Framework for Improving Literacy and Numeracy Outcomes

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					                             Loddon Mallee Region
                        Numeracy and Mathematics Strategy
                                     P – 12
                                   2009 - 2012

Created on April 2009                                       1
Loddon Mallee Region Strategy – Numeracy and Mathematics
An outline of the elements of the Strategy document:
Part 1 Introduction
        o Definition of Numeracy
        o The Numeracy and Mathematics strategy using The Breakthrough Model from Moral Purpose and the principles: Precision, Personalisation and Professional
            Learning (Fullan, Hill & Crevola, 2006)

Part 2 Breakthrough Modal Categories- Responsibilities Framework- Region, Network, School
        o Whole School Approach
        o Building Leadership Capacity
        o Building Teacher Capacity
        o Effective use of data
        o Student Intervention
        o Partnerships for Schools and Communities
Part 3 The role of the Numeracy/Mathematics Coordinator

Part 4 A Planning Template for School Leadership, Co-ordinators and Teachers

Part 5 An Implementation Guide using the Breakthrough Model with reference to the Effective Schools Model- DEECD

Part 6 Modules- Region support -
 Explicit support noted in AIP plans in Networks Plans
 Knowledge and Understanding of Mathematical Concepts
 Direct Instruction and E5
 Questioning Strategies
 Using mathematical language

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The Numeracy and Mathematics Loddon Mallee Regional Office Framework for improving Numeracy and Mathematics in the region comprises four sections. The first
section provides an overview of the research understandings for parts two and three, and the importance of numeracy and mathematics from both the National and Victorian
government perspectives. The second section outlines a framework of responsibility components for the region, the network leaders and the schools. The third section
provides ideas for an implementation plan for building student capacity in numeracy and mathematics. The fourth section indicates professional learning module topics
which will be developed,

The following extract from Numeracy in Practice: Numeracy Teaching in Victorian Schools [draft] sets the scene for the framework:

     Mathematics and the capacity to be numerate, that is the ability to effectively apply mathematics in everyday, recreational, work and civic life is vital to the
     quality of participation in society (p4 )

It is important to understand that numeracy is not the same as mathematics, nor is it an alternative to mathematics (Steen, 2001). There are parallels between the two but each is
distinct and different. It is essential, however, that numeracy “should be embedded and specifically identified within the mathematics curriculum”(National Mathematics
Curriculum: Framing paper, 2008, p. 1) and across the VELS domains (

Students’ mathematical achievement requires an understanding of a blend of mathematical concepts, skills and processes, plus contextual and strategic know-how (Draft
Numeracy in Practice: Teaching and Learning in Victorian Schools Paper, No. 16, Oct., 2008). Likewise with numeracy the acquisition by all students of appropriate
numeracy skills is critical to their ability to participate successfully in life beyond school, in providing access to further study or training, to personal pursuits and to
participation in the world of work in the wider community. As stated in the Draft Numeracy in Practice: Teaching and Learning in Victorian Schools Paper, (No. 16, Oct.,
2007) improving teaching and learning in numeracy (and mathematics) requires more than knowledge of concepts and procedures alone. As stated in this draft report

     All numeracy builds upon mathematics, hence what mathematics is taught and how it is taught, has an important
     bearing on the development of young people’s numeracy What is taught in school probably plays a greater role in the
     development of numeracy than in the case of literacy. Many out of school situations can help foster language literacy,
     but many important but abstract mathematical ideas are not easy to acquire without the assistance of a teacher or a                                          Whole
     parent who can assist young people to acquire and use these ideas. (p. 4)                                                                                   Approach

                                                                                                                                Partnerships                                           Building
                                                                                                                                    with                                              Leadership

The Numeracy and Mathematics Framework draws also on Fullan, Hill and Crevola’s work (Breakthrough, 2006).

                                                                                                                                Schools and                                            Capacity



These researchers base good practice around the core components of personalisation, precision, and professional



learning, which need to be dynamically connected.


The underlying value of their model is that the learner is at the centre which is represented by the term
‘moral purpose’. Note in the diagram the six elements under which high quality teaching and learning takes place                  Student                  Professional
                                                                                                                                Intervention                 Learning
when they are collectively implemented and require proactive distributive leadership support.                                                                                          Capacity

It is imperative that there is a shared responsibility approach across all sectors in building student capacity.                                          Effective use of
                                                                                                                                                           Student Data

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 Part 2         Loddon Mallee Region Framework for Improving Numeracy and Mathematics Outcomes- Responsibilities 2009-2012
              Component                              Regional Responsibilities                  Network Responsibilities                     School Responsibilities
Whole School Approach                              Regional management to articulate         Responsible for identifying focus          Set standards and targets that are
                                                    clearly the Regional Numeracy              schools                                     explicit and are linked to school
                                                    Framework expectations of                 Responsible for improving                   strategic plan, principal and teacher
Embed into school accountability and                networks, schools and school               numeracy/mathematics through                performance plans
improvement framework                               leadership                                 school leadership                          Promote the concept of all students
                                                   Promote the concept of all students       Promote the concept of all students         as numeracy/mathematics learners
                                                    as numeracy/mathematics learners           as numeracy/mathematics learners            and capable of achieving success
                                                    and capable of achieving success           and capable of achieving success           Support the development of teacher
                                                   Promote the understanding that all        Promote the understanding that all          capacity as teachers of mathematics
                                                    teachers are teachers of Numeracy          teachers are teachers of numeracy           and numeracy
                                                   Regional budgets reflect numeracy         Promote information and                    Promote numeracy awareness of all
                                                    priorities                                 communications technology [ICT] as          teachers across all curriculum areas
                                                   Support the promotion of                   key enabler to personalising learning      Support innovations around ICT-rich
                                                    information and communications                                                         learning environment
                                                    technology [ICT] as a key enabler to                                                  Embed information and
                                                    personalising learning                                                                 communications technology [ICT] as
                                                                                                                                           a key enabler to personalising
                                                                                                                                           learning in teaching practice and

Build Leadership Capacity                          Develop professional learning             Promote and direct numeracy                Appoint and support
                                                    modules for Numeracy/Mathematics           professional learning for principals        Numeracy/Mathematics coordinators
Professional Learning on leading Numeracy          Identify exemplary practice in             and staff                                   in all schools
and                                                 numeracy in schools P-12 to               Identify exemplary practice in             Identify best practice in numeracy
Mathematics improvement for Principals and          promote collaboration around best          numeracy in schools P-12 to                 and promote collaboration
school Numeracy/Mathematics coordinators            practice                                   promote collaboration around best          Respond to DEECD initiatives
                                                   Respond to and promote DEECD               practice for school numeracy               Source and promote the DEECD
                                                    Numeracy/Mathematics initiatives           leadership                                  Numeracy resources and assessment
                                                    and resources                             Promote DEECD Numeracy                      tools
                                                                                               resources and assessment tools with
                                                                                               Principals and Numeracy Leadership
                                                                                               in schools
Build Teacher Capacity                             Provide ‘Core Understanding’              Initiate the utilisation of regional       Principals promote, implement and
                                                    Modules around best practice in            modules and DEECD initiatives               support DEECD initiatives
Provide and support high quality teaching and       teaching and learning in                  Promote regional modules and               Utilise region expertise in
learning                                            Numeracy/Mathematics                       DEECD initiatives with school               Numeracy/Mathematics for building
                                                   Respond to school/network requests         principals                                  teacher capacity
Provide Professional Learning for all               around Numeracy/Mathematics               Access region expertise in                 Support attendance for beginning
leadership and teachers                             teaching and learning                      Numeracy/Mathematics for building           teacher forums, twice year to
                                                   Support the promotion information          teacher capacity                            promote effective
Source high quality evidence-based                  and communications technology             Conduct beginning teacher forums,           Numeracy/Mathematics teaching and

Created on April 2009                                                                                                                                                         4
curriculum and assessment needs                 [ICT] as key enabler to personalising       twice a year to promote effective          learning
                                                learning                                    Numeracy/Mathematics teaching and         Embed information and
                                                                                            learning                                   communications technology [ICT]
                                                                                           Promote the implementation of,             within teaching practice as key
                                                                                            information and communications             enabler to personalising learning in
                                                                                            technology [ICT].                          teaching practice and programs

            Effective Use of Data              Use numeracy data to ascertain             Regional Network Leaders to               Principals promote and support all
                                                support and resources required by           determine numeracy/mathematics             teachers to use data to inform
Use data to inform teaching for student         networks and schools to build               support needed in their network            teaching and learning
improvement and understanding                   student capacity                            schools                                   All teachers use data to inform
                                               Monitor and track student progress         Regional Network Leaders to ensure         teaching for student improvement
Monitor and track student progress within       within classrooms and P-12                  that the schools are monitoring and        and understanding
classrooms and P-12                            Provide consultancy support to              tracking student progress                 Assessment as, of and for used in all
                                                ensure a shared understanding of           Regional Network Leaders to initiate       classrooms
                                                interpreting data to support student        the utilisation of regional
                                                improvement                                 consultancy support
                                                                                           Regional Network Leaders to track
                                                                                            the impact of coaches in their
                                                                                            network schools

Student Intervention                           Regional personnel (for example            Regional Network Leaders to               Principals ensure that systems are in
                                                coaches) identified to support              identify and ensure schools have           place to track student progress
Targeted small group intervention               schools to implement intervention           systems in place to track student         Students who require additional
                                                                                            progress                                   assistance are identified , tracked and
Differentiated instruction                                                                                                             supported
                                                                                                                                      Principals to ensure that intervention
                                                                                                                                       is embedded and linked to classroom
                                                                                                                                      ICT is embedded
Partnerships for Schools and Communities       Promote active interaction between         Partnerships between home, school         Acknowledge parents and carers in
                                                all educational stakeholders                and community are promoted                 numeracy learning
                                               Continue to work to support                Close links with pre-schools and          Strong partnerships between home,
                                                professional organisation eg: VIT           schools are developed to promote           school and community
                                                                                            effective numeracy and mathematics        Close links with pre-schools and
                                                                                            routines                                   schools promote numeracy and
                                                                                                                                       mathematics routines

Created on April 2009                                                                                                                                                         5
Part 3 School Numeracy and Mathematics Coordinators
The purpose of the Loddon Mallee Region Numeracy and Mathematics Strategy is to support and guide the teaching and learning in Numeracy and Mathematics in all schools
in the region and to improve student outcomes in Numeracy and Mathematics.

The suggested role of a Numeracy/Mathematics Coordinator is to:

   Lead staff in teaching and learning in numeracy/mathematics across the school
   Audit current numeracy/mathematics curriculum and practices
   Lead the development and implementation of a whole school 2-4 year Numeracy/Mathematics Plan to improve student success
   Liaise with department teams to review and manage multiple sources of data/feedback to measure progress
   Promote and lead professional learning around current best in numeracy/ mathematics
   Facilitate staff involvement in classroom observation and coaching
   Attend Regional and Network Coordinator numeracy/mathematics workshops
   Network with other Numeracy/Mathematics Coordinators

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                        Template - Numeracy and Mathematics Plan


Created on April 2009                                              7
                                             Plan for Improving Numeracy/Mathematics Outcomes-2009-2012
                Component                       Focus [Prioritised]     Action; What [prioritised]     Resources/ Who/Budgets   Success Measures
                                                                                                            How, When?
         Whole School Approach                                        2010                           2010
 Establishing and continually refining
  a culture conducive to school
  Numeracy and Mathematics
  improvement                                                         2011                           2011
 Effective use of school resources                                   2012                           2012
 Organisational structures and
  processes must be aligned:
  performance plans, professional
  learning, mathematical elements

       Building Leadership Capacity                                   2010                           2010
   Effective leaders identify crucial
    elements to school success: how we
    teach and what we teach                                           2011                           2011
   Alignment of numeracy and                                         2012                           2012
    mathematics leadership: state, region,
    network, principal,
    numeracy/mathematics coordinator,
   Principals support numeracy and
    mathematics improvement through
    prioritising professional learning,
    allocate sufficient time to numeracy
    and mathematics coordination
   Leaders act as mentors, coaches and
    lead learners

Created on April 2009                                                                                                                              8
                 Part 5 Loddon Mallee Numeracy and Mathematics - Implementation Guide for Building Student Capacity

      Building Teacher Capacity                           2010                   2010                  2010
All teachers have
 detailed understanding of how
    children learn                                        2011                   2011                  2011
 well developed classroom routines,                      2012                   2012                  2012
    structure and management
 the ability to motivate and engage
    students using a range of numeracy
    and mathematics practices and
   evidence based curriculum and
       Effective use of Student Data                      2010                   2010                  2010
   Standards and targets are clearly
    understood and defined
   Data is used to inform teaching                       2011                   2011                  2011
   Assessment as, of, for                                2012                   2012                  2012
   Monitoring and tracking student
    progress at multiple levels.

           Student Intervention                           2010                   2010                  2010
 Targeted small group intervention
 Effective use and training of support
  staff                                                   2011                   2011                  2011
 Intensive individual assistance for                     2012                   2012                  2012
  short periods of time.

      Partnerships with Schools and                       2010                   2010                  2010
 Linking school, home and community
                                                          2011                   2011                  2011
    Forming partnerships with educational                 2012                   2012                  2012

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Key Components                 Could be demonstrated by:
                               [Reference: DEECD- The Effective Schools Model]
Whole School Approach               A shared vision and set of goals which articulates why numeracy and mathematics is important for all students
                                    A co-ordinated whole school approach to numeracy and mathematics intervention
                                    Providing evidence of numeracy in an interdisciplinary context
                                    Providing evidence that there is understanding of the nature of mathematics, in order to determine what is taught, and to ensure that
                                       exclusion of some students does not occur
                                    Provision of resources and professional learning in order to support purposeful teaching contexts, team teaching and collaborative
                                       opportunities to report on student progress

                               Questions for school leaders:
                                   How can you assist the school community to formulate an appropriate vision and set of goals in order to improve numeracy and mathematics
                                       for students?
                                   How can numeracy and mathematics intervention most effectively embedded in the school programs?
                               Questions for teachers:
                                   What opportunities can I create to help develop a vision and set of goals that focus on improving numeracy and mathematics outcomes for
Building Leadership Capacity       Having leadership teams which promote curriculum planning that is designed to improve student numeracy and mathematics
                                   Ensuring leadership involvement in and knowledge of what is happening in classrooms
                                   Evidence of high expectations for students and attributes of high quality teaching

                               Questions for school leaders:
                                   How is your staff’s professional learning which focuses on numeracy and mathematics addressed in the Strategic Plan [and Annual
                                       Implementation Plan]?
                                   What professional learning teams need to be established in the school to strengthen understanding to support numeracy and mathematics?
                                   What professional learning support will contribute to a teachers’ learning and student achievement in numeracy and mathematics?
                               Questions for teachers:
                                   What teaching can I share with colleagues to improve their understanding about effective numeracy and mathematics teaching and learning?
                                   What do I need to know more about to build my capacity to support teachers’ numeracy and mathematics teaching and learning?
Building Teacher Capacity          Teachers having classroom structures, routines and tools to deliver differentiated instruction and focussed daily teaching
                                   Teachers knowing, in a precise way the strengths and weaknesses of each student at the point of instruction through accurate
                                       formative assessment
                                   Providing opportunities for all staff to develop knowledge and skills in using multiple data sets to plan for purposeful teaching of

                               Questions for school leaders:
                                   What arrangements need to be made to enable effective intervention support in numeracy and mathematics to occur?
                                   Is consideration given to the need for the teaching of numeracy and the needs of the students?
                               Questions for teachers:
                                   How important is my own attitude towards numeracy and mathematics in building student capacity?
                                   What do we need to know about students’ numeracy practices to scaffold students’ numeracy and mathematics learning?
                                   What might focussed, structured and sequenced sessions look like for my students in numeracy and mathematics
                                   How can I embed ICT into my teaching practice?
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Effective use of data                 Interpretation and use of data to inform instruction through assessment for and of learning.
                                      A differentiated curriculum that is the responsibility of all staff.

                               Questions for school leaders:
                                   How can we share data with staff in a meaningful way?
                                   To what extent do the school’s policies and practices emphasise the importance of improving numeracy and mathematics outcomes through
                                       the use of data?
                               Questions for teachers:
                                   What data is informative, and how do I interpret and use the data to improve my instruction?
                                   How can I effectively use ‘student voice’ and data to inform and evaluate my teaching practice?
Student Intervention               Evidence of teachers knowing the appropriate instructional responses and in particular which instructional strategies to use, and
                                   Evidence of differentiated curriculum
                                   Evidence of students applying mathematical knowledge to solve problems
                                   Evidence that students are challenged at an appropriate level of readiness, interests and learning profiles

                               Questions for school leaders:
                                   How can numeracy and mathematics intervention support, be best coordinated in our school?
                                   Is regular and sustained support and feedback provided to teachers and students?
                                   Are approaches to assessment and evaluation of students’ work for purposes of building student capacity regularly reviewed?
                               Questions for teachers:
                                   What strategies do I use to support and challenge?
                                   What types of questions can I use as a mechanism for scaffolding instruction and endeavour in numeracy and mathematics?

Partnerships for Schools and       Involving parents with shared responsibility of the student Numeracy program
Communities                            Ensuring that strategies are in place for to become familiar with students’ prior school experience and significant life events
                               Questions for school leaders:
                                   How can we work with staff, parents and students to develop a shared language and common understanding for talking about, monitoring
                                       and evaluating students’ progress in Numeracy and Mathematics?
                                   What is the shared language that you and your teaching colleagues have about numeracy and mathematics learning?
                                   What strategies do you use to ensure that your students take responsibility for working and articulating mathematically?

Created on April 2009                                                                                                                                                      11

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