Stage 3 - analyse internal school data, research and literature
Analysis of 2018-2020 School Plan improvement measures
The key projects under the current school plan included PBL, improvement in writing and developing a better structure for wellbeing support and monitoring. There has been significant improvement in behaviour data with more consistency across the school. Structures and processes to identify students needing additional support have been streamlined with increased school resources provided to support individual students writing achievement, as measured from the school rubric. This has resulted in improvement, particularly with Year 3 girls. Our other improvement measures have not been achieved though, as our work we did didn’t target maths and reading as much as was needed. We are disappointed to see we have dropped in our results in both areas.
Future work needs to maintain and grow our gains in writing while targeting reading and numeracy.
A positive from our writing professional learning from teachers asked us to keep the supportive structure including collaborative planning of lessons, peer and IL feedback, the use of the IL to do demonstration and team teaching lessons and the work to date on understanding and interpreting the data to match what each student needs next.
Other assessment data
Internal assessment data does not reflect external data. Our internal reading and comprehension assessments are showing students are being judged as working at a higher level than they are showing in external assessments such as PAT and NAPLAN. Further to this, consistency in analysing assessment data, such as running records, was not evident. Mathematics assessments have traditionally included SENA and class based assessments. These rely heavily on the assessment of computation and there was little evidence of assessing problem solving strategies. Consistency across the stages is needed. A structured assessment schedule is not in place. Consistency across the stages is needed.
Sadly, though TTFM is reporting students feeling positive about success, most are reporting being ‘bored’ the majority of time in class. A significant percentage of students (40%) are disengaged. Most report not knowing what and why they are learning certain things and don’t see the relevance.
Literature and research
- What Works Best – Collaboration and feedback
- Student-Centred Leadership Viviane Robinson
- WWB High expectations, CESE – effective leadership and 5 essentials for effective evaluation
- Vivianne Robinson: The impact of leadership on student outcomes: Making sense of the evidence
- Literacy and Numeracy Strategy 2018-2020
- English and Mathematics Syllabus documents
- Simon Breakspear’s learning sprints
- What Works Best to Improve Student Performance including use of data to inform practices.