NumeracyIntervention


 * // Key Improvement Strategy: //**// Numeracy Intervention Strategy //

// Neighbourhood Numeracy Leaders //// – supported by Regional staff –Cecilia Morris & Teaching & learning coaches. // // Neighbourhood network collegiate group established to: // // 1. //// Build the capacity of Neighbourhood Numeracy leaders to trial strategies, develop expertise, disseminate knowledge, lead professional learning teams and share learning with colleagues. // // 2. //// Numeracy leaders– building the capacity of staff members in sections across the school. // // 3. //// Lead Numeracy leaders school based coordinators and learning coaches in the deep understanding of Hume region Common Curriculum and Numeracy Intervention program // // 4. //// Share understanding of Numeracy Common Curriculum with all staff across 3 Neighbourhood schools. // // 5. //// Collective development of Numeracy Curriculum Framework –marrying VELS with Hume Region Common Curriculum // // 6. //// Strategic numeracy planning with Neighbourhood leadership teams // ||

// Date // || // Key Leadership Actions // || // School Response // || // Throughout 2009 // || · // Neighbourhood Numeracy Leaders identified (3 per school representing each section of the school)–brought together and led by Cecilia Morris twice per term to plan, share knowledge and expertise. // · // Building strong collaboration and collective capacity // · // SGRPS staff member (Ros Hosa) identified by region to lead DEEWR Numeracy Intervention pilot project. // ||  · // Developed identity as Numeracy leaders across the neighbourhood schools // · // Each school developed a common meeting schedule // · // Implemented common improvement strategies and trialled Numeracy intervention strategies // || // Semester 2, 2009 // || · // Classroom teacher with high level of expertise in Numeracy was identified to lead the Numeracy Intervention Pilot at SGRPS. This was supported by 0.5 Leading teacher payment. // · // Numeracy Coordinator attended several professional learning sessions with other Pilot schools across region. // · // 2 classroom teachers were selected to participate in the Pilot // · // Case Study students were identified; differentiated learning tasks were developed with Numeracy Coordinator using NF.A. // · // Team teaching, lesson co-construction and reflection time was built into this model. // · // Regional Project officers monitored the implementation model and provided constructive feedback. // ||  · // Allocated a vacant classroom as the Numeracy Resource room – a suitable space for organised numeracy resources, small group and whole class instruction. // · // 0.5 was extended to EFT in 2010 through DEEWR and N.P funds. // · // Whole staff professional learning sessions built into staff meeting agendas. // · // Numeracy Coordinator attended grade level PLT’s in alternate week to Literacy Coordinator to support staff across the school in utilising information gained from NFA // || // December 2009 // || · // Neighbourhood Numeracy Coordinators were released to work with Numeracy Coaches to develop a Neighbourhood Numeracy Framework – to facilitate consistent numeracy practice throughout classrooms across the neighbourhood. (Teacher Professional leave model.) // || · // NNF was established for the commencement of 2010 academic year and prepared for introduction to teaching staff in January 2010 – Numeracy Coach, A.P & Numeracy leaders // || // January 2010 // || · // Further refinement of Curriculum based roles & distributed leadership roles across the school. // · // Neighbourhood Numeracy Framework introduced to staff and used as a basis for term planning // || · // Created Job descriptions for all school based Numeracy personnel e.g. Numeracy Coach/ Coordinator, Numeracy leaders. // · // Developed explicit and targeted goals for staff performance and development plans // · // Identified 5 students in every classroom across all neighbourhood schools as case studies for improvement. // || || ·  ||  ·  || // March  // // 2010 // || · // Staff //// Performance & Development Plans to include 5 case study students // · // Data informed selection of Case study students – those students performing just below expected levels – aim to move these students .5 + in one year. // · // Individual learning plans established for each Case study student with precise numeracy (and literacy) goals set. // · // Establishing protocols for Professional Learning Team discussion around Case study student progress // || · // Discussion with staff about purpose of Case study students. // · // Curriculum leader discussion – informed by data – followed by discussion with Classroom teachers - selection of Case study students // || // March – April // || · // Re-establishing Rules of Engagement with Literacy and Numeracy Coaches to enhance and maximise the coaching role in our schools. // || · // Redefining Coaching model – co-construction, reflection time. // || // Term 1,2,3 & 4 // || · // Numeracy Coordinator supported 1 extra classroom teacher each term to undergo training and develop targeted & differentiated learning activities. // · // Numeracy Coaching aligned to Numeracy Intervention personnel as additional level of support and capacity building. // · // 1 day per section/department allocated per term for forward planning for Numeracy (and literacy) on a common term (week by week) planner. // || · // Developed Numeracy Fluency Assessment proformas which group students under growth levels P-6 // · // I.L.P’s developed for Case Study Students // · // Explicit and targeted lesson development to meet needs of student cohorts in CAS Study classrooms and developing this process across the school. // · // One school developing a numeracy Intervention model for Indigenous students (WANNIK funds) based on Number fluency activities. // || // May 2010 // || · // Numeracy Coaches / Coordinators met to review the Neighbourhood Numeracy framework – to iron out discrepancies and improve the working model. // || || ||  ||  || ||  ||  || ||  ||  ||