4. Systematic DATA Collection & Review
Artefacts
Overall Annotation
IMPACT ON THE SCHOOL: For a large school the systematic collection of data is essential for continued growth, organisation, review of learning programs, the setting of new targets and accountability to the school community. To achieve this Chatswood Public School incorporates a wide range of data collection tools and uses these to systematically assess and refine teaching programs and assess student achievement.
Why and How: Literacy, Language and Learning (L3) is an evidence based approach to teaching Literacy from K-2. Teachers are trained for 2 years on how to implement L3 into their classrooms. Chatswood Public School uses PLAN (Planning Literacy and Numeracy) and Sentral tracking software twice a year to plot all students on the literacy and numeracy continuums. Plan is designed to support the teaching and learning cycle. It promotes elements from all dimensions of the Quality Teaching Framework. CPS performs at a very high level academically. This is reflected in external data such as NAPLAN. The school is consistently among the higher achievers in the state. Chatswood Public School participates on an annual basis in the Tell Them from Me surveys. Students take the Tell Them From Me student survey biannually in terms 1 and 4. In term 4, teachers participate in the Focus on Learning teacher survey and parents are invited to contribute to the Partners in Learning parent survey. Internal Surveys, conducted through SurveyMonkey, have been utilised at Chatswood Public School as an unbiased approach to decision making regarding quality teaching and practice, and staff welfare. As part of our collection of data in preparation for the Nationally Consistent Collection of Data (NCCD), Chatswood Public School has provided professional development to classroom teachers coupled with efficient and thorough record keeping through the creation of a CPS Record of Adjustment form.
What and When: L3 requires data to be submitted every 5 weeks by the classroom teacher. The data consists of 3 parts; reading levels, vocabulary knowledge and sound knowledge. All teachers from Stage One to Stage Three use PLAN and Sentral tracking software at the end of Term 2 and Term 4 to plot their students on the continuums. Early Stage One teachers administer and record Best Start at the beginning of each year and plot their students each Term using PLAN software. Targeted students participate in Minilit and MultiLit programs to maximise student outcomes in literacy. In NAPLAN we can usually expect around 70% or more of our students being in the top 2 bands across the board and around 5% of students being in the bottom 2 bands or below National Minimum Standards, with around 70% of students achieving equal to or greater than expected growth from Year 3 to Year 5. The school community is advised of achievement in NAPLAN through P&C meetings and the Annual School Report. The TTFM and Focus on Learning surveys provide valuable, up to date data, on school performance in relation to all three aspects of the School Excellence Framework, Learning, Teaching and Leading, from the perspective of students, teachers and parents. Internal Surveys conducted between 2016 and 2017 include the Quality Teaching Round 2016 survey, the Teacher Literacy 2016 survey and the Staff Welfare 2017 Term 1 survey. The collection of NCCD data is collaboratively completed by classroom teachers and the Learning Support Team.
The Significant Impact
Teachers have used L3 data as well PLAN and Sentral Tracking data to inform their teaching and ensure there is a smooth transition academically from year to year. Student needs are further identified via teacher professional judgement and examining L3 data followed up with further assessment. Despite our excellent NAPLAN results, Chatswood Public School is continually looking for ways to improve our teaching and learning programs, target particular students and areas for professional development. Minilit and Multilit programs demonstrate whole school commitment to support the learning needs of students and to meet our obligations under the Disability Discrimination Act. The data from the TTFM and Focus on Learning surveys has contributed to reporting and self-assessment of current initiatives as well as identification of areas of need that can focus future planning. Analysis of our internal surveys has enabled us to ascertain how well certain areas of school environment and professional development are performing and where some areas are in need of further development. NCCD data has proved a valuable source of information and is utilised during the annual transition to the new school year for both students and teachers as well as a data collection tool to assess student progress.
Analysis
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In our self-assessment process the leadership team analysed a range of evidence to support our judgement. The evidence set shows the school’s commitment towards building effective systems for Data Collection and Review. The evidence sets also shows the strong commitment the school has to building a data informed culture within the school which is used to inform key decisions.
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SEF Connections
In regards to Learning Culture, Chatswood Public School is Excelling. Survey results indicate a school-wide collective responsibility for student learning and success. Students at CPS value school outcomes, have positive homework behaviours and are interested and motivated. Our learning environment is one focused on positive, respectful relationships existing between students and staff that promote studens wellbeing and ensure good conditions for student learning.
In regards to Wellbeing, Chatswood Public School is Sustaining and Growing. Survey results indicate that quality teaching and professional practice are evident in CPS’s learning environment, providing students with opportunities to connect, succeed and thrive. Students feel safe and feel they have positive teacher-student relationships.
In regards to Curriculum and Learning, Chatswood Public School is Sustaining and Growing. There are systematic programs, such as L3 and other processes such as the analysis of NAPLAN/Smart data that are used to identify and address student learning needs. The school actively collects and uses information on PLAN and Sentral Curriculum Tracking to support students successful transitions and inform classroom programs. CPS Record of Adjustment form is utilised not only as supportive evidence required for NCCD lodgement, but as source of information that supports students successful transitions from year to year. Survey results indicate that extra-curricular opportunities are significant and are highly commended and supported by both teachers and parents.
In regards to Assessment and Reporting, Chatswood Public School is Sustaining and Growing. Parent survey results indicate parents have an understanding of what their children are learning and receive regular information to support progression to the next level. The school has analysed school performance data and a range of other contextual information and is aware of trends in student achievement levels. Assessment data to monitor achievements and gaps in student learning are used extensively to inform planning for particular student groups and individual students.To support this analysis the Learning and Support Team communicate survey results to school leaders and teachers so they can incorporate them in their planning for learning.
In regards to Student Performance Measures, Chatswood Public School is Sustaining and Growing.The school achieves excellent results in all areas of NAPLAN. The school community is presented with clear and precise summaries of our achievements which highlight the high levels of performance of our students. The school achieves excellent value-added results, and/or most of its students achieve at high levels of performance on external performance measures. Analysis of L3 program data indicates our students achieving minimum standards with around 20% achieving a high level of performance. Clear processes, such as using PLAN software with accompanying timelines, direct school activity towards effective implementation of the school plan. The MiniLit and MultiLit program assessments further demonstrate student progress. Students’ progress is monitored and changes including tailoring individual program to cater for students are developed in a systematic and targeted way based on multiple sources of data.
In regards to Effective Classroom Practice, Chatswood Public School is Sustaining and Growing. The Learning and Support Team uses student data and feedback to evaluate the effectiveness of CPS’s teaching practices and our current programs.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. It provides provide explicit, specific and formative feedback to students on how to improve.
In regards to Data Skills and Use, Chatswood Public School is Sustaining and Growing. The school leadership team engages the school community in reflecting on student performance data. The Learning and Support Team communicate survey results to school leaders and teachers so they can incorporate in their planning for learning. Gaps in performance are identified through data collection and programs implemented. The data collected and recorded during MultiLit lessons highlight areas of progress and skills for improvement.
In regards to Collaborative Practice, Chatswood Public School is Sustaining and Growing. Teachers work together, in our Teaching and Learning cycle meetings to improve teaching and learning for all students. These include development of whole school programs based on review of NAPLAN data, tracking student progress in PLAN/Sentral and in literacy through analysis of L3 data. The Learning Support Team works collaboratively with classroom teachers on completion of the CPS Record of Adjustment. Further collaboration is seen in the regular assessments and data collection embedded within the MiniLit and MultiLit programs.
In regards to Professional Standards, Chatswood Public School is Sustaining and Growing. Survey results indicate that teachers work together to improve teaching and learning in their year groups and stages. Through the use of internal surveys and quantitative data analysis unbiased constructive professional discussions take place in order to plan for improved learning experiences for staff and students. In the Teacher Literacy 2016 survey it was overwhelmingly reported that staff at Chatswood Public School were employing multiple strategies in order to teach different aspects of NSW English Syllabus Outcomes. The 2016 QTR internal survey was conducted with overwhelming positive results. Teachers use the assessments and assessment data in responsible and ethical ways to follow school goals to cater for all students. Whole school initiatives such as L3 and the Multilit programs are used to support the learning needs of students.
In regards to Leadership, Chatswood Public School is Sustaining and Growing. The school has productive relationships with external agencies, such as an L3 trainer to improve educational opportunities for students. Through the undertaking and analysis of TTFM student, teacher and parent surveys, CPS solicits and addresses feedback on school performance. Our Internal surveys have been instrumental in planning ongoing curriculum provision and the recruitment of high quality staff. In particular the QTR Survey 2016 and the Teacher Literature Survey 2016 have been implemented to evaluate current teaching pedagogies and provide input for further professional development.
In regards to School Planning, Implementation and Reporting, Chatswood Public School is Sustaining and Growing. The extensive use of data across the school shows a broad understanding amongst staff of our targets, expectations and programs being implemented to improve student learning. Monitoring and review of our processes are embedded in school practice to improve student learning and to effectively implement the activities outlined in the school plan. The school demonstrates to the school community its ongoing monitoring, evaluation and review of our achievements, school priorities and targeted strategies for improvement.
In regards to Management Practices and Processes, Chatswood Public School is Sustaining and Growing. The school achieves excellent results in all areas of NAPLAN and teachers analyse results to develop targeted classroom programs to improve standards. The school community is presented with clear and precise summaries of our achievements which highlight the high levels of performance of our students. The TTFM surveys allow opportunities for students and the community to provide constructive feedback on school practices and procedures.
Future Direction
Learning Elements
The effective collection and use of data is essential for our school accountability and ongoing review of learning programs. The school will continue to use a wide range of data collection systems to enhance school learning and establish future directions. Parents and community will have access to relevant data and provide input to strategic directions where required.
Data from Sentral, TTFM and Focus on Learning surveys, as well as targeted Survey Monkey review surveys will continue to be used as a tool to collect evidence for the review of ongoing programs and to establish new directions.
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Teaching Elements
Sentral tracking will be used more extensively as we use the data from the establishment of this system to inform classroom programs. Teachers will receive ongoing support and training in its use for profiling student progress and establishing effective workgroups based on prior and ongoing student achievement. This will be enhanced with data from L3 and our multi-lit/mini-lit programs and will form the foundation of efforts to establish Visible Teaching and Learning practices across the school.
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Leading Elements
As a large public school, Chatswood is fortunate to have the resources and capability to establish and maintain leading programs to improve student outcomes and the quality of its teachers. Leadership teams will be formed according to the needs of new school directions and projects which will be guided by the rich data we collect via Sentral tracking, specific assessment data from programs like L3 and feedback about the effectiveness of programs to increase quality teaching practice such as QTR rounds. The use of Google Drive applications to collect data for NCCD, on-going teacher review, teaching program assessment and targeted review surveys will be expanded and further established into our regular practice after successful implementation in 2016. Staff members with expertise in these areas will provide leadership and on-going support to staff as we expand existing systems to increase our capacity to use data in specific ways to improve outcomes across the school.