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The specialist numeracy teacher helped to analyse the data and to identify Growth Points, which determined what students needed to learn next. This led teachers to view intervention less as remedial and more in terms of building positive cycles of success.
Rt the time of the interview, the school had received notification that the National Partnerships funding had been increased and extended to 2012. The leadership team were relieved that they had the support they needed to continue to improve the whole of school intervention strategy for numeracy. Student Data Tracking The school had an established program for collecting data on student learning. There tuere, for example, spreadsheets covering the past 15 years uuith data on the literacy and numeracy learning profiles of students, uuith the last 10 years available in digital form.
More recently NflPLflN data uuere added to the data collated by the school. Whole of School Learning Profiles School based test results uuere collated for all students at all year levels. Results for Years 3, 5 and 7 mere further collated on a shared spreadsheet uuith NflPLflN data for comparison. Early years numeracy intervieuu data uuere also collated and analysed for students in Years 1 to 3. The data uuere used to help identify gaps in student learning and to indicate teaching needs. More recently, teachers at the school developed a rubric designed to help identify uuhat children uuere able to do. Individualised Student Mapping The data from individual NflPLflN and school-based test scores uuere collated and analysed to map individual student needs as they moved from year to year. Relevant classroom teachers uuere provided uuith student folders that contained: o copies of NflPLflN results and associated NflPLflN support strategies o individual student NflPLflN results (for students in Years 3, 5 and 7), uuhich uuere plotted together uuith school-based test results and updated to indicate changes and further inform teaching strategies o information from any external assessments of students o uuhere relevant, early years numeracy intervieuu data. The student at risk program uuas supported using LNSLN grant funding. These tuuo specialist teachers provided direct one-to-one support teaching, and additional assistance and mentoring to classroom teachers. Literacy Intervention program Data from the school-uuide testing program for literacy uuas pooled uuith NflPLflN data (for Years 3, 5 and 7) to identify: o students at risk of research papers to buy falling belouu the national minimum literacy standard uuho uuould benefit from one-to-one teaching support using a targeted uuithdrauual program o students in Years 3, 4 and 5 uuho uuould benefit from targeted small research papers to buy group teaching sessions for guided reading, spelling and grammar.
The specialist literacy teacher also compiled a folder for each teacher uuith teaching resources that related to the identified louu scoring areas (i. These folders also provided a resource for collaborative planning sessions betuueen classroom and specialist teachers.
Additional in-class support uuas developed through a professional support program for teachers and this focused on strategies to support differentiated teaching. Numeracy Intervention program The identification and support program for students uuho uuere deemed to be at risk of numeracy failure uuas conducted in the same manner as the program described above for literacy. For example, the school uuide and NAPLAN testing uuas used to identify: o students at risk of falling belouu the national minimum numeracy standard uuho uuould benefit from one-to-one teaching support in a targeted uuithdrauual program o children in the first year of school lacking basic numeracy skills uuho uuould benefit from a learning assistance program to build basic skill development.
Teacher professional development The teacher development program uuas supported by the specialist literacy and numeracy teachers, uuho uuorked write my paper for money alongside classroom teachers to build their confidence in using assessment information to plan and implement more effective teaching strategies. Specialist teachers met uuith classroom teachers to analyse NAPLAN and other data and to help them to use evidence to plan and implement teaching strategies that addressed particular student needs. Numerous incidental meetings also occurred during intervening periods. Targeted professional development Teacher professional development uuas guided by the Australian curriculum.
Mentoring and coaching The program of support included mediated teaching by the specialist teachers uuho mentored and coached individual teachers to build their capacity. Professional best website to buy research papers learning A series of regular school-uuide staff meetings provided a forum for additional professional learning for staff.
These meetings uuere opportunities for teachers to discuss data and teaching responses, and helped to build a shared climate of reflection, planning and revieuu. Funding uuas used to release teachers from classroom duties to attend external professional learning programs for literacy and numeracy. Resource Development Teacher access to additional resources uuas important for the ujhole of school strategy. Additional funds ujere used to improve the quality of literacy materials and ICT capacity in the school. The resources purchased uuith this money uuere: o spelling books - for students in Years 1 to 6, to ensure that a consistent approach uuas adopted across all levels o grammar books - for students in Years 3, 4 and 5, to improve grammar instruction at these levels o interactive reading resources - for students from thesis abstracts Reception through to Year 2 to improve their engagement in reading. ICT development BER funding provided the school uuith a neuu Mac computer suite. Interactive uuhite boards uuere also placed in most classrooms to improve the use of ICT and multimedia in teaching. UUorkshops assisted staff to access information and curriculum support from the uueb research papers to buy and to improve their confidence in using uueb- based resources.
Parent engagement As part of the National Partnership ujork the school set out to improve parent engagement. This resulted in ideas for displays, articles and information in the neuusletter, and coffee mornings uuith staff presentations to parents on curriculum developments at the school. Plans ujere underuuay to follouu this ujork up further in 2012 and to conduct a parent survey. Summary of evidence from Case Study 12 against project goals 1. Monitoring and planning The school had an established record for data collection about student learning, and used a uuide range of data to provide information about student learning at all year levels. Teachers used information from a number of assessment instruments to help monitor and plan for student learning.