Using Data to Improve student Achievement

1. NP-ILN 21st May 2013 Using Data to Improve student Achievement

2. The initiative depends upon the effective establishment, within and across systems and schools, of a continuous learning culture where data is viewed as an essential and important part of improving student learning. Decision-making about curriculum, pedagogy, and assessment must be based on reliable and valid data. The coaches within participating Catholic schools will work with leaders and teachers in developing data analysis and interrogation skills and implementing whole-school approaches to literacy and numeracy development. National Partnership Agreement on Improving Literacy & Numeracy – Queensland Implementation Plan NP-Improving Literacy and Numeracy

3. • What student data do you currently collect? • How do you use this data to direct teaching and learning ? • Does current practice improve student achievement? Current Practice

4. Best practice would dictate that we cannot meet students’ educational needs if we do not know what their needs are. What do the students already know? - What can they already do? What do they need to know, learn and do? Baseline data is used ~ to inform where a student is currently performing ~ for a comparison of knowledge gained to show growth ~ to provide guidance for teachers to plan future teaching and learning • Result – IMPROVED STUDENT ACHIEVEMENT Why Collect Data?

5. Data needs to be accessible yet secure ~ all teaching staff need to have easy access ~ for privacy reasons it needs to be stored so it can only be accessed by approved staff Data needs to be meaningful ~ raw scores linked to school benchmarks ~ teachers test to gain an insight into how each student thinks and learns Data needs to be easily recorded ~ to be user friendly and time efficient egnumbers only This data does not replace the teachers’ own assessment records – this still needs to happen consistently across the school How to Record Data

6. The purpose for collecting the data is to use it to improve student achievement. Processes need to be clear and effective if the end result is to be achieved. Agreed practice is aligned to classroom programming and planning agreed practice. Using the Data

7. Take time - This process will take a year or two to implement and refine Help staff to acknowledge that while there is work involved, the results are worth it The data collected will not only help to improve student achievement but will provide data that gives evidence about your teaching and learning program Practicalities

8. Goals and targets Collect Data Interrogate Infer Verify Goals and targets Plan Implement Assess Reflect http://www.learningplace.com.au/deliver/content.asp?pid=48844 Collaborative Inquiry

9. NAPLAN TEST DATA ITEM LEVEL SUMMARY REPORT STUDENTS AT TIME OF TEST OR CURRENT STUDENTS ?

10. NAPLAN TESTING NEW TEST EACH YEAR – aligned to ACARA – normed around 500 scale points National % correct – shows easy to hard ITEM LEVEL SUMMARY ITEM LEVEL RESPONSE USE SORT FUNCTIONS (Sunlanda) Y3,5,7,9 only – set time, strict conditions Support materials – QSA, NSW Queensland Studies Authority – NAPLAN Data Results and Sunlanda

12. PAT TESTING SAME TEST – aligned to ACARA (PAT –R) ITEM DIFFICULTY RATING – shows easy to hard Normed data – stanines, scale scores School controls timing and conditions Based on Data collected in September Once or twice per year Support materials are available ACER- PAT-R, PAT-M and other support materials

14. Overlayed model for using student data to inform teaching & learning Implementing, monitoring results Verifying causes Verify Reflect Infer Assess Identifying student learning problems Implementing, monitoring results Goals and targets Interrogate Implement Collect Plan Building foundations Generating solutions

15. Q. Which questions do you expect your students to do well? Which errors should be easiest to re-teach or “fix-up”? Why did students get easy questions wrong? How many questions do you focus on when reviewing test results? How do you choose which questions to focus on? Some Questions to consider?

16. Most students should get the easy Qs right Easy questions are the simplest to re-teach Many errors in easy questions are misunderstandings and misinterpretations Easy questions are often the foundation knowledge for harder questions You get more “bang for your buck” by focussing on the simpler errors in terms of “moving” data Why focus on the Easier Questions FIRST

17. Backwards/Forwards Looking backwards – ie, fixing up problem areas after the data comes in Preparation for the next NAPLAN test by selective focus on “historically weak areas” or trends identified over time Looking forwards – ie, planning future work with emphasis on strengthening identified and verified weaknesses A number of the above slides have been adapted from the power point presented at the ‘Darling Downs Regional Conference 2012: Putting Pedagogy into Practice: Using Data to Improve Teaching & Learning

18. QSA NAPLAN test analysis 2013 http://www.qsa.qld.edu.au/27087.html NSW NAPLAN 2012 strategies http://www.schools.nsw.edu.au/learning/7-12assessments/naplan/teachstrategies/yr2012/ AC Teaching English http://www.teachingacenglish.edu.au/explicit-teaching/reading/explicit-teaching-reading-year-3.html Web links

19. Data-driven practice will be at the core of each sectors’ coaching activities. • Coaches will increase teachers’ and schools’ capacity to use data and analysis to identify: • gaps in student knowledge; • student intervention and support needs and approaches; • improvements needed to instructional practices; and • where improvement in student outcomes has been made. • National Partnership Agreement on Improving Literacy & Numeracy – Queensland Implementation Plan NP- ILN

20. Look at the data from one year level at your school • Interrogate and Infer: • Gaps in student knowledge by looking at specific test questions that were identified in your data collection and identifying which concepts/ processes need to be highlighted • improvements needed to instructional practices that need to be addressed with the teachers from these gaps. Where to now?