State Numeracy Plan 20062008

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• State Numeracy Plan 2006-2008
• State Literacy Plan 2006-2008

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State Numeracy Literacy Plans 20062008

• Maximising numeracy achievements for all students
  
• Equitable literacy achievements for all students

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State Numeracy Literacy Plans 20062008

• sets targets to ensure current levels of student
  literacy achievement in government schools are
  maintained and improved
• recognises and addresses the learning needs of
  different student groups, particularly Aboriginal
  students, and students in rural and remote areas
  of NSW

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State Numeracy Literacy Plans 20062008

• focuses on supporting students at the key
  transition points of schooling, particularly in
  the 5-9 year range
• has an emphasis on the continuity of literacy
  learning through the early, middle and later
  phases of schooling

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• promotes school-level planning that sets targets
  for literacy improvement, ensures focussed
  professional learning for teachers and quality
  teaching and learning for students
• reinforces a consistent state-wide and
  co-ordinated approach to the teaching of literacy

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• strongly supports the development of genuine two
  way partnerships between home, school and
  community

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Strategic Areas of Actions

• State-wide coordinated approach
• Identification of, and support for, numeracy and
  literacy needs
• Whole-school planning
• Assessment and reporting
• Professional learning
• Teaching and learning
• Home, school and community partnerships

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Implementation of the Plans

• Schools are responsible for identifying and
  addressing the numeracy and literacy needs of
  their students and maximising support within a
  whole school planning approach.

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Implementation of the Plans

• Regions are responsible for providing schools
  with practical and effective support, that
  reflects and responds to school needs and which
  aligns to the strategic actions of the Plans.
• Regions will also collect data to assist with
  monitoring of progress against the student
  achievement and implementation indicators in the
  Plans.

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Implementation of the Plans

• State Office Directorates are responsible for
  aligning programs to the strategic actions of the
  Plans and providing support to regions and
  schools.

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Targets - Numeracy

• Based on tests conducted in 2008
• 92.2 of Year 3 students will achieve Band 2 or
  higher on Basic Skills Test Numeracy
• 94.2 of Year 5 students will achieve Band 3 or
  higher on Basic Skills Test Numeracy
• 96.5 of Year 7 students will achieve elementary
  band or higher on SNAP.

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Targets Numeracy for Aboriginal students

• Based on tests conducted in 2008
• 82.2 of Year 3 Aboriginal students will achieve
  Band 2 or higher on Basic Skills Test Numeracy
• 87.1 of Year 5 Aboriginal students will achieve
  Band 3 or higher on Basic Skills Test Numeracy
• 90.8 of Year 7 Aboriginal students will achieve
  elementary band or higher on SNAP.

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Targets - Literacy

• Based on tests conducted in 2008
• 89.6 of Year 3 students achieving Band 2 or
  higher on Basic Skills Test Literacy (Reading and
  Language)
• 94.2 of Year 5 students achieving Band 3 or
  higher on Basic Skills Test Literacy (Reading and
  Language)
• 96.5 of Year 7 students achieving elementary
  band or higher on ELLA (Reading, Writing and
  Language)

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Targets Literacy for Aboriginal students

• Based on tests conducted in 2008
• 78.6 of Year 3 Aboriginal students achieving
  Band 2 or higher on Basic Skills Test Literacy
  (Reading and Language)
• 86.2 of Year 5 Aboriginal students achieving
  Band 3 or higher on Basic Skills Test Literacy
  (Reading and Language)
• 90.4 of Year 7 Aboriginal students achieving
  elementary band or higher on ELLA (Reading,
  Writing and Language)

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Targets

• The plan, through these targets, seeks an overall
  reduction in the number of the lowest performing
  students in numeracy and literacy for Years 3, 5
  7 by 10 percent by 2008.

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Student Achievement Indicators (What)

• Data demonstrates sustained improvement in Year 3
  numeracy and literacy achievements as measured by
  existing state-wide tests.
• Data demonstrates growth in numeracy and literacy
  achievements between Years 3 and 5, as measured
  by existing state-wide tests.
• Data demonstrates growth in numeracy and literacy
  achievements between Years 7 and 8, as measured
  by existing state-wide tests.

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• Consistent approach

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• Importance
• Intent
• Explicit
• Consistency
• Collaboration/partnership

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Consistency

• Numeracy and literacy policies are successfully
  implemented through regional and school programs.
  
• Professional learning and support materials,
  consistent with the numeracy and literacy
  policies, are readily available and being used
• Schools are analysing state-wide data to identify
  and provide appropriate support for students.

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• School based and state-wide assessment, analysis
  software and follow-up procedures are being used
  to inform whole-school planning and teaching
  programs.
• Numeracy and literacy achievements of students
  are tracked both within and across schools,
  especially at critical stages of transition
  (prior to school to Kindergarten, Years 23,
  Years 67, Years 1011).

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• Collaboration/partnership

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State office will support schools and regions by

• Providing advice to regions and schools on
  appropriate target setting using national,
  state-wide and school based assessment data
• Supporting regions and schools to assist whole
  school planning in literacy through the
  development of focussed professional learning
  programs

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State office will support schools and regions by

• Maintaining targeted state-wide professional
  learning programs, including
• Literacy on Track (K-4)
• LARK Online (K-6 and 7-12)
• Count Me in Too
• Counting on
• Conducting related professional learning
  programs via regions, direct to schools or online.

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Regional Planning

• Reporting to state twice a year through
  Implementation grids
• Supporting schools
• Developing management plans
• Data analysis
• Targeted programs

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Regional Strategising

• Reporting to state twice a year through
  Implementation grids
• Supporting schools
• Developing management plans
• Data analysis
• Targeted programs

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Regions will support schools by

• Providing ongoing support to schools in the
  development of school management plans
• to analyse and interpret performance data to set
  literacy targets
• to evaluate current performance through
  strategies such as guided school self evaluation
  and auditing of current practices

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Regions will support schools by

• Monitoring school plans to evaluate literacy and
  numeracy achievement against set targets
• Implementing and coordinating focussed literacy
  and numeracy programs that support whole school
  planning to achieve literacy targets

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Regions will support schools by

• Coordinating professional learning support for
  programs, aligned to regional priorities and
  consistent with policies including the
  establishment and support for literacy, numeracy,
  executive and head teacher networks.
• Providing regional support in the implementation
  of state professional learning programs in
  schools.
• Providing targeted professional learning programs
  and opportunities in schools where achievement
  data indicates greater need for intervention.

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Implementation grids

• How do your regional implementation grids address
  the needs of Aboriginal students?
• How will your region meet the literacy and
  numeracy targets for Aboriginal students?

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Strategic action area

• Whole school strategising

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Whole-school planning .

• All school plans will include
• literacy and/or numeracy targets, based on
  state-wide targets,
• the strategies to be implemented to achieve them
  and
• will address literacy and numeracy needs
  consistent with the strategies outlined within
  the Departments literacy and numeracy policy and
  guidelines

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Schools will improve literacy and numeracy
achievements by

• Setting appropriate literacy and numeracy
  targets, based on state-wide targets, as a result
  of guided school self-evaluation of
• student achievement data
• current school literacy and numeracy practices
• Aligning available resources such as planned
  professional learning strategies and support
  personnel towards the achievement of literacy and
  numeracy targets

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Schools will improve literacy and numeracy
achievements by

• Accessing focussed programs that support whole
  school planning to achieve literacy targets
  (including access via the Professional Learning
  Exchange)
• Building staff capacity in the area of quality
  literacy teaching into school management plans

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Schools will improve numeracy and literacy
achievements by

• Implementing sustained professional learning
  programs in numeracy and literacy in areas of
  identified need.
• Using the SMART Pack to conduct detailed
  analysis of student achievement data.
• Implementing
• Literacy on Track (K-4)
• LARK Online (K-6 and 7-12)
• Count Me in Too
• Counting On.
• particularly in schools with a high proportion
  of students in the bottom 2 bands (10 more than
  the state average) as reported on state-wide tests

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Whole School Planning EMSAD Perspective

• The purpose of planning is to improve outcomes
  for children and young people in our schools.
• Planning processes are
• evidence based
• rely on the careful analysis of quantitative and
  qualitative data
• identify major long term improvement priorities
• identify specific improvement targets
• identify key strategies (including the strategic
  use of resources) that will drive the improvement
  process.

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The Planning Process in Schools

• The following principles underpin the planning
  processes used by schools to achieve continuous
  improvement
• Time for planning and evaluation is built into
  the schools calendar.
• Effective planning requires time for professional
  dialogue, consultation and collaboration.

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The Planning Process in Schools

• Effective evaluation requires a timeline and the
  formal allocation of responsibility for that
  process.
• The school community including parents and
  students are aware of and involved in informing
  the schools planning processes.

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The Planning Process in Schools

• The central focus is on improving student
  outcomes through the collection and analysis of
  student performance data, curriculum and practice
  evaluations leading to the identification of
  strategic improvement priorities and the
  establishment of attainable and measurable
  improvement targets.

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The Planning Process in Schools

• System priorities are addressed within the
  context of local school communities.
• Emergent planning processes allow flexibility for
  schools to respond to changing circumstances or
  unexpected outcomes.

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The Planning Process in Schools

• The professional development of staff is a major
  factor in achieving improved outcomes and is
  therefore a major consideration when developing
  the school plan.

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Whole School Planning EMSAD Perspective

• Includes
• School Planning
• School Accountability
• School Self Evaluation
• Annual School Reports
• DET Priorities
• DET Accountability
• https//detwww.det.nsw.edu.au/directorates/schoimp
  ro/sda/sda.htm OR Link from EMSAD web site

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Whole School Planning

• Action Research
• is a long term enquiry process which focuses on
  improving education by changing it.
• incorporates effective strategies for evaluating
  school practice and student achievement.
• provides a cyclic framework for whole school
  planning that is collaborative in nature.

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Whole School Planning

• Action Research is a form of collective
  self-reflective enquiry undertaken by
  participants in social situations in order to
  improve the rationality and justice of their own
  social or educational practices and the
  situations in which these practices are carried
  outThe approach is only action research when it
  is collaborative.
• Source Kemmis and McTaggart, 1988, The Action
  Research Planner,
• 3rd Edition

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Whole School Planning using Action Research

• PLAN
• identify a literacy issue from data analysis
• set target outcomes for students and teachers
• develop an action plan for improving student
  achievement
• IMPLEMENT
• identify and apply action plan strategies
• specific emphasis on professional learning and
  teaching and assessment practice

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Whole School Planning using Action Research

• RESEARCH
• collect and analyse evidence of change
• measure the success of achieving the target
  outcomes
• REFLECT
• make justifiable judgements on the basis of
  evidence
• evaluate the success of the action plan
• build a basis for planning the next phase of
  action

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Benefits of Action Research in Whole School
Planning

• real and purposeful we are setting the direction
  (Guildford West PS)
• ensures that the school is adopting a uniform and
  coherent approach to the teaching related to our
  literacy issue (Bondi PS)
• we will collaboratively work to achieve our goals
  (Moree LARK network)
• also focuses on teacher behaviours (Wyong
  Grove PS)
• we are able to use our own data the process is
  flexible allowing us the opportunity to improve
  our teaching and learning (Bankstown Senior
  College)

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Key Issues

• Data Collection what to collect and why

Students work samples photos
Teachers surveys meeting agendas
DATA
Quantitative BST ELLA
Qualitative lesson notes interviews
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Key Issues

• Target Outcomes Are they SMART?
• Specific - describe a clear goal
• Measurable - can be evaluated using data
• Achievable - can be reached
• Realistic - utilise accessible resources
• Timeframe - manageable

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Evaluating Whole School Plans

• Discuss the strengths and weaknesses of the given
  outcomes and data collection in relation to the
  target literacy issue.
• Note any suggestions you would give for
  modification and why.
• Information supplied is derived from LARK Online
  2005 2006 school action plans

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Formats for Whole School Plans

• Discuss the advantages and disadvantages of
  various features of provided whole school
  planning formats.
• Design a draft whole school planning format for
  your context.

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Action Research is a practical change method
that is primarily concerned with creating and
understanding change in relation to
organisational, social and individual practices.
In institutional and theoretical terms it is
about bridging the gap between theory, practice
and policy. The potential for Action Research to
assist in the development of ongoing
organisational innovation and knowledge creation
is indeed considerable. When Action Research is
enacted in a collaborative fashion it provides
the ability of an organisation to purposefully
learn from its actions, to improve its internal
strategic understanding, and response to its
external environment is enhanced. they created
an improved ability in their schools to serve
their communities. Source John Currie, 2000,
The Potential of Action Research in the
Sustainable Management of Change, prepared for
the AARE Conference