Data collection & reporting - Consortium for Professional Learning

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Transcript Data collection & reporting - Consortium for Professional Learning

Programmes for students:
Data collection & reporting
Why was your school chosen?
Its capability to:•
Lead an initiative like ALL
Display effective classroom teaching
Self review, monitor and adapt/change
Understand the importance of the professionals
and whānau members interacting to improve
the child’s learning
Know about literacy learning & teaching
The child at the centre
National standards information
Pay close attention
Policy frame –
NZC curriculum update
Issue 2 – October 2012
Supporting literacy
(PfS is a tier 2 support)
There are no silver
The supplementary
programme for students is
designed for success.
(Theory of Action)
Data collection designed to fit with ‘normal’
school practices as much as possible
Student Achievement data requirements for ALL
Report on a minimum of 6 students
Norm referenced test that is ONE of these:
Years 3 – 8 Writing – asTTle 2012
Years 3 – 8 Reading – asTTle, PAT, STAR (2011)
Years 1 and 2 – Observation Survey, all 6 items
Report at the start of the year and the end of the
Overall Teacher Judgments – end of 2012, interim at end
point of intervention, and end of 2013
(NB: Your report will contain other data – a qualitative
description of student progress)
What will you need to have recorded?
asTTle reading – ARS
asTTle writing – AWS
STAR (2011) – test score, scale score,
subtest score, stanine
PAT – Comprehension and Vocabulary
– year level, test score, scale score,
Observation Survey – the band of age
norms, item raw score, stanine,
running record text level
Draft reporting framework
(to guide thinking and planning)
School details
The selection process of those involved
Student demographics and OTJ
Student achievement data
Intervention design - a description of student
progress using LLP, ELLP - and an outline of
strategies that worked
Impact of working together …
Key levers for improvement …
Successes and next steps
Create a plan
Consider the endpoint…
Consider the starting point
Identify an achievement trajectory …
Plan the steps…
Build in review…
Week 1
Week 2
Week 3
Week 15
Key points
on a Theory of Action to ‘change’ both
in the short term and long term.
– yet based on sound ideas/research
of supplementary supports for long
term outcomes. NB: (Year 2 schools need to
consider & critique all school interventions
and the ‘triggers’ that lead to student
on changing the trajectory of
learning for identified students
School-led and driven