2010+Numeracy+Coaching

** WHAT ** The activities and programs required to progress the key improvement strategies || ** HOW ** The budget, equipment, IT, learning time, learning space || ** WHO ** The individuals or teams responsible for the implementation || ** WHEN ** The date, week, month or term for completion || ** ACHIEVEMENT MILESTONES ** The changes in practice or behaviours || 1. Develop a common approach to Numeracy planning across the whole school using the Michael Ymer planning document and current school term planner 2. Yr P- 6 focus on the importance of place value knowledge to the understanding of other Number concepts || - Michael Ymer planning document - PLAT information on maths instruction and differentiated learning - Use of DEECD Maths continuum website to cater for differentiated lesson planning - Use of DEECD website linking EYN Interview results to mathematics Development Continuum - Explore the VELS expectations for place value from Level 1-5 using DEECD websites and PLAT information || - ½ to 1 curriculum day for Numeracy Training PD for teachers in February on Michael Ymer planning document for differentiated learning - Whole staff PD on place value on February curriculum day and/or staff meeting. || - Principal - Numeracy Coordinator - Teaching and Learning Numeracy Coach - Year level teams - All teaching staff || - Introduction – February curriculum day - Start of each term – Maths term planners - Throughout term – Weekly units of study to be completed on Ymer planning document Term 1 and ongoing throughout year as part of maths planning process || - Improved student outcomes in Numeracy in Years P-6 - Increased number of children in Years P-6 performing at or above expected VELS level - Improve d pedagogy in the planning and instruction of numeracy - Baseline data collected P-2 via EYN Online Interview March and September 2009 - At least 2 maths lessons per week to include place value activities || **__ ANNUAL IMPLEMENTATION PLAN ATTACHMENT 2009 __** ** WHAT ** The activities and programs required to progress the key improvement strategies || ** HOW ** The budget, equipment, IT, learning time, learning space || ** WHO ** The individuals or teams responsible for the implementation || ** WHEN ** The date, week, month or term for completion || ** ACHIEVEMENT MILESTONES ** The changes in practice or behaviours || 3. P- 6 focus on the development of automatic recall of addition and subtraction number facts. 4. Yr P-2 focus on the development of skip counting knowledge and modelling ‘groups of’ as a precursor to the learning of times tables || - Teacher PD on suitable learning activities for each VELS level as per maths continuum - Refer to DEECD developmental overview website on Proportional Reasoning and Muliplicative Thinking skills for VELS level 0.5 -2.5 || Make : - Di Seamon’s subitising cards - Tens grids - Hundreds charts Purchase: - Additional discrete counting materials - Box set of addition and subtraction fact strategies Have all the required equipment || - Maths co-ordinator - P-6 class teachers - Maths co-ordinator - P- 2 class teachers || Terms 1 & 2 Revision work during Terms 3 and 4 - Counting – ongoing throughout year - Complete EYN Online Interview in March and Septmeber || - Improved student ability to recall addition and subtraction facts through strategies such as counting on, counting back, fact families, tens buddies, doubles, near doubles, building to the next ten and commutative laws (see indicators of progress website for Number for further strategies) - Improved student ability to skip count and model ‘groups of’ and ‘shared between’ problems - Improved results on EYN online interview for P-2 || **__ ANNUAL IMPLEMENTATION PLAN ATTACHMENT 2009 __** ** WHAT ** The activities and programs required to progress the key improvement strategies || ** HOW ** The budget, equipment, IT, learning time, learning space || ** WHO ** The individuals or teams responsible for the implementation || ** WHEN ** The date, week, month or term for completion || ** ACHIEVEMENT MILESTONES ** The changes in practice or behaviours || 5. Yr 3-6 focus on the development of times table knowledge. 6. Participation in SMR Teaching and Learning – Mathematics project for Year 3/ 4. 6. Improve Maths NAPLAN results 7. Improve student achievement results against the VELS levels based on teacher assessment. || - Staff review of Di Seamon’s Multiplicative Thinking strategies during professional learning time at staff meetings - 1 hour per week per class observation time - 30 minutes per week coaching time between coach and each class teacher. - Year3-6 focus on developing student understanding of which processes to apply to a written maths problem Review student progression against the VELS at beginning (based on 2009 EY results), middle and end of year. || Purchase: - Box set of multiplication and division data facts - Times table song CDs - DEECD funded teaching and learning specialist to work with the teachers/school in 2010. - Timetable for observation and coaching time Purchase: - NAPLAN style maths tests for practise in formal test procedures - Maths problem solving books (written problems) Strategies as listed above. || - Numeracy Coach - Maths Co-ordinator - Year 3- class teachers - Principal - Numeracy coach - Numeracy co-ordinator - Middle school team Yr 3-6 class teachers Principal P-6 class teachers Maths coordinator Numeracy coach || Weekly times tables tests - Weekly coaching and observation - EYN interview extended to Years 3 and 4. - On demand testing throughout year Throughout year - February 2010 - June 2010 - December 2010 || - Improvement in student knowledge of times tables and multiplicative thinking strategies. - Improved results on EYN online interview - Improved EYN interview growth point results - Improved on demand test results - NAPLAN Number results to be at or above state level mean: -Year 3 goals at or above 411.6 - Year 5 goals at or above 497.6 70% of students to be at or above the expected VELS level for their year level. || **__ LINKS FOR PROFESSIONAL DEVELOPMENT USE __** Links from the Interview to Mathematics Development Continuum Continuum**__[]__** ** Mathematics Developmental Continuum: Mapping the ‘Indicators of progress’ ** **__[]__** **__ Developmental Overviews __** **__[]__** **__[]__** Overview of Proportional Reasoning and Multiplicative Thinking **__[]__** ** Assessing Multiplicative Thinking Using Rich Tasks ** **__ http://www.aare.edu.au/06pap/sie06375.pdf __** Type in the content of your page here.
 * __ ANNUAL IMPLEMENTATION PLAN ATTACHMENT 2010 __**
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||
 * KEY IMPROVEMENT STRATEGIES AND SIGNIFICANT PROJECTS ** ||