Auburn North Public School Changing Practice in Numeracy to Improve Student Outcomes By Bronwen Camp and Erin Grainger School Background • 561 students • 35 language backgrounds • 130 refugees • • • • Community languages – Turkish, Arabic, Chinese, Dari PSP school Low Socio Economic Status community Transient student population • 19 Early Career teachers • Full time teacher mentor Data Collection We utilise a range of data to inform our direction in numeracy. NAPLAN data School based data • Benchmarking – pre / post assessment • This year we have been looking at students incorrect responses and using a Newman’s Error Analysis approach to work out why students answered questions incorrectly. • These are grade based pre and post assessment tasks that are completed each term that fit with our school scope and sequence. SENA and Counting On • Teachers are given 1 teacher relief day to assess students in Term 1. They are asked to record their students data on school based graphs and update information throughout the year. • Class data and student work samples. Looking at where our students scored in terms of percentages as opposed to comparisons between the district or state. Data Collection We utilise a range of data to inform our direction in numeracy. Surveys • Staff surveys - Each year we create detailed staff surveys to ensure we are meeting the needs of teachers. • Informal feedback through stage representatives on the numeracy committee or through mentor support. • Annual School Report – we have surveyed staff, students and parents through our numeracy curriculum focus over the last 2 years. • Numeracy Review – We conducted interviews with students, staff and parents (using translators). • Parent workshops in numeracy – We always ask parents what their requests are for future training sessions. Numeracy Review (2009) • • • • • • • • • • • • • Tracking of student data overtime Modifying pre – post tests Use of rubrics - CTJ Future direction for staff T & D Teacher knowledge and use of syllabus and support documents – Must Have Must Know boxes. Mandatory requirements in maths. Numeracy IMPAQT focus Revise scope and sequence. Lesson structure and timing. Protected numeracy time. Effective use of specialist staff Parents informed of what their children were learning (maths newsletters) Parent workshops in numeracy What do we do with the data? Training and Development • • • • • • • • • Each year we look at our data and teacher surveys and create T & D sessions that cater for identified needs. We have run a range of T & D sessions using the following modes of delivery; whole staff, grade teams, differentiated sessions and choose a session. Language of maths Differentiation CTJ in numeracy ICT in numeracy Newman’s Error Analysis CMIT Counting On Backward mapping, rubrics Resources • We look at areas identified in our data and teacher surveys and assess what resources we could make or buy to support teachers implementation of the syllabus through motivating and engaging students. • • • • • • • • • Maths related readers and big books Charts Resource tubs for each class Fractions and Decimals Language of maths CMIT Counting On Newman’s Error Analysis CMIT homework activities. What do we do with the data? Teacher mentoring / support allocation • In 2009 we have used 3 days a week of our PSP teacher allocation for numeracy mentoring in the classrooms. • Areas of priority for support this year – CMIT, Counting On, Newman’s Error Analysis, CMIT homework activities (Yr 1- Yr 4), beginning teachers and teachers not trained in CMIT and Counting On. • As with students you can’t assume that because you’ve taught it they’ve got it. Staff training needs to be followed up in the classroom and ongoing support provided. Parent Training • Each year we have provided parents with some form of training in numeracy. We use our Community Language teachers to translate for these sessions. Some areas covered in the last few years include; CMIT, mental computation, language of maths, Best Start. • Harmony House also runs maths sessions for parents each week. • Grade based maths newsletters go home each term to inform parents of what their child will be learning. These include visual information as well as examples of outcomes being taught to help the parents understand what we are teaching. What have been the key factors in achieving change in numeracy? • A dedicated numeracy team • PSP money (resources, teacher relief for assessing, creating resources and pre and post tests) • PSP teacher relief – mentor support • A school culture that is supportive of team teaching • Support from Marion Assagaier – Numeracy Consultant • Keen and committed staff, students and parents • Training and development • A Principal who supports the numeracy teams initiatives • Change needs to be informed, directed and supported The Language of Maths The literacy demands in numeracy lessons. Maths readers – Each class K-6 has a set of maths related readers covering the sub-strands of maths. (Cross curricula links) Maths big books – We have a large range of maths big books in our library. The Language of Maths The literacy demands in numeracy lessons. Maths in a box – We purchased sets of these and bagged them in substrands so that more teachers could be using them. (Real world links) Maths charts – Strategies – All K-6 classes have strategies posters which provide good visual support for students as well as providing explicit strategies. - Language – All K-2 classes have commercial language of maths posters which provide good visual and language support for students across most strands of maths. The Language of Maths The literacy demands in numeracy lessons. Language of maths words (pencil cases) – We have all the language of maths words from the What When How to teach maths folder on flashcards for teachers to use in lessons and displays. Newman’s Error Analysis – Each class has the Newman’s prompts on cards as well as sets of cut up NAPLAN questions. The Language of Maths The literacy demands in numeracy lessons. Blank language of maths chart – Teachers and students use this during maths lessons so that it is interactive rather than ‘wall art’. Cross curricula links & links between the sub-strands in maths Teachers are starting to do this more confidently and effectively. The Language of Maths The literacy demands in numeracy lessons. Making explicit links for students so they understand the connections – prior learning, real world…. Mental computation – Using open ended questions allowing for students to use a variety of mental computation skills and strategies as well as allowing the students to ‘talk the talk’ The Language of Maths The literacy demands in numeracy lessons. Focus / purpose of the lesson and reflection time – Giving students a clear focus for their learning and an opportunity for reflection helps them to consolidate their language and understanding. Hands on learning – interacting with resources and other students to develop their understanding of concepts and language in a motivating and engaging environment that allows for investigating. Recording in maths – taking the hands on learning one step further in the classroom and in CMIT HW activities. This must be modelled to children. The Language of Maths The literacy demands in numeracy lessons. Visual literacy – students need to know how to read and interpret words, graphs, charts, pictures…. Timing of lessons – Too much talk can be confusing for students. Timing of lessons is very important as is using the teaching and learning cycle to inform your lessons. In the long run it is better to have a solid understanding of what you are doing rather than a lot of ‘partly known information’. Go for quality over quantity. Differentiation and scaffolding student learning – Teachers need to differentiate and scaffold the students use of the language of maths as well as numeracy tasks. ICT – there are some fantastic computer programs and interactive whiteboard activities that allow students to engage in their learning and investigations in numeracy. (4 interactive whiteboards were installed in classrooms last term.) The Language of Maths The literacy demands in numeracy lessons. Quality teaching elements – If you are using these in your lessons you can’t go wrong. Maths newsletters – Informing parents of what we are teaching in maths each term with visual literacy and language to support their needs. The Language of Maths The literacy demands in numeracy lessons. Classroom displays – Teachers have fantastic numeracy displays in their rooms which promote the language of mathematics and represent what students are learning in mathematics. This is what some of them look like... Are we there yet? • No but we are well on our way. Where to next? Staff New directions • • With the focus of this project perhaps some ESL support time could be specifically allocated to supporting numeracy in the classrooms. Use some of the notice boards in open areas to further raise the profile of maths by displaying student work samples and photos. Consolidating or enhancing what we are already doing • • • • • • • Implementation of the new syllabus will mean we have to modify our scope and sequence, pre / post tests and parent newsletters. We will also need to train staff in changes in the syllabus. Integrating numeracy across the curriculum and through ICT. Developing a deeper understanding of CMIT, Counting On and Newman’s Error Analysis. Embedding the use of graphed SENA and Counting On data along with pre / post data as ongoing assessment across the school. Regularly analysing data at a stage level to ensure all students reach their full potential and ‘at risk’ students are identified early. Mentor support - PSP teacher allocation for 2010 hasn’t yet been discussed but hopefully there will be a continued focus on numeracy. To gain whole school perspective in classroom teaching and identifying areas of need Maria Serafim has suggested I as mentor, stage supervisors or the numeracy person from each stage observe teachers once a term and provide feedback to them. Where to next? Students • • Using student self assessment as a tool for learning. Gaining regular informal feedback from students. Parents • • • Space and measurement ICT in numeracy Problem solving Resources • • • • Numeracy playground markings Continue to develop CMIT homework activities for Stages 1 and 2. Develop NAPLAN style homework cards for Stage 3. Stocktake and reorganise maths resources We have a lot of things that we would like to do. To ensure the quality of what we want to do isn’t undermined the numeracy team, in conjunction with the leadership team, will need to prioratise our short term and long term goals.