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Staff working to improve student results.

8/08/2014

​Haven’t the weeks started to rush past already? Over the past three weeks, we have been busy discussing student achievement data, and looking for ways that we can enhance our school support  and classroom programs to ensure that every day, every child is learning. Across the school we now offer a range of programs to maximise student learning and provide support where it is needed most. This support may look like:

  • providing opportunities for enrichment for students identified as being Gifted or Talented;
  • “booster” and “extension” programs for students in Mathematics;
  • in-class support programs with our English as an Additional Language / Dialect and Literacy/ Numeracy support teachers;
  • individual and small group withdrawal programs for students learning English  for the first time;
  • and   Individual Support Plans for students who are needing extra support to meet year level standards, or for students who are exceeding year level standards and require specific support to continue to extend their learning.
Class teachers also differentiate their teaching to meet the individual needs of students within a class setting. We are very proud of the level of individualised support that we provide students. We are also always looking for ways that we can improve our delivery of educational support to enhance the learning of all students. Why not start a conversation with your child’s teacher today about what support programs are in place to ensure that your child is meeting their potential?


Whole School Vocab Action Research Project:

Last week, we celebrated the completion of our Whole School Vocab Action Research projects. Eight of our teachers were able to share “what made the difference” when teaching Maths vocabulary, and were able to talk about the impact of their teaching on student data. The presentations highlighted the professionalism of our staff, and their commitment to their own learning, as well as the learning of their students. A BIG thanks to Mrs Jan McKean, Mr Brendan Stock, Miss Rae Ross, Miss Gemma Zielke, Mr Edwin Martan, Miss Caitlin Ashcroft, Miss Kylie Wall, and Mrs Annette Somerville for their hard work! 

Data Meetings:

During the first two weeks of school, myself, our Head of Curriculum, Charmaine Xinis and our EAL/D coach, Shona Arneil met with every class teacher to review their class’s Reading and Numeracy data. We reviewed which students were “at”, “below” or “above” year level targets, and what specific areas students needed support to meet year level targets, or to continue to exceed them. Teachers then aligned their own professional learning goals to the needs of their students. We recorded these on our Class Improvement plans – dynamic spreadsheets that allow us to continuously review how our students are tracking in Reading and Numeracy , make decisions about how we design our support programs and for who, and allow teachers to examine how they make adjustments for different needs in our class. Our aim is to ensure that no child is invisible.



 

From our data meetings, our teachers have started to make decisions about their next Action Research project. To facilitate this process, we use Helen Timperley’s “Teacher Inquiry and knowledge building cycle” . Many of our teachers are examining ways that they can continue to improve reading outcomes for students. Many of our teachers will be looking at the work of Fisher and Frey (http://www.fisherandfrey.com/), John Hattie (Visible Learning) and  the “How to Teach Reading” modules developed by DETE  to develop targeted Reading programs aimed at improving students’ fluency, comprehension and decoding. Many of our teachers are also using student determined reading goals to focus students on developing the strategies needed to be successful readers. In Year 4/5, Caitlin Ashcroft shared their Term 2  PROBE Reading Test results with students, asked students to make predictions of what they thought they might achieve on the end of term PROBE Test (pictured below), then asked students to develop goals and strategies that would help them to meet that prediction. Hattie cites student expectations, or “self-reporting grades” has having the  highest impact on student achievement (http://visible-learning.org/hattie-ranking-influences-effect-sizes-learning-achievement/) . Many of our teachers are now starting to look at how they can incorporate student expectations into their work, to make a difference to our students’ learning.