involvement of and with aspects of Aboriginal Cultures.

School Case Study; Attendance: cont

SCHOOL CASE STUDY: Literacy:

Raukkan Aboriginal SchoolGOAL: (end point)• “To improve the literacy learning outcomes for Aboriginal students through

implementing an Accelerate Literacy approach.”Baseline data: (2002)• See graph (white column)

Target: (desired specific outcomes)• “To increase the Reading Age for all students from Reception to year 7 by

twelve months during the school year, ie 2002”

Raukkan Aboriginal School Improvement in Reading levels using SACSA Standards

0

0.5

1

1.5

2

2.5

3

3.5

year 7 year 5 year 4 year 3 year 2

SA

CS

A S

tan

dard

Nov-01

Expect Nov-02

Nov-02

Performance indicators:• Reports to parents• Oral reports at staff meetings• Journal entries (the project was recorded by all staff)• Anecdotal observations (eg increased engagement by students and improved

learning outcomes and an increase in confidence )• Parent feedback

Strategies:• Principal carried out research and liaised with experts, (Brian Gray, Wendy

Cowey and David Rose)• Principal arranged a demonstration for staff by David Rose• Staff meeting discussions held to reflect upon the attributes of an ‘Accelerated

Literacy’ approach• A review of current practice was undertaken and as a result ‘Accelerated

Literacy’ became the major/sole priority on the Strategic Plan: (“We recognised that lack of literacy skills were severely impacting upon our students’ ability to access all areas of the curriculum and also upon their self-esteem as learners”.)

School Case Study: Literacy: cont.

• A commitment was given by staff to trial “Accelerated Literacy’ for a two year period and targets were set.

• Staff developed a succinct continuum of literacy skills based upon the SACSA framework which was used to monitor student progress

• Relevant ‘Accelerated Literacy’ resources were purchased• Class structures were adapted for daily ‘Accelerated Literacy’ sessions to

ensure relevant groupings were achieved• Staff consciously, in their interactions with students, reinforced the message of

how important literacy skills were in their lives• Shared information with personnel from the Aboriginal Education unit re

‘Accelerated Literacy’• Families / care-givers were kept informed of action through Newsletters and

meetings• Support was given to staff through the provision of training ie 2hours per week

x 10 weeks. (This necessitated support from Governing Council for early school closures to allow staff to travel to Adelaide)

• ‘Accelerated Literacy’ became a regular agenda item at Staff meetings to review and report upon implementation and monitoring processes. (As a result of targets being exceeded expectations of students were raised.)

• Celebrated the success when the school was recognised• with a “National Literacy and Numeracy Week” award in 2004

• and a• “Dare to Lead” High Excellence Award, also in 2004

School Case Study: Literacy: cont.

SUMMARY:• Adopting an ‘Accelerated Literacy’ approach “Was the smartest thing we ever

did.” (Principal: Chris Harvey)• The following data clearly demonstrates the successful achievements of targets

set in 2002 and continued growth for 2003.

Raukkan Aboriginal School NSW Writing Competition 2002-3

(average annual growth rate nationally: 2 points)

02468

10121416182022

Student 1 Student 2 Student 3 Student 4 Student

2002 2003

Rates of growthcf National =

3X = 2X 3.5X 3X

National Mean Score

Contact your

Dare to Lead

State/Action Area Coordinator if you would like further assistance.