This document provides an overview of a workshop on using SMART2 data from NAPLAN testing to analyze student performance and guide teaching and programming. It discusses clarifying the purposes of data analysis, understanding different perspectives on the data, and principles for effective data use. It also demonstrates how to navigate the SMART2 system to access various NAPLAN data reports and analysis tools.

1. USING SMART2Focus on NAPLAN ESL Workshop August 2011

3. Knowing the data – considering perspectives

4. Principles to guide the use of data

5. Using SMART2

6. Navigating SMART2

7. Analysis tools, tips and tricks

8. NAPLAN one part of the picture2

10. assessing school performance3

12. No excuses without reflection

13. Data raises more questions than provides answers

14. Raw data is a piece of the puzzle

15. The more pieces, the more reliable the picture

16. Be cautious of generalisations for small cohorts

17. Don’t over-interpret the evidence.4

18. Know your data well!  NAPLAN 5

19. Utilising multiple indicators TRIANGULATION 6

20. Know your data well!  ESSA 7

21. What are our NAPLAN . . . means? Scale 738 686 634 582 530 478 426 PIBs? 374 322 270 218 average growth data? expected growth data? 8

22. What are our NAPLAN data characteristics? Scale 738 686 634 582 530 478 426 374 322 270 218 9

23. What are our NAPLAN data characteristics? Scale 738 686 634 582 530 478 426 374 322 270 218 2010 Reading data: SMART Demo school (Year 9 data includes three year average ) 10

24. The NAPLAN framework 11

25. The NAPLAN framework 12

26. Using SMART WHOLE SCHOOL LEVEL ....... focus on mean trends; percentages in bands, and growth. CLASSROOM TEACHER LEVEL ..... a focus on individual performance in bands, individual growth, and item analysis. What can we use in SMART? 13

27. Tracking achievement HSC SC ESSA Scale 738 686 634 582 530 478 426 374 322 270 NAPLAN 218  School-based assessment  14

28. Connections Internal assessment T&L program Syllabus 15

29. Valuing school-based data 16

30. Strengthening connections Internal assessment T&L program Syllabus Externalassessment 17

31. DATA available External School based Non-Academic Non-Academic Academic Academic Attendance norms Retention norms Course participation Participation in competitions NAPLAN results ESSA results SC / HSC results Best Start Growth/Value added [Electronic-SMART & BOS RAP] Local-State-National competitions Early school leavers Post school destinations Merit award records Student mobility Attendance rates Retention rates Behaviour records Suspension rates Surveys Focus Groups Student Records Teacher assessments Faculty/Stage records Student reports A-E tracking Syllabus outcome records Assessment results ESL scales 18 Concept credit: Eric Jamieson

33. Identify strengths, and deeply investigate areas where we can make the biggest improvement

34. View and use data over time

35. Describe targets in terms of students outcomes

36. Identify starting points (baselines) for T&L and for measuring improvements

37. Use multiple indicators19

38. Looking at . . . Towards a balanced picture School-based data External data SSG comparisons State comparisons Qualitativedata Quantitativedata Student level data School level data Social data Academic data Areas for improvement Strengths 20

39. Educational Measurement and School Accountability (EMSAD)

40. SURFING the MENU 22

43. Educational Measurement and School Accountability (EMSAD) Teaching Strategieshttps://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/naplan/pubs/Naplan08CL/index.htm

44. Educational Measurement and School Accountability (EMSAD) Essential Support Documents 7-12 Curriculum Support Literacy 7-12 http://www.curriculumsupport.education.nsw.gov.au/secondary/english/index.htm ELLA Publications https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/ella_publications.htm Curriculum Support Mathematics 7-12 http://www.curriculumsupport.education.nsw.gov.au/secondary/mathematics/index.htm SNAP Publications https://detwww.det.nsw.edu.au/directorates/schoimpro/EMD/snap_publications.htm

45. Educational Measurement and School Accountability (EMSAD) Focus Learning Areas - Implications The students’ results related to key learning areas are/are not consistent with our in-school assessments. The content of our stage/faculty program needs to be evaluated in relation to the following key learning areas:

46. Educational Measurement and School Accountability (EMSAD) Reading Skills The students’ results in relation to literacy skills are/are not consistent with our in-school assessments. Teaching strategies and classroom practice need to be evaluated in relation to the following:

49. Use NAPLAN stimulus magazine as a teaching resource, identify areas of student interest

50. Investigate teaching strategies within SMART and school-based strategies

51. Planacross curriculum units of work with a focus on skills needing attention e.g. punctuation

52. Consultand investigate professional learning networks, curriculum support and Regional support