MiniLit and MultiLit Data
Artefact 1
Artefact 2
Annotation
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The artefacts are a sample of one student’s progress using the MultiLit program and the Chatswood Public School P & C Enhanced Learning Proposal. Why MiniLit and MultiLit? The school, in fulfilling its obligations under the Disability Discrimination Act and Disability Standards, responded to need identified by teachers and data. When is the collection of data relevant to the MiniLit and MultiLit programs? It is important that L3 data, TOWRE-2, PM Benchmark Reading Assessment and MiniLit Placement test are collected during 4th term of the previous year, at the end of Kindergarten, so as to be able to begin the support to be provided to those students requiring it as soon as possible in Year 1. MultiLit Probe and wordlist assessment with TOWRE-2 and PM Benchmark Reading Assessment should occur as soon as a need is identified so support can begin as soon as possible for the student. Data collection throughout the MiniLit and MultiLit programs and TOWRE-2 and PM Benchmarking are important each term to determine the effectiveness of the programs and to suggest future directions of support for students with additional learning needs. How Did the program begin and how is data collected? A submission was taken to the P & C, with the school principal agreeing to fund 3 days of the program. Data is collected regularly throughout the MiniLit and MultiLit programs and dictates the progression of students through these programs. Each term students also have TOWRE-2 and PM Benchmark Reading assessments to further highlight progress and any additional needs in their literacy skills. What is the benefit? There is clear evidence as to the progress of students and this data is used to dictate future learning within the MiniLit and MultiLit programs.
The Significant Impact
The artefacts demonstrate the significant impact to literacy learning the MiniLit and MultiLit programs have. The artefacts also show the whole school community is committed to supporting the learning needs of all students. Meeting the school’s obligations under the Disability Discrimination Act and Disability Standards is clearly evident.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement.
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SEF Connections
Learning Element
Wellbeing - Sustaining and Growing
Data collected as part of the MiniLit and MultiLit programs drives decisions to provide students with opportunities to develop literacy skills relevant to their stages of learning and development.
Student Performance Measures - Sustaining and Growing
The MiniLit and MultiLit program assessments demonstrate student progress. Students’ progress is monitored and changes including tailoring an individual program to cater for students whose needs are greater than the scope of the MiniLit and MultiLit programs can be developed in a timely manner, for example, daily work with an adult on the Whipp program
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Teaching Element
Effective Classroom Practice - Sustaining and Growing
The use of the MiniLit and MultiLit programs allows for regular reflection of the successful teaching and learning taking place as part of these programs. They also demonstrate if a student is struggling with any part of the program so that adjustments can be made quickly to ensure student learning and successful outcomes continue.
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Collaborative Practice - Sustaining and Growing
Improving student outcomes through quality teaching and learning are key elements of the data collection embedded throughout the MiniLit and MultiLit programs.
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Professional Standards - Sustaining and Growing
These programs are evidence based and have been proven to work well in supporting quality teaching and learning to develop student’s literacy skills.
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Data Skills and Use - Sustaining and Growing
By their very nature, the MiniLit and MulitLIt programs incorporate data analysis in the planning and learning. External to the MiniLit and MultiLit programs data is analysed from L3, TOWRE-2 and Benchmarking to direct the programs including which students are exhibiting the highest need and student groupings.
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Leading Element
Leadership - Sustaining and Growing
The use of the MiniLit and MultiLit data along with L3 data, TOWRE-2 and PM Benchmarking are examples of how Chatswood Public School solicits feedback from internal school sources. The use of the MiniLit and MultiLit programs demonstrates how we address this feedback.
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Management Practices and Process - Sustaining and Growing
The MiniLit and MultiLit programs allow for a streamlined, yet flexible process, alongside other processes within the school to collect data to be used to assist in catering for students requiring additional support to develop literacy skills.
School Planning, Implementation and Reporting -Sustaining and Growing
The school and P & C jointly funding a fulltime teacher in a learning and support teacher role to support students with identified need to increase their literacy skills is testament to the whole school community’s understanding of the school’s expectations and aspirations for improving student learning across the school community. This is a data driven initiative.
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Please check the link below re: School Excellence Framework