1. Using test data to improve performance Patrick Griffin

2. Developmental Assessment to Policy Development

3. Raising achievement Existing tests Developmental continuum Collaborative teams (3 to 5) Team leaders responsibility Monitoring achievement

4. Generating an assessment framework Using existing tests and questionnaires Calibrating and monitoring individuals Reporting Leaders meetings Interpreting and using data Team approach

5. Data and intervention 1.OverviewOverview Linking assessment to teaching 2.The role of teacher teamsThe role of teacher teams Nature, composition Roles and responsibilities Functions of the teacher teams 3.Team leadersTeam leaders Meetings for team leaders Use of data and decision making Planning for the teacher team 4.Teacher team meetingsTeacher team meetings Reviewing school and individual data Interpreting software charts Setting goals, strategies and evidence expectations Monitoring and recording progress 5.Data useData use Scope of the exercise Planning and timelines Data delivery 6.Reporting and interpretationReporting and interpretation

6. The accountability framework Assessment and use of data in developmental context CEOM / UoM Project Team Leaders Team Intervention and comprehension resources Teacher Team 1 Teacher Team 2 Teacher Team n Assessment Specialist input Specialist input

7. The analysis and interpretation cycle

8. The role of Professional learning teams teacher teams of three to five; Detailed monitoring of at least three students per team member; two assessments over each calendar year act on advice from leaders Link PD input to levels on the developmental progression. set student goals based on developmental progressions collective responsibility for each pupil through genuine collaboration use meetings for professional learning own the process expect difference in pupil progress

9. Team leaders organise the teacher team meetings; use of data to inform teaching practice; use of the reporting software o focus intervention; maintain a logs and records of team meetings; brief the UoM team on the outcome of team meeting discussions;

10. Team leaders attend project meeting days understand data and its implications prepare data interpretations for team members chair Teacher Team discussions coordinate goal setting and strategies monitor and reporting function for –Teacher Teams –Pupil progress support for teachers working as a team provide team leadership attention to relationships among the team members

11. Team Leader Meetings UoM team reports to team leaders team leaders discuss analysis and interpretation –whole of data –school level –year level etc –individual students Practise using software and its interpretation

12. Distribute and check assessment audits information to help teachers organise the school team meetings generate discussion on how the assessment data could be used to inform teaching practice generate discussion on how to aid student learning based on the use of developmental descriptions of student learning Feedback reports on students results Team Leader Meetings

13. When and where? –At least 3 external meetings over one calendar year –Generally meeting where analyses can be explored (laptops will be essential) Purpose –Review aggregate data –Understand the school and individual level data –Prepare reporting session for the team –Report on Teacher Team process and progress –Plan data collections and delivery Training for team leaders

14. Teacher meetings Team composition –Leadership and discussion Meetings –Location –Frequency –Duration –Agenda Planning

15. Teacher meetings Use a set agenda Profiling individual students Discuss strategies and resources Rationale and evidence based Follow up discussions

16. Teacher meetings How many meetings? Review of school level data Discussion groups re implications and interpretations Discussions of strategies 1.What additional commitment can or does the school need to make? 2.To what extent does this add to the existing learning team meetings? 3.To what extent does this add to the usual discussion of individual pupils that takes place in the school? 4.Does this process provide a structure to an existing sequence of activities?

17. Teacher meetings A Possible Agenda Preparation »Data analyses reports »Targetted students Data collection and administration Reporting Team meetings Team strategy and documentation Team leader meetings

18. Data use Review of instruments and skills audit Collective review of student achievement Reaching agreement on strategy and resources Evidence types for intervention and monitoring

19. data use

20. Establishing the Baseline March Monitoring September Ongoing team meetings professional development team support structure Data use

21. Establishing the Baseline March Monitoring September Ongoing team meetings professional development team support structure Collating the collective view

22. Reporting Among team leaders At team meetings

24. Skills Audits

25. Levels 1-3

26. Levels 4-6

27. Levels 7-8

28. Mathematics levels Mathematics Competency Levels Level 1Reads, writes and compares natural numbers, fractions and decimals. Uses single operations of +,-,x and : on simple whole numbers; works with simple measures such as time; recognises simple 3D shapes. Level 2Converts fractions with denominator of 10 to decimals. Calculates with whole numbers using one operation (x,-,+ or : ) in a one-step word problem; recognises 2D and 3D shapes. Level 3Identifies place value; determines the value of a simple number sentence; understands equivalent fractions; adds and subtracts simple fractions; carries out multiple operations in correct order; converts and estimates common and familiar measurement units in solving problems. Level 4Reads, writes and compares larger numbers; solves problems involving calendars and currency, area and volume; uses charts and tables for estimation; solves inequalities; transformations with 3D figures; knowledge of angles in regular figures; understands simple transformations with 2D and 3D shapes. Level 5Calculates with multiple and varied operations; recognises rules and patterns in number sequences; calculates the perimeter and area of irregular shapes; measurement of irregular objects; recognised transformed figures after reflection; solves problems with multiple operations involving measurement units, percentage and averages. Level 6Problem solving with periods of time, length, area and volume; embedded and dependent number patterns; develops formulae; recognises 3D figures after rotation and reflection and embedded figures and right angles in irregular shapes; use data from graphs and tables

29. Distribution overall?

30. Fair measure across schools?

31. Developmental Assessment to Policy Development

35. © Copyright The University of Melbourne 2008