Whole School & Classroom Data Analysis that will guide Mathematics direction for 2013.

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Presentation transcript:

Whole School & Classroom Data Analysis that will guide Mathematics direction for 2013

Whole School & Classroom Data Analysis that will guide Numeracy direction for 2013 This document outlines a process for school & classroom Data Analysis for the MAI that when used in conjunction with NAPLAN data, PAT Maths data & teacher knowledge & observations of students will guide Mathematics directions for 2013.

Process of Data Analysis Moderate the Growth Point allocation for MAIs of 3 children with a colleague Using the provided data sheet for each year level allow teachers to enter students names who are below /above the expected level in each of the number domains Beside each student’s name indicate the Growth Point they are at Work out percentages of students who are below /above the expected level in each of the number domains Place a star next to funded students so they are readily identifiable when discussions are occurring

What are our Actions? Using the individual students MAI sheets, identify the questions that are a barrier for the students above & below in each domain Set immediate Goals –What are the actions? View the data from a Whole School /Year Level perspective Set immediate Goals -What is the actions? Next PLT compare with other data sets

MINIMUM STANDARD PROFILE for identifying students at risk in March: Gr Gr Gr Gr Gr Gr 66455

What do we do with Data as a school? Identify trends within the school in relation to student achievement in numeracy aspects Provides focuses for content in Professional Learning Team Meetings Track individual student progress Identification of children who maybe at risk; i.e. high or low attaining Guides school participation in School-based Professional Development program

What do classroom teachers do with data? Construct Informed & Balanced Classroom Programs & Learning Experiences to meet the needs of student Identify & cater for students who maybe deemed as at risk; i.e. high or low attaining Update data through ongoing monitoring & assessment What will this look like?

Why do we collect data at the beginning of the year & in an ongoing nature? To find out what my students know and can do. To help me to know what to teach next. To measure the effectiveness of my teaching. To provide feedback to students on their learning. To inform parents, other teachers, employers and interested others of academic progress. Because my principal/school/community expects it. (Doug Clarke)