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  • 1. YEAR 9 ACADEMIC COACH PROGRAM REVIEW OUR JOURNEY D ZARKOVIC 2013
  • 2. Context National Partnership came with strict guidelines, targets and evaluation procedures 3 reform measures: 1. Effective evidenced based teaching 2. Strong leadership and whole school engagement in literacy and numeracy 3. Monitoring school and student performance to identify where support is needed D ZARKOVIC 2013
  • 3. D ZARKOVIC 2013 Academic Coaches at Auburn Girls High School create, with each student, a personal and confidential relationship which is built on trust and respect for their unique strengths and goals. In private meetings or small group settings, academic coaches work with students on self-advocacy, goal clarification, motivation, mindfulness, time management, study skills and reading comprehension. WHAT IS ACADEMIC COACHING?
  • 4. D ZARKOVIC 2013 Initial steps Individual interviews- getting to know our students (presented to the staff in 2012) Findings: Vision 27% Voices 39% On-line Survey – determining student’s educational needs, goals and aspirations Pre an post testing - Tests of Reading Comprehension (TORCH) Interpreting performance in reading comprehension skills and providing the opportunity to compare student performance with an Australia-wide sample of over 7000 students. We asked the questions: “What do our students know?” We collected baseline data “What does the data mean?” and “How do we use it?” We interpreted and applied data Students read a passage and then use a cloze answer sheet to retell the passage, filling in the gaps in their own words to demonstrate understanding. SC=F, M=NF results1 & results2
  • 5. D ZARKOVIC 2013 Establishing Direction To inform our goal setting for School Improvement Plan we undertook data analysis using a variety of sources, eg: NAPLAN data, Waddington tests, Torch data, SMART etc. Analysis of the data has shown concerns in the areas of comprehension, spelling, punctuation and grammar. Every year 8 class performed poorly in literacy and numeracy Team decided that reading/comprehension should be the focus as this impacts on student learning outcomes across all KLA’s After the consideration of data, exposing areas of concern, our team formulated some major literacy goals and achievable measurable targets with corresponding strategies and milestones were set for the current and following school year.
  • 6. D ZARKOVIC 2013 Reciprocal teaching - it is a set of four strategies taught to struggling readers, primarily to develop their comprehension monitoring abilities. In pairs or small groups, participants sharing a common text take turns assuming the roles of teacher and student. After explicit instruction from a knowledgeable teacher, students engage in the following sequence: 1. Questioning -A student assumes the role of "teacher" and reads aloud a segment of a passage as group members follow along silently. The group members then pose questions that focus on main ideas. 2. Summarizing - The "teacher" answers and summarizes the content. 3. Clarifying - The group discusses and clarifies remaining difficulties in understanding. 4. Predicting - The group then makes a prediction about future content. Next, a second student takes on the role of teacher for a subsequent segment of text. FORM
  • 7. D ZARKOVIC 2013 • Parental Interviews (SB folder&stories) • We identify any academic difficulties, review previous assessments and interventions, and identify the obstacles keeping the student from reaching their goals • Behavioural issues and solutions risk samples/ playgrounds • We pride ourselves on our ability to form a positive connection built on trust with each student. We listen to our students, validate their concerns, and work together to improve their academic performance. • NAPLAN PREPARATION (NUMERACY BOOKLETS) SMARTB PAST PAPERS •TEAM TEACHING (invite speakers) The strategies CONT. • Individual Learning Plans (ILP) • The coach and student meet weekly (more if needed). Together they review grades, look for patterns of ineffective work habits and replace them with new effective work habits. We address proper study habits including organization, time management, note taking and research while working on authentic academic assignments. The coach addresses problem solving strategies and helps with self advocacy.
  • 8. D ZARKOVIC 2013 Stronger student engagement in literacy and numeracy. Stronger focus on student centred learning. Hopefully, improved student outcomes shown in NAPLAN. Staff use a wider range of teaching and learning strategies in daily practice. Outcomes During next term the Academic Coach assessment will provide students with a review of their learning style, career interests and behavioural traits. This information will assist them with the selection of the core curriculum and courses to support a degree program and career selection.
  • 9. D ZARKOVIC 2013 7 FACTS IN THIS WORLD 1. You cannot put soap in your eyes 2. You cannot count your hair 3. You cannot breathe thru your nose with your tongue out 4. You did no. 3 5. When you did no 3. you realised its possible but only you look like a dog 6. You are smiling right now because I fooled you 7. Fool your students – make them learn