The document summarizes initiatives of the Swan Valley Cluster in Western Australia to improve mathematics outcomes for Aboriginal students. It discusses programs involving: 1) Professional learning for Aboriginal and Education Assistants to better support students' mathematical development. 2) A "Leading Forward Program" to improve student engagement, self-esteem, attendance and behavior through contextualizing mathematics. 3) A PACE program to build relationships between home and school and support numeracy development at home. 4) Mentoring targeted teachers to deliver high quality mathematics instruction.

1. Swan Valley Cluster
Western
Australia

2. Make It Count 2012
 Schools involved in the program are Swan View
Primary, Moorditj Noongar Community College
and now Middle Swan Primary and Midvale
Primary.
 Each school has a high number of Aboriginal
students and all are in a low socio-economic
area.
 Each school’s population with Aboriginal
students: Swan View – 16%, Moorditj – 100%,
Middle Swan – 22%, Midvale – 30%.

3. FOCUS for 2012
 AIEO’s and EA’s Professional Learning
 V Swans - Leading Forward Program
 PACE Program
 Mentoring Teachers
Modelling
using
targeted
resources
Associate Professor,
University of Tasmania
Dr Rosemary Callingham
Reflective Assessment
V Swans

4. Why?
 AIEO’s and EA’s Professional Learning: We
wanted our assistants to be part of the
children’s mathematical journey to improve
their mathematical understandings as their
relationships with the students were already
developed.
 We wanted our EA’s to be the best that they
could be, with well developed numeracy
competencies which enabled them to support
best practice in a knowledgeable and skilled
way.

5. Their ability to learn about teachingTheir ability to learn about teaching
mathematics cannot be underestimated.mathematics cannot be underestimated.
 There is a genuine feeling and a growing
sense that teachers, EAs and AIEOs are
working together in mathematical
planning and implementation.
 Starting to “talk like teachers and act
like teachers”.
 Emerging evidence that children are
beginning to benefit from the increased
professional knowledge of assistants.

6. Fiona’s VIDEO

7.  “I need more time to learn about place
value (I know it’s the next session but I
want to know more)”
 “Aboriginal children will benefit from these
hands- on activities”
 “Getting to play everything not just being
told about it”
 “Good job of communicating the
importance of language and concrete
materials”
The cluster has now expanded to regular
professional learning involving over 40
assistants from other schools.

8. Why ?
V Swans – Leading Forward Program:
 community involvement
 improved self esteem
 regular attendance
 improved behaviour
 contextualising mathematics in reference to
targeted numeracy outcomes based on 2011
NAPLAN analysis.

9. Relationships are developing between students at
Swan View and the people implementing the
Leading Forward Program.
Dillon says:
Mr Jacki, Miss Ryder
and Mr Penny are
fun to be around!
Shania says: I do
activities that I’ve
never tried before.
They make you feel
good about trying
new things.

10. Children feel empowered to work together as a
team and are confident to try new things. They
feel good about themselves!

11. Behaviour and Attendance
 Targeted students with behavioural issues have
shown willingness to comply and participate in
order to be involved in the Leading Forward
Program.
 High attendance of children
at Swan View on Tuesdays
and Wednesdays.
 “It’s cool to come to school on Tuesday ‘cause I
get to wear my V Swans shirt and do fun
things. Mrs Armstrong is always asking me
about the maths in what we’re doing!” Byron
(serial non-attendee)

12. Contextualising Mathematics in
the V Swans Program
 How long is your arm span?

13. Contextualising Mathematics

14. Why?
 PACE Parent and Community Education
Program:
 To engage families of Aboriginal students in
order to build relationships between home and
school.
 To provide information to parents about ways
in which they can support numeracy
development at home.

15. Program Content
Parent
Workshops
developing
early
mathematical
concepts
Parent
Workshops
developing
early
mathematical
concepts
Building
relationship
s with
prospective
parents
Building
relationship
s with
prospective
parents
Establishing
links
between
home and
school
Establishing
links
between
home and
school
Sharing
between
indigenous
and non-
indigenous
families
Sharing
between
indigenous
and non-
indigenous
families

16. Why?
 Professional engagement and mentoring
of targeted teachers:
 The best learning experiences the students can
have are those delivered by teachers with high
order professional knowledge and those who
engage in high order curriculum delivery.
Evidence from NAPLAN 2011
Byron Yr 3 Band 1 Below Benchmark
Yr 5 Band 4 At Benchmark
Dakota Yr 3 Band 3 At Benchmark
Yr 5 Band 6 Above Benchmark
Evidence from NAPLAN 2011
Byron Yr 3 Band 1 Below Benchmark
Yr 5 Band 4 At Benchmark
Dakota Yr 3 Band 3 At Benchmark
Yr 5 Band 6 Above Benchmark

17. Planning from what we
know at Moorditj!

18. Professional practice that is
intentional, responsive and effective.
PLANNING EVERY
WEEK
BUILDING
PROFESSIONAL
KNOWLEDGE
ASSESSING
SHARING
STRATEGIES/
IDEAS
VALUING AND
BUILDING
WORKING
RELATIONSHIPS

19. Swan Valley WA Cluster
Conceptual Framework

20. Thank you