USING SMART2Focus on NAPLAN<br />ESL Workshop<br />August 2011<br />
SESSION OVERVIEW: <br /><ul><li>Clarifying purposes for using data
Knowing the data – considering perspectives
Principles to guide the use of data
Using SMART2
Navigating SMART2
Analysis tools, tips and tricks
NAPLAN one part of the picture</li></ul>2<br />
Purposes of data <br />Providing evidence for:<br /> assessing and confirming the levels of student achievement<br /> di...
assessing school performance</li></ul>3<br />
Data analysis maxims<br /><ul><li>No judgements without context
  No excuses without reflection
Data raises more questions than provides                  answers
  Raw data is a piece of the puzzle
  The more pieces, the more reliable the picture
  Be cautious of generalisations for small cohorts
  Don’t over-interpret the evidence.</li></ul>4<br />
Know your data well! <br /> NAPLAN<br />5<br />
Utilising multiple indicators<br />TRIANGULATION<br />6<br />
Know your data well! <br /> ESSA<br />7<br />
What are our NAPLAN . . . <br />means?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />PIBs...
What are our NAPLAN data characteristics?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />3...
What are our NAPLAN data characteristics?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />3...
The NAPLAN<br />framework<br />11<br />
The NAPLAN framework<br />12<br />
Using SMART<br />WHOLE SCHOOL LEVEL ....... focus on mean trends; percentages in bands, and growth.<br />CLASSROOM TEACHER...
Tracking achievement<br />HSC<br />SC<br />ESSA<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<...
Connections<br />Internal assessment<br />T&L <br />program<br />Syllabus<br />15<br />
Valuing school-based data<br />16<br />
Strengthening connections<br />Internal assessment<br />T&L <br />program<br />Syllabus<br />Externalassessment<br />17<br />
DATA available<br />External<br />School based<br />Non-Academic<br />Non-Academic<br />Academic<br />Academic<br />Attend...
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SMART Data 2011

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  • Session overview– the intention is to discuss with you some ideas on how to you can utilise SMART data for your unique school contexts. How we should connect the data with other indicators of a school’s success.
  • We would argue that the purposes identified here cover the ways that external test data are used within and across schools.We can use these to consider how best to focus our efforts to understand and utilise external data, including how we might use it in conjunction with other evidence sources to identify ‘the most effective ways to promote our schools and “get the messageout there”.’
  • This slide signals a simulation activity that utilises the free Google SketchUpsoftware as a lead into the EMSAD data analysis maxims!
  • The strong recommendation is that school principals and executive know their data well – be able to highlight areas of strength and areas for improvement with global and specific examples AND in relation to their school context (i.e., bg of students, their needs; school community factors, including ICSEA) Thus we need to know the analyses available in SMART well
  • The data isconnected (all from the same set of results) – just as for the sides of the lounge chair -
  • Highlight student survey, much of which is applicable to all KLAs
  • To illustrate the recommendation – taking a closer look at the NAPLAN assessment framework and scales
  • . . . “Knowing” the connections between individual performances, means and PIBs . . . and
  • . . . “Knowing” the connections between individual performances, means and PIBs . . . and
  • . . . connecting that to the standards of the NAPLAN assessment framework helps to focus attention on teaching and learning. [This slide for the structural overview - Next slide for the detail]
  • Focus attention on second sentence of the intro and its implications. Will enable staff,parents and community to interpret how students are performing!
  • Signal to explore some issues in the live SMART site, especially:The standards reference nature of school means – potential for monitoring, reporting and target settingImportance of SSG comparisonsThe characteristics of the NAPLAN scales for “student growth” and “Expected growth”; and its connection to school growth
  • The need to be able to relate NAPLAN to other internal and external data sources
  • Valuing school based assessment
  • Valuing school based assessment and ………
  • The value of connecting to the external test data
  • A summary of some issue explored.
  • This to challenge school leaders to explore how they can utilise a broader set of data and evidence for school planning and reporting.
  • SMART Data 2011

    1. 1. USING SMART2Focus on NAPLAN<br />ESL Workshop<br />August 2011<br />
    2. 2. SESSION OVERVIEW: <br /><ul><li>Clarifying purposes for using data
    3. 3. Knowing the data – considering perspectives
    4. 4. Principles to guide the use of data
    5. 5. Using SMART2
    6. 6. Navigating SMART2
    7. 7. Analysis tools, tips and tricks
    8. 8. NAPLAN one part of the picture</li></ul>2<br />
    9. 9. Purposes of data <br />Providing evidence for:<br /> assessing and confirming the levels of student achievement<br /> diagnosing areas for development of students’ knowledge, understanding and skills<br /> school program evaluation<br /><ul><li>school planning, self-evaluation and reporting
    10. 10. assessing school performance</li></ul>3<br />
    11. 11. Data analysis maxims<br /><ul><li>No judgements without context
    12. 12. No excuses without reflection
    13. 13. Data raises more questions than provides answers
    14. 14. Raw data is a piece of the puzzle
    15. 15. The more pieces, the more reliable the picture
    16. 16. Be cautious of generalisations for small cohorts
    17. 17. Don’t over-interpret the evidence.</li></ul>4<br />
    18. 18. Know your data well! <br /> NAPLAN<br />5<br />
    19. 19. Utilising multiple indicators<br />TRIANGULATION<br />6<br />
    20. 20. Know your data well! <br /> ESSA<br />7<br />
    21. 21. What are our NAPLAN . . . <br />means?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />PIBs?<br />374<br />322<br />270<br />218<br />average growth data?<br />expected growth data?<br />8<br />
    22. 22. What are our NAPLAN data characteristics?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />374<br />322<br />270<br />218<br />9<br />
    23. 23. What are our NAPLAN data characteristics?<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />374<br />322<br />270<br />218<br />2010 Reading data: SMART Demo school (Year 9 data includes three year average )<br />10<br />
    24. 24. The NAPLAN<br />framework<br />11<br />
    25. 25. The NAPLAN framework<br />12<br />
    26. 26. Using SMART<br />WHOLE SCHOOL LEVEL ....... focus on mean trends; percentages in bands, and growth.<br />CLASSROOM TEACHER LEVEL ..... a focus on individual performance in bands, individual growth, and item analysis.<br />What can we use in SMART?<br />13<br />
    27. 27. Tracking achievement<br />HSC<br />SC<br />ESSA<br />Scale<br />738<br />686<br />634<br />582<br />530<br />478<br />426<br />374<br />322<br />270<br />NAPLAN<br />218<br /> School-based assessment <br />14<br />
    28. 28. Connections<br />Internal assessment<br />T&L <br />program<br />Syllabus<br />15<br />
    29. 29. Valuing school-based data<br />16<br />
    30. 30. Strengthening connections<br />Internal assessment<br />T&L <br />program<br />Syllabus<br />Externalassessment<br />17<br />
    31. 31. DATA available<br />External<br />School based<br />Non-Academic<br />Non-Academic<br />Academic<br />Academic<br />Attendance norms<br />Retention norms<br />Course participation<br />Participation in competitions<br />NAPLAN results<br />ESSA results<br />SC / HSC results<br /> Best Start<br />Growth/Value added<br />[Electronic-SMART & BOS RAP]<br />Local-State-National competitions<br />Early school leavers<br />Post school destinations<br />Merit award records<br />Student mobility<br />Attendance rates<br />Retention rates<br />Behaviour records<br />Suspension rates<br />Surveys<br />Focus Groups<br />Student Records<br />Teacher assessments<br />Faculty/Stage records<br />Student reports<br />A-E tracking<br />Syllabus outcome records<br />Assessment results<br />ESL scales<br />18<br />Concept credit: Eric Jamieson<br />
    32. 32. Some key ideas and goals / principles<br /><ul><li>Connect and align syllabuses, T&L programs, and internaland externalassessment
    33. 33. Identify strengths, and deeply investigate areas where we can make the biggest improvement
    34. 34. View and use data over time
    35. 35. Describe targets in terms of students outcomes
    36. 36. Identify starting points (baselines) for T&L and for measuring improvements
    37. 37. Use multiple indicators</li></ul>19<br />
    38. 38. Looking at . . . <br />Towards a balanced picture<br />School-based data External data<br />SSG comparisons State comparisons<br />Qualitativedata Quantitativedata<br />Student level data School level data<br />Social data Academic data<br />Areas for improvement Strengths<br />20<br />
    39. 39. Educational Measurement and School Accountability (EMSAD)<br />
    40. 40. SURFING the MENU<br />22<br />
    41. 41. Educational Measurement and School Accountability (EMSAD)<br />Action/Stage plan for Yr #<br />These overall results of students’ achievement are/are not consistent with our in-school assessment results<br />Results indicate that school groupings are/are not consistent with student achievement<br />To improve the literacy achievement of Yr # students, the action/stage plan needs to be amended to include strategies to support<br /> High achievers<br /> Low achievers<br /><ul><li>Boys</li></ul> Girls<br /><ul><li>ATSI</li></ul> LBOTE<br /> ESL<br />These groups have/have not been identified in the School Targets for 2009.<br />
    42. 42. Educational Measurement and School Accountability (EMSAD)<br />Programming<br />The students’ results indicated for these items are/are not consistent with our in-school assessment results.<br />The structure of our stage/faculty programs need to be evaluated in relation to the following:<br /><ul><li>Grammar and Punctuation</li></ul> Reading<br /> Writing<br />These items of learning have/have not been identified in the School Targets for 2010.<br />
    43. 43. Educational Measurement and School Accountability (EMSAD)<br />Teaching Strategieshttps://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm<br />
    44. 44. Educational Measurement and School Accountability (EMSAD)<br />Essential Support Documents 7-12<br />Curriculum Support Literacy 7-12<br />http://www.curriculumsupport.education.nsw.gov.au/secondary/english/index.htm<br />ELLA Publications<br />https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/ella_publications.htm<br />Curriculum Support Mathematics 7-12<br />http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/index.htm<br />SNAP Publications<br />https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/snap_publications.htm<br />
    45. 45. Educational Measurement and School Accountability (EMSAD)<br />Focus Learning Areas - Implications<br />The students’ results related to key learning areas are/are not consistent with our in-school assessments.<br />The content of our stage/faculty program needs to be evaluated in relation to the following key learning areas:<br />
    46. 46. Educational Measurement and School Accountability (EMSAD)<br />Reading Skills<br />The students’ results in relation to literacy skills are/are not consistent with our in-school assessments.<br />Teaching strategies and classroom practice need to be evaluated in relation to the following:<br />
    47. 47. Educational Measurement and School Accountability (EMSAD)<br />Programming implications for Reading<br />Our results show: <br /><ul><li>Yr # are strong in these areas:
    48. 48. Further skills development is needed in these areas:</li></li></ul><li>Educational Measurement and School Accountability (EMSAD)<br />Possible Considerations<br /><ul><li>Consider whole school plans/strategies
    49. 49. Use NAPLAN stimulus magazine as a teaching resource, identify areas of student interest
    50. 50. Investigate teaching strategies within SMART and school-based strategies
    51. 51. Planacross curriculum units of work with a focus on skills needing attention e.g. punctuation
    52. 52. Consultand investigate professional learning networks, curriculum support and Regional support
    53. 53. NAPLAN questions – examine the type of question eg in Year 9 identifying grammar, punctuation and spelling errors in a piece of text. Use this as a classroom teaching/assessment strategy. </li></li></ul><li>Acknowledgments<br />Eric Jamison Rel/Direrctor<br />Gerry McCloughan Ass/Director EMSAD<br />Dr Geoff Barnes EMSAD<br />31<br />
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