1. using data to inform teaching and learning Robert Cordaiy, Dawn Walker, Michele Howland, Karolina Navcoski and Scott Gilbert Educational Measurement & School Accountability (EMSAD)

2. Educational Measurement and School Accountability Directorate (EMSAD) Professional Teaching Standards Element 3.2.5 Linking Assessment to Learning  Use a broad range of effective strategies to assess student achievement of learning outcomes Element 5.2.5 Manage student behaviour and promote student responsibility for learning  Manage student behaviour through engaging students in purposeful and worthwhile learning activities Professional Competence

3. Educational Measurement and School Accountability Directorate (EMSAD) Demonstration of SMART – screens for analysis, our focus today will include: School Summary and *Table 4 ( in School Reports) Percentages (%) in Bands Item performance *Item Analysis *Teaching Strategies Directions * These will feature in our workshop analysis today

4. Educational Measurement and School Accountability Directorate (EMSAD)

5. Talk about WORKSHEETS provided Participants to use Item Analysis page (4 th from the bottom of main menu) from SMART and Table 4 from SMART ( In School Reports on main menu) Directions Printed PDFs will be available for workshop use

6. Educational Measurement and School Accountability Directorate (EMSAD) How to make sense of the data Work through Years 3 & 5 Focus group: Girls Focus Area: Numeracy (Participants will work through Y3 and Y5 Numeracy All Students after this) Directions * We will be looking at SMART and this presentation from this point on

7. AREAS OF STRENGTH – Year 3 Educational Measurement and School Accountability Directorate (EMSAD) Local School: Numeracy Year 3 Girls Q 23 N (Frac & dec) (A Band 4 item) Identify a 2D shape with only one quarter shaded Girls 20% above state from Item Analysis * NB: When working in a group, this information for Years 3 and 5 would be put onto Worksheet 1 for All students

8. AREAS OF STRENGTH – Year 5 Educational Measurement and School Accountability Directorate (EMSAD) Local School: Numeracy Year 5 Girls Q 22 SG 2D (lines of symmetry) (A Band 6 item) Girls 24% above the State from item Analysis * NB: When working in a group, this information for Years 3 and 5 All Students would be put onto Worksheet 1

9. Educational Measurement and School Accountability Directorate (EMSAD) Focus Group: Girls Focus Area: Numeracy AREAS OF STRENGTH - Years 3 & 5 from Item Analysis Year 3Year 5 Q 23 Fractions and decimals, ¼ shaded Q 22 SG 2D, symmetry Q14 Measurement, area, informal units Q 9 N, whole numbers, number pattern, adding 100 Q 8 SG 2D, identify a cut-out Q 19 SG Position, compass points, quarter turn Q 12 Data, 2 way table Q 20 PA patterns and algebra, using multiplication facts to find an unknown value in a number sentence Q 21 Number, whole numbers, rounding to the nearest ten

10. AREAS OF FOCUS - Years 3 & 5 from Item Analysis & Table 4 Year 3 Misconceptions Year 5 Misconceptions Measurement Time, Volume, 20, 22 Volume Q 20, 22, 27, Space – 3D, 2D Q 12, 32 Space – 3D Q10, 12, 32, 33, 40 Space - 3D, 2D Q 24 Space - 2D, 3D Q7, 13, 17, 24, 35 N- operations Q 16, 34, 11 Number Q 16, 21, 23, 30 Data Q 29, 18, 31 Data 18, 29, 31 N – Frac Q 37, 27, 26 27, 37, 39 Number- Q 34, 19, 4, 33, 25 Number Q 6, 15, 19, 28, 34, Data Q 36 Data Q 17, 36 P & A Q 30 P & A Q 30 Measurement Q 14, 28, 29, 24 Measurement Q 7, 14, 24, 28, 29 Focus Group: Girls Focus Area : Numeracy * NB: When working in groups, this information for Years 3 and 5 All Students would put onto Worksheet 2.

11. Focus Questions Year 3 Q 34 Language of chance, ‘best’, word problem Q 19 Number pattern, ‘next’, adding 100 (off 100) Q 4 Money, ‘total value’, word problem Q 33 Sectioning, ‘cubes’ used in a different context, ‘divides’, ‘section’, word problem Q 25 Money, ‘more’, addition of dollars and cents, word problem Misconceptions Q 28 Money, ‘largest number’, ‘bought’, word problem with picture Q15 Number, subtraction, ‘difference’, word problem Q6 Number, division, ‘group’, ‘share’, ‘each’, ‘how many’, word problem

12. Educational Measurement and School Accountability Directorate (EMSAD) Addressing Areas of Focus Focus Area: Numeracy Focus Group: Girls KLA:Mathematics Stages: 2 & 3 Areas of Focus: word problems Strategies that will make a difference Links to QTF Y3 Q 34 - chance Y3 Q 28 - money Y5 Q 16 problem Number NS2.5 – Distinguishing between certain and uncertain events, activity sheet Number WM 2.2, 3.2 Explicitly instructing students to use a problem solving routine, activity sheet Exploring : Deep knowledge metalanguage substantive communication

13. SMART - Teaching Strategies *Teaching Strategies are available from the DET website: https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm

14. SMART - Teaching Strategies *Teaching Strategies are available from the DET website: https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm

15. Programming implications Numeracy for Years 3 & 5 GIRLS Our results show: Our Year 3 & 5 Girls are strong in identifying ¼ of a shaded shape and identifying lines of symmetry Further skills development is needed specifically in Measurement, Space and Number for most substrands with a focus on working mathematically and word problems Educational Measurement and School Accountability Directorate (EMSAD)

16. Stage Plan These results of students’ achievement in numeracy are/are not consistent with our in-school assessment results. To improve the numeracy achievement of our students, the stage/ grade management plan needs to be amended to include strategies to support all students high achievers low achievers boys girls Indigenous LBOTE ESL. These groups have/ have not been identified in the School Targets for 2009/2010. Educational Measurement and School Accountability Directorate (EMSAD)

17. Stages 2 - 3 programs The Girls’ results for numeracy indicated for these items are/are not consistent with our in-school assessment results. The structure of our stage/faculty programs for numeracy need to be evaluated in relation to the following: Number (Word problems - all operations) Space and Geometry, 3D These areas of learning have/ have not been identified in the School Targets for 2009/2010. Educational Measurement and School Accountability Directorate (EMSAD)

18. Syllabus implementation The Girls’ results related to syllabus outcomes for Mathematics are/are not consistent with our in-school assessment results. The content of our stage programs need to be evaluated in relation to the following Mathematics syllabus outcomes: Number NS 4.3 Operates with fractions decimals percentages ratio and rates Number NS 2.4 Add / subtract decimals Space and Geometry SGS 4.3 Properties of triangles and quadrilaterals Space and Geometry SGS 3.2b Measures constructs classify angles Working Mathematically 2.2, 3.2 Educational Measurement and School Accountability Directorate (EMSAD) * NB: Y5 Focus, Stage 2/3

19. Educational Measurement and School Accountability Directorate (EMSAD) Workshop activity to follow using whole school data ie group called All Students Complete worksheets: Areas of Strength Areas of Focus and Addressing areas of focus Begin Worksheets: Programming Implications Stage/ Grade Plan and Programmes Syllabus Implementation/Outcomes to be addressed NB: Allow 10 mins for worksheets and 10 mins for discussion

20. Educational Measurement and School Accountability Directorate (EMSAD) AREAS OF STRENGTH – Year 3 Local School: Numeracy from item Analysis Focus Group: All Students

21. Educational Measurement and School Accountability Directorate (EMSAD) AREAS OF STRENGTH – Year 5 Local School: Numeracy Focus Group: All Students from Item Analysis

22. Numeracy All Students AREAS OF FOCUS - Years 3 & 5 from Item Analysis & Table 4 Year 3 Misconceptions Year 5 Misconceptions Measurement Time, volume Q 22, 27, 20 Volume Q 20 Space – 2D, 3D Q 32, 12 Space – 3D Q10, 12 Space - 3D, 2D Q 24, 17 Space - 2D Q13, 17 N- Multi/Div Q 16, 11 Multip Q 16 Data Q10, 31 N – Frac, Add Q 26, 23, 37, 27, 34 Whole No. and Chance Q 4, 19, 34 Whole number Q19 Data Q 17 Data Q17 N-Division/Multi Q 6, N- Division Q 6 Measurement – Area Q 7 Time Q 15

23. Numeracy KLA:Mathematics Stage:3 Areas of FocusStrategies that will make a difference Links to QTF Q 8 Locate info in a two-way table Q 23 Use place value to compare decimals Numeracy Focus: Data — Supporting Aboriginal Students STAGES 2—3 Number — Fractions and decimals Stage 3 Exploring : connectedness substantive communication higher order thinking Exploring : deep knowledge higher order thinking Addressing Areas of Focus

24. Educational Measurement and School Accountability Directorate (EMSAD) Programming implications for Numeracy for Years 3 & 5 Our results show: Our Year 3 & 5 are strong in recognising simple fractions eg ¼, identifying lines of symmetry and finding the perimeter of a shape Further skills development is needed specifically in Space (3D), Data (graphs) and Number (word problems and patterns). Focus Group: All Students

25. Educational Measurement and School Accountability Directorate (EMSAD) Focus Student Groups, Stages 1 – 3 Numeracy These overall results of students’ achievement are/are not consistent with our in-school assessment results. To improve the numeracy achievement of Yr X/ Stage X students, the stage/ grade management plan needs to be amended to include strategies to support all students high achievers low achievers boys girls Indigenous LBOTE ESL. These groups have/ have not been identified in the School Targets for 2009/2010.

26. Syllabus implementation The students’ results related to syllabus outcomes are/are not consistent with our in- school assessment results. The content of our stage 2 and 3 programs need to be evaluated in relation to the following syllabus outcomes: Number NS 4.3 Operates with fractions decimals percentages ratio and rates Number NS 2.4 Add / subtract decimals Space and Geometry SGS 4.3 Properties of triangles and quadrilaterals Space and Geometry SGS 3.2b Measures constructs classify angles

27. Summary What have we done today? We have looked at 2 groups of interest for a school: Girls All Students We have celebrated areas of strength and investigated areas of focus. We have identified outcomes to be addressed and teaching strategies that may be of assistance. We have looked at implications for planning and programming at a school stage/grade level.

28. Educational Measurement and School Accountability Directorate (EMSAD) Summary Where do we go now?  Back to school to find SMART and look at our data in the context of our school and our students  We can consider whole school issues and resources  We can review school plans and revise stage/grade programs  We will be informed for the future and positioned to deliver improved outcomes for our students

29. Thank you