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

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

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

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

  2. 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 .

  3. 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

  4. 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

  5. MINIMUM STANDARD PROFILE for identifying students at risk in March: Gr 1 2111 Gr 2 3222 Gr 3 4333 Gr 4 5344 Gr 5 5454 Gr 6 6455

  6. 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

  7. 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?

  8. 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)

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