Early Action for Success - Term 2 Inquiry

Download the MS Word document here: Early Action for Succcess - Term 2 Inquiry

Roadshow 2 - Commitment to theory of action

Targets and actions questionaire - https://bit.ly/2rPYeWd

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Data Presentation (Adobe Connect) for Term 2, 2018

Adobe connection Session: https://connect.schools.nsw.edu.au/psmuf8kysg4m/

The Powerpoint presentation can be downloaded here: 2018 Term 2 - EAfS Data Adobe v4 

Resources from Term 1, 2018 Roadshow

The literacy presentation from the term 1, 2018 ‘Roadshow’ can be found here: Roadshows Literacy term1 CH

For this term, we are trialling a new approach for numeracy. A 50 minute Adobe ‘highlights reel’ with core messages from the field has been developed to support self-paced learning for ILs and classroom teachers. It can be shared and viewed using this link https://connect.schools.nsw.edu.au/p13p8dllhgg/

In addition, Michelle has created a guide to support teams link the information they gathered from the ‘Number Sense Assessment 2’ (NSA2) and ‘Turn over 3’ to the Numeracy progression and syllabus (see attached). This is merely a guide to support a starting point for conversation. It is neither exhaustive nor mandatory. It can be found here: NSA2 to progressions and syllabus

Like all assessment tools, NSA2 can be used in part or in whole, and flexibly with targeted students. It was developed to provide an insight into some critical components of early numeracy, to be used in conjunction with a range of data sources to confirm our initial observations. Instructional Leaders were asked, as part of the spiral of inquiry, to plan for learning based on the data they collected and then later evaluate the impact of that work for those targeted students. For example, if we had noticed a significant trend in student understanding of ‘non-standard’ representations of ten-frames, I may come back and look at how students respond to those questions now (post targeted teaching), using NSA2 or other means of observational data. Teachers and ILs may also find these articles from NRICH interesting - https://nrich.maths.org/10738 (‘the Ten-ness of Ten’) andhttps://nrich.maths.org/2477 (‘developing early number sense’).

Roadshow Survey

To better understand how to meet the capacity building needs of your schools we are sending out a short survey to evaluate the effectiveness and impact of the Roadshows.

There are questions related to the Term 1 2018 Roadshow as well as the Roadshow as a concept for professional learning. We are keen to deliver professional learning that has the greatest impact for your schools. Principals, ILs and Trainers are asked to please complete the survey in the link below. The more information we have from you, the more informed we can be about how to meet the needs of EAfS schools.
http://surveys.education.nsw.gov.au/s3/EAfS-Roadshow

We will provide the findings back to you as well as use this information to consider options for future professional learning approaches.

Literacy and Numeracy Learning Progression elements to be used for reporting into PLAN2

The National Literacy and Numeracy Learning Progressions are a tool to support teaching of the NSW Mathematics and English syllabuses. The Progressions provide information to support teachers diagnostic decisions ensuring better targeted teaching and differentiation. They also provide an opportunity to build shared understanding of student learning progress and growth.
These elements and sub-elements will be used across the three sectors to support the evaluation of the EAfS initiative Phase 2. The following have been identified for use across Kindergarten to Year 2 in NSW government schools, Catholic School and Independent Schools.

Literacy Kindergarten to Year 2

  • Understanding texts
  • Phonological awareness
  • Phonic knowledge and word recognition
  • Creating texts
    • crafting ideas, texts forms and features and vocabulary

Numeracy Kindergarten to Year-2

  • Quantifying numbers
  • Additive Strategies
  • Number sense and algebraic thinking

Which students
The evaluation requires as much data as possible to be entered K to Year 2 in Term 1. Kindergarten baseline data is captured by Best Start.

When
Last day of the last week of term 1.

Term 1 2018: Let’s Get Analytical…Reflecting on 2017

The first Adobe Data meeting for Literacy and Numeracy in 2018 (recorded 12.2.18) can be viewed by clicking this link https://connect.schools.nsw.edu.au/p3ijntakpwn/

Details regarding pre-session tasks for the upcoming professional learning days can be found in the post titled LATEST NEWS - February 2018.

LATEST NEWS - February 2018

Literacy Adobe PL 5.2.18 recording can be found here -  https://connect.schools.nsw.edu.au/p9og08p3yuw/ 

Literacy task details can be found here - EAfS Term 1 2018 Literacy task details​ 

Numeracy Adobe PL 6.2.18 recording can be found here - https://connect.schools.nsw.edu.au/p6sl1wr9lty/

Numeracy task details

The numeracy pre-session task has 2 parts:

1.     Complete the Number Sense Assessment (NSA) 2 with a Year 1 class

  • For those in Warilla and Dubbo, you may like to start with 5-10 students who represent a range of learning skills

1.     Please do what is manageable for you

  • Please complete the accompanying google for each student

1.     This is not an average result of students but 1 entry for each student please

2.     This may be a little laborious but it provides us with incredible state-wide data.  

Please do what is manageable in terms of entering data on the google form – you may like to choose a range of responses from 5 students and enter data for those children only, for example.

2. Play ‘Turn over 3’ with the same children (or some of them) and use the observation checklist to record what you noticed.

  • Use numeral  cards 3-27 in a pile.
  • Turn one over. This is our target.
  • Draw 3 cards each from a deck of cards, using A – 9 only.
  • Students can use all 3 cards, or choose 2 cards, discarding one (this may be an easier access point for some students. As you’re playing with the children, you can choose the most appropriate pathway).

The goal is be the closest to the target number.

1.     For example, I have 1, 5 and 5.

2.     In my cards, I could discard a 5. Then I could use 5 – 1 to make 4. This means I am 2 away from the target.

3.     I could also keep all three cards and say 5 – 5 = 0. Then if I add one more, I end up with

1. That way I am only 1 away from the target number.

  • The person closest to the target number wins a counter.
  • At the end, the person with the most counters is the winner.
  • The checklist is available here Checklist turn over 3

At our upcoming professional learning network day, please bring…

·      student work samples/notes you made during both tasks

·      English and Maths syllabus documents

·      The progressions, both the NNLP and NLLP

·      A laptop or tablet device (one between each school group is fine)

In addition…

·      We would like feedback from the Adobe PL sessions. After viewing both, we ask our ILs to complete this google form https://goo.gl/g1AL9D

·      Draft SENAs for use in EAfS (Action Plan) schools are available to download here:

 Finally, DENS Part 1 is available here http://www.resourcesformathematics.com.au/dens1/introduction

Revised Best Start Kindergarten Assessment (RBSKA) presentations are now available.

Literacy can be downloaded here: Revised BSKA Literacy Adobe

Numeracy can be downloaded here: Revised BSKA Numeracy Adobe

Term 4 2017: Professional learning meeting 'core day' - digging deeper into the NNLP and NLLP for Action Plan schools.

Below are the professional learning presentations from the 'core' network day: 

National Literacy Learning Progression (NLLP) presentation can be found here​:
Action Schools NLLP Core PL_term 4

National Numeracy Learning Progression (NNLP) presentation can be found here:
Core EAfS term 4 FINAL SHARED

Term 4 2017: An introduction to the national learning progressions for Action Plan schools

These are the introductory Adobe Connect sessions exploring the National Literacy Learning Progression (NLLP) and National Numeracy Learning Progression (NNLP) for Action Plan schools.

Schools can access the recording of the literacy session here  https://connect.schools.nsw.edu.au/p4dqmfmd5o6/?OWASP_CSRFTOKEN=c429cadeef5f04ee4f7cb62bdb95152217aee2d4e674e16423853650674651a7

And the numeracy session here https://connect.schools.nsw.edu.au/p8g4w0jop0b/

Literacy Chart, K-2, Term 2 2017.



Literacy Adobe professional learning meeting 27.07.17

Here is the link to the Adobe professional learning meeting for literacy, recorded on 27th July 2017: https://connect.schools.nsw.edu.au/p6x6xzfedeh/ 

The suggested Literacy preparation/tasks for the upcoming professional learning meetings that was discussed in the Literacy Adobe is here: 

The suggested references from the Literacy Adobe are

  1. Snell, E., Hindman, A & Wasik, B. (2015) ‘How can book reading close the word gap? Five Key Practices from Research’. The Reading Teacher. Vol 68 Issue 7 pp. 560 – 571
  2. Beck, I., McKeown, M. & Kucan, L. (2013) ‘Bringing Words to Life. Robust Vocabulary Instruction’. Guilford Press.

The suggested Literacy preparation/tasks for the upcoming professional learning meetings that was discussed in the Literacy Adobe is here: 


Details for the literacy pre session task can be found here: 

Term 3 2017: Let’s Get Analytical…Again!

Adobe Data meeting for Literacy and Numeracy 31.7.17 can be viewed here.

Pre-session tasks for Professional Learning meetings in term 3 are detailed below.

Literacy

Details for the literacy pre session task can be found here: 

Numeracy

  1. Please co-reflect, co-plan, co-teach and co-reflect a dot card talk (or similar task) and bring your thoughts and notes to the meeting. For more information, please see the Adobe PL session for numeracy, recorded last week.
  2. If you like, read the article from Charles Lovett, linked below in reference to the Adobe PL meeting.
  3. Use the Number Sense Assessment with 1 Kindergarten class (or a K/1/2 where appropriate) and enter the results for each student using this google form https://docs.google.com/forms/d/e/1FAIpQLScT9hHVY4NYJwfRCZV-Ag97STpmg2XCID_adjG4q_mxbxLQlw/viewform

Teachers may like to use the recording sheet (see below) and then add data using the Google form later.

  1. If you are attending the Warilla or Dubbo meetings, we appreciate this is a tight turn around. Please do what is manageable – about 5-8 students would be useful.
  2. You may like to use this assessment for students in Years 1 and 2 as you see fit.
  3. If you work in our small schools, please use this assessment where you feel it is appropriate.
  4. We will gather feedback from the field and make adjustments if needed. We are also devising additional tasks and tasks designed for other Years of learning.
  5. The instructions can be found here: 
  6. The assessment as a PowerPoint (to avoid needing to print if you prefer to show the stimulus material on a screen) can be found here: 
  7. The teacher recording sheet is here: 
  8. If you use data walls for numeracy and are willing, please take a photo and bring a hard copy with you to our network meetings.

Upcoming professional learning meetings in Warilla, Sydney, Dubbo, Tamworth, Wagga Wagga, Coffs Harbour and the Hunter

In preparation for our upcoming professional learning meetings, please complete/prepare the following:

Pre-session task for Literacy

Pre-session task and readings for Numeracy

Pre-session task for Literacy

As the IL, record yourself working with a small group of students, setting them up for effective dialogic conversation. To help shape your conversation at upcoming PL meetings, prior to recording, select one aspect from the following to introduce to the students:

  1. establishing ground rules
  2. setting a goal
  3. explicitly teaching a discourse or conversational move
  4. critical-analytical questioning

Video record your introduction to this aspect. 

At our professional learning meetings, you will discuss your video snippet with a small group of colleagues, considering the following:

  • The strengths of the teaching
  • Evidence of student active participation
  • What was interesting, challenging, easy, thought processes, etc.

You might like to self-reflect using this frame prior to professional learning meeting in order to expand upon these conversations.

Pre-session task and readings for Numeracy

  1. Read ‘Setting up Positive norms in math class’ http://www.youcubed.org/wp-content/uploads/Positive-Classroom-Norms2.pdf
  2. Read ‘asking effective questions’ http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/CBS_AskingEffectiveQuestions.pdf
  3. Using the resources provided for the Adobe numeracy PL (Week of Inspiring Maths and Maths 300 Domino Trails). As the IL, choose one task to implement in one classroom.
    1. If you viewed the Adobe numeracy PL, the intention is to ‘have a go’ at ‘planning hard and teaching easy’ (again, thank you Dan Sprange for that phrase). Please take a few photos of your planning, your assessment strategies and the task in action. We will discuss these at our professional learning meetings in the field.
    2. If you weren’t able to view the Adobe for numeracy (which is ok as it was not mandatory), please choose one of the tasks from Week of Inspiring Maths or Maths 300 Domino Trails (available on the EAfS website) and implement your chosen task in one classroom. Please take a few photos of your planning, your assessment strategies and the task in action. We will discuss these at our professional learning meetings in the field.

In addition, all attendees are requested to please bring:

  • A device and headphones
  • English and Maths syllabuses
  • Numeracy continuum
  • Popticks and elastic bands (about 50 per person is fine)
  • Dice (about 4 x 1-6 dot dice and 4 x 1-10 numeral dice)
  • Dominos (1 set is fine – and a paper version still counts)
  • Unifx cubes or multilink cubes (or something similar) – about 50 of them but no more than 3 colours
  • About 50 counters or so
  • A pack of playing cards

Targeted Early Numeracy (TEN) Master Class

Registration information for ‘Targeted Early Numeracy (TEN) Master Class: Refining and Refreshing for EAfS Schools’ (May 22 and 23) will be distributed by EAfS Literacy and Numeracy Trainers to Instructional Leaders who are trained, and active, TEN Trainers. Attendees are required to read the following papers, bringing their readings and notes to the 2-day training:

Registration information for ‘Targeted Early Numeracy (TEN) Master Class: Essential Understandings for EAfS Schools’ (TEN Bootcamp), available for all Instructional Leaders who wish to attend (6 and 7 June) will be made available vis EAfS Literacy and Numeracy Trainers within the next few weeks.

Pre-Adobe PL session tasks

In response to feedback, we are conducting two additional, optional, on-line professional learning opportunity for Trainers, Instructional Leaders and school teams. The purpose of the Adobe Connect sessions will be to provide a “lead in” to the regional face to face meetings. Each session will be recorded and also made available through the website.

LITERACY – Wednesday 3 May, 2-3pm

As a team, please watch the presentation by David Pearson http://www.nlnw.nsw.edu.au/videos09/lo_Pearson/lo_Pearson_00.htm

Stop throughout and/or at the end of each part (1, 2 & 3) to take part in a conversation that allows you to establish collective understanding of the key messages to bring to the Adobe Connect session in week 3 and the road trips (the ‘giros’) in term 2. 

  • PART 1: 8 minutes
  • PART 2: 7 minutes
  • PART 3: 11 minutes

Think further and discuss aspects of the presentation that:

  • resonated with your team
  • challenged your team
  • created curiosity for your team.

Reacquaint yourself with the sections of the English syllabus provided here.

NUMERACY – Thursday 4 May, 2-3pm

Please read all of the resources found using the links below:

  • ‘Week of Inspiring Maths’ (which you may have already read) from YouCubed here.
  • Domino Trails from Maths 300 here.
  • Excerpt from the Mathematics syllabus provided here.

Some of these documents appear long, however, they also include all of the resources required to implement the tasks in classrooms. Please familiarise yourself with these documents so we can use them during our Adobe PL meeting.