Acknowledgement of Country
Acknowledgement of Country
Embedded Files
We acknowledge and pay our respects to the Traditional Custodians of the lands we share. We pay our respects to their elders past and present, and their ongoing connection to the lands we work, learn and play.
Contents
Contents
2025
2025
Meeting 1 (1st April): Exploring
Meeting 1 (1st April): Exploring
In this session we will unpack:
school Performance Reports
Teacher Judgement data
We will then follow an adaptation of Simon Breakspear's 4E Implementation Lifecycle Phases. The potential actions are below (not yet adapted).
The 4E Implementation Lifecycle Phases
Exploring
Develop a clear and shared understanding of the nature if the problem to be solved
Make evidence-informed decisions on what to implement
Describe the potential benefits and likely investment/effort required
Visit another school or speak to a leader who has already implemented the approach
Learn the core elements via books, videos and podcasts
Consider connections between this change idea and other improvement work that is already under way or in the pipeline
Slides
Reflection Template
Reading: Gathering and interpreting data to identify priorities (Evidence for Learning website)
Meeting 2 (20th May): Experimenting
Meeting 2 (20th May): Experimenting
In this session we will unpack:
DE Lesson Plans to look for embedded assessment opportunities
We will then follow an adaptation of Simon Breakspear's 4E Implementation Lifecycle Phases. The potential actions are below (not yet adapted).
The 4E Implementation Lifecycle Phases
Experimenting
Test and learn by running simple prototypes over short time periods
Engage a design team to trial the approach in the context
Gain real-time and honest feedback from those involved
Map out what structures, time, supports and resources will be necessary for success
Try different ways to communicate the why, what and how of the approach and refine your messaging based on feedback
Slides
Slides
Lesson Plan Example - English
Lesson Plan Example - English
For annotation
Lesson Plan Example - Maths
Lesson Plan Example - Maths
For annotation
Assessment Trial
Assessment Trial
This document is to track assessment strategies and trials.
Meeting 3 (24th June): Experimenting
Meeting 3 (24th June): Experimenting
In this session we will unpack:
DE Lesson Plans videos to look at assessment practices embedded into lessons
School share:
Bunagree Primary School
We will then follow an adaptation of Simon Breakspear's 4E Implementation Lifecycle Phases. The potential actions are below (not yet adapted).
The 4E Implementation Lifecycle Phases
Experimenting
Test and learn by running simple prototypes over short time periods
Engage a design team to trial the approach in the context
Gain real-time and honest feedback from those involved
Map out what structures, time, supports and resources will be necessary for success
Try different ways to communicate the why, what and how of the approach and refine your messaging based on feedback
Slides
Slides
Sharing Protocol and Refined Trial Planner
Sharing Protocol and Refined Trial Planner
Click on the image to access the document that has all the protocols for this session.
Checks for Understanding embedded into lesson planning
Checks for Understanding embedded into lesson planning
Meeting 4 (19th August): Expanding
Meeting 4 (19th August): Expanding
As an alternative meeting style Paul and I offered to support schools individually with any of the following:
- Unpacking NAPLAN and Teacher Judgement data within the context of Central Highlands Area small schools
- Observations of Checks for Understanding (strategy of your choice)
- Problem solving around anything related to assessment at your school
- Recording teachers at your school using strategies to share with other schools during our week 9 meeting
Meeting 5 (16th September): Expanding
Meeting 5 (16th September): Expanding
Meeting 6 (28th October): Embedding
Meeting 6 (28th October): Embedding
Meeting 7 (2nd December): Embedding
Meeting 7 (2nd December): Embedding
Archive
Archive
2024
2024
Presentation Slides
Presentation Slides
Term 4 Core Meeting
Term 4 Core Meeting
Protocol 1: NAPLAN Data
Protocol 1: NAPLAN Data
Protocol 2: Setting Targets
Protocol 2: Setting Targets
Sharing from our schools
Sharing from our schools
Formative Assessment Videos
Formative Assessment Videos
This Google Drive folder is an opportunity to share photos, videos and documents of formative assessment in action in your classroom so that we can see these strategies in action.
Data Collection Examples
Data Collection Examples
This Google Drive folder is an opportunity for you to share how you collect student data (deidentified) so that other teachers can see examples of this in practice.
Presentation Slides
Presentation Slides
Term 2 Core Meeting
Term 2 Core Meeting
Hinge Questions video
Using rubrics video
Formative assessment ideas
Practice Principals for Excellence in Teaching Practice
Term 1 Core Meeting
Term 1 Core Meeting
We are looking forward to seeing you online tomorrow afternoon (Tuesday 27th February) for our first ASSIST Core meeting for the year. The focus for tomorrow’s session is around Summative Data: using ASSIST schools’ NAPLAN results and professional dialogue around data tracking tools.
It would be great if you have ideas or exemplars of student data tracking tools or Data Walls you would like to explore or are currently using to share tomorrow afternoon.
ASSIST Term 1 Core meeting 2024.pptxPresentation Slides
Presentation Slides
Professional_practice_note_5_data_walls.pdfUsing Data Walls
Using Data Walls
Professional Practice Note 5: Using Data Walls to Turn Data into Instruction
English Online Reports
English Online Reports
Student History
Here you can see the students individual scores for EOI and MOI.
Access: Student History tab
Learning Gain
Here you can look at individual learning growth over time. Can be sorted by custom tags (e.g. Phonemic Awareness)
Access: Teacher Dashboard > Class Dashboard > Select Tests > select EOI > Modules 1,2,3 (checkboxes) > View Student Results > Student Reports
Item Analysis
Shows student responses compared with the school. Can be broken down by Mode or Task. Can select custom tags (e.g. Phonemic Awareness)
Access: Teacher Dashboard > Class Dashboard > Item analysis icon (magnifying glass) > Student Reports
There are 12 reports for EOI that are outlined in the English Online Interview Guide.
2023
2023
Term 4 Core Meeting
Term 4 Core Meeting
Meeting Slides
Meeting Slides
ASSIST Data Pack
ASSIST Data Pack
Optional Pop Up: Multiplicative Thinking
Optional Pop Up: Multiplicative Thinking
Thank you to those who could attend the optional Pop Up on Multiplicative Thinking. Here are the slides, recordings and feedback form.
If you look at the slides or recording, please fill out the feedback form so we can continue to improve these sessions.
Feedback Form
Term 3 Core Meeting - Multiplicative Thinking Moderation
Term 3 Core Meeting - Multiplicative Thinking Moderation
Feedback Form link:
Feedback Form link:
Term 2 Core Meeting - Place Value Moderation
Term 2 Core Meeting - Place Value Moderation
Feedback Form: https://forms.gle/K1C1XMTHn2g22QYg7
Term 1 Core Meeting
Term 1 Core Meeting
Here is the link to the slides from the Term 1 Core meeting (left) and minutes.
Optional Pop Ups: Trust the Count and Place Value
Optional Pop Ups: Trust the Count and Place Value
Thank you to those who could attend the optional Pop Up on Trust the Count. Here are the slides, recordings and feedback forms.
If you look at the slides or recording, please fill out the feedback form so we can continue to improve these sessions.
Feedback Form
2022
2022
Objective
Objective
That small schools collaborate through a Community of Practice to effectively use formative and summative data to track learning growth and address student academic point of need.
Outcomes
Outcomes
We will form a Community of Practice (CoP) of small schools, supported by the Central Highlands Area School Improvement Team, to:
develop a common problem of practice goal and action plan that is informed by common assessment tools (including PAT and writing moderation)
use Data Walls to track student progress
develop consistency and build accuracy in assigning Victorian Curriculum Teacher Judgement scores by triangulating evidence-based assessment data in literacy and numeracy
improve student learning outcomes
provide greater opportunities for collaboration across schools in the Central Highlands Area irrespective of their physical location (utilising WebEx)
implement consistency in the collection of meaningful data through a common assessment schedule
Success Indicators
Success Indicators
Teachers follow a consistent assessment schedule and assessment practices
Teachers effectively collaborate, including learning from each other, having open discussions, respecting and considering each other’s ideas, providing respectful challenge
Teachers openly share and discuss student data
Teachers support each other to interpret student data
Teachers consider their impact on student learning
Teachers make changes to improve learning growth through a CoP Inquiry process
ASSIST 2022
ASSIST 2022
In 2022, ASSIST will focus on formative and summative assessment in numeracy, specifically the use of open-ended learning tasks and rubrics to encourage student voice and determine next steps for learning. This focus is a result of the feedback received about ASSIST in 2021 and the goals, targets and actions reflected in many of your AIPs.
Summative Assessment: Whole school tracking and planning Term 4, 2022
Summative Assessment: Whole school tracking and planning Term 4, 2022
Vic DET WSW & CH - PAT Workshop_20221024.pdfPAT Analysis for Small Schools
PAT Analysis for Small Schools
Here is a link to the recording: https://drive.google.com/file/d/1JFJ3h4uQjMZ71as2kQD1NS6yNjWCuP0R/view?usp=sharing
Formative Assessment: Differentiation and Learning Sequences Term 3, 2022
Formative Assessment: Differentiation and Learning Sequences Term 3, 2022
25/08/2022
Thank you to those who engaged in our session yesterday afternoon. For those who were unable to participate the link to the recording of the session in below.
The session focused on finding the next point of learning for our students using a work sample from the tasks that were provided in Term 2. We explored how to use the VCAA Learning Progressions, Victorian Curriculum and the Mathematics Curriculum Companion to begin planning a sequence of learning for our students. Relevant links are below. Thank you to Amphitheatre Primary School for letting us use a work sample from one of their students to help guide the session.
If you were unable to attend the session and would like to run a ‘catch-up’ session at your school, please let Alana, Emma or myself know to find a suitable time. We are also available to help in the planning and/or implementing of your learning sequences as part of the ASSIST program.
Our next meeting will be held on Tuesday October 25th (T4W4) where we will be looking at the 2022 NAPLAN Data and making connections between it and our PAT and Teacher Judgement Data (Sem 1).
Meeting Links:
VCAA Learning Progressions - https://drive.google.com/drive/u/0/folders/1ASMThLNvrZE0ZjDEfy1pU6EDQVkVUth6
Victorian Curriculum - Maths - https://victoriancurriculum.vcaa.vic.edu.au/mathematics/curriculum/f-10#level=1
Mathematics Curriculum Companion - https://fuse.education.vic.gov.au/MCC
Term 3 Slide Deck - https://docs.google.com/presentation/d/1JXxIEOmGIByQlvs-Hri2ff8FE5YWmWWVDv-4c72ndMU/edit
ASSIST – Student work Samples - https://tinyurl.com/y4pj33ud
Webex Recording: 2022 ASSIST Meeting - Term 3-20220824 0554-1
Password: 75AdM7tJ
Pop Up PD: Using PAT Assessments Term 2, 2022
Pop Up PD: Using PAT Assessments Term 2, 2022
Meeting Presentation
Meeting Presentation
Vic DET WSW & CH - PAT Workshop_20220601_FINAL.pptxMeeting Recording
Meeting Recording
How to interpret PAT data- ASSIST schools pop up workshop-20220601 0550-1.mp4Numeracy: Using Rubrics to Assess Open Ended Tasks Term 2, 2022
Numeracy: Using Rubrics to Assess Open Ended Tasks Term 2, 2022
13/05/2022
Thank you for your active and enthusiastic participation in our latest ASSIST meeting last Tuesday afternoon. We were very glad so many of you could join and engage in the discussions around our open-ended numeracy tasks and aligning the students' work with the VCAA Numeracy Learning Progressions.
Before the next meeting we ask that you share another open-ended numeracy task with your students and use their work sample, and any discussions you have with them, to track their learning on the Learning Progressions.
We have included some example tasks below that you might like to explore with your students but you are welcome to use others that you are more familiar with if needed.
Please share your student work samples in the google drive so we can explore them together in the next meeting. It is always great to have genuine student samples to help make our discussion and planning richer and more relevant to our work.
Term 2 Work samples can be uploaded to the following google drive location: https://tinyurl.com/y4pj33ud
Example Tasks:
Lower Primary
Task 1: There are seven shirts hanging on a clothesline. Some are white and some are blue. There are no other colours. How many of each colour might there be?
Task 2: I am thinking of a number between 10 and 100. Its tens digit is two less than its units digit. What might the number be? Write all the possible numbers.
Middle Primary
Task 1: One Quarter of a bunch of balloons was red. Draw what the bunch of balloons might look like.
Task 2: The digits in a three-digit number between 300 and 500 add up to 9. What might the numbers be? Write all possible numbers.
Task 3: The number 17 cannot be divided equally by either 2 or 3. What other numbers are not divisible by either 2 or 3?
Upper Primary
Task 1: Lucy wrote fractions that were smaller than one quarter. What fractions might she have written?
Task 2: I am thinking of a number between 0 and 1 with a 7 in the tenths place. What might my number be? (MAV)
Task 3:The numbers 2.8 and 3.05 are part of an arithmetic sequence. What might the sequence be? Give at least 3 possibilities. (Sullivan)
Numeracy: Formative Assessment with Rich and Open Ended Tasks Term 1, 2022
Numeracy: Formative Assessment with Rich and Open Ended Tasks Term 1, 2022
Above the Line and Below the Line - Open Ended Learning Task
Above the Line and Below the Line - Open Ended Learning Task
Thank you to Landsborough Primary School for sharing the footage of the open ended task and student responses.
Note: login with your @education account to view content.
Introduction.mp4Lesson Introduction
Lesson Introduction
Explaining the task.mp4Task Explanation
Task Explanation
Student 1.MOVStudetn 2.MOVStudent 3.MOVStudent 4.MOV
Tooth Count open-ended task - Linton PS
Tooth Count open-ended task - Linton PS
Linton Primary School have had success with this open ended task.
How many teeth do you have? Do all children have the same number of teeth?
Through using this open ended task the teacher was able to identify students experiencing difficulties with their mathematical understanding, for example difficulties with:
counting the teeth without seeing them
identifying the pattern of the teeth and applying strategies such as doubling
categorising different types of teeth
using systems such as graphing or tally marks
To follow up the class worked through one students approach to calculating the total. Then, in follow up lessons used manipulatives to add and multiply numbers and explored data sets and collating data. They also played a game to practice determining unknown quantities: can we count it if we can’t see it? BLACK BOX ACTIVITY- count items with your hands inside a box.
26/4/22
Mathematical Misunderstandings - Linton PS
Mathematical Misunderstandings - Linton PS
Linton Primary School have identified a misunderstanding that has developed as a result of not using concrete materials enough and moving onto complex problems too quickly.
This student (sample to the right) was able to problem solve 4-digit addition problems using the split strategy. However, when instructed to provide written answers they became confused and reverted to their make ten strategy.
The same difficulty was discovered across the year 3 students when provided with MAB to solve addition problems. After reflecting on the teaching of Maths at the school, it was discovered that manipulatives ceased to be used when a child was able to add and subtract to 20 and count aloud by rote to 100.
26/4/22
Number Sense Flowers - Linton PS
Number Sense Flowers - Linton PS
The cohort at Linton Primary School includes F,2,3,4,5. The whole class was given the digits on separate cards: 1,0,2,8,7
Foundation
Students at Foundation were asked to use MAB to write the numbers on a whiteboard and model each digit with counters. They then picked 2 digits to work with and represent on their flower.
Students had difficulty transferring the MAB to written form
Students were able to order numbers
Students had difficulty identifying 1 more and 1 less
Year 2
Students working at Year 2 were asked to model their digit cards and show how many ways they could re-arrange their numbers.
Years 3, 4 and 5
Students working at Year 3-5 were expected to complete all areas of the flower.
Conversations exposed recall of mathematical language not embedded leading to misunderstandings.
All students had difficulty counting by ten from a given number
The task showed some students forgetting zero as a place holder
One student demonstrated their understanding of multiplication and how numbers can be manipulated
26/4/22
Number Sense Flower MICRO Inquiry BLM.docx2021
2021
ASSIST Guide 2021
ASSIST Guide 2021
This guide provides a draft overview of ASSIST. The work undertaken by this Community of Practice adapts to the collective needs of the schools and students.
ASSIST Guide for Principals and Teachers updated09112020.pdfWriting: Sentence Structure Term 3, 2021
Writing: Sentence Structure Term 3, 2021
Bump it up Wall.pdfBump It Up Wall
Bump It Up Wall
A Bump It Up Wall can be used as a student friendly rubric that is displayed on the wall. This makes the success criteria clear to students and allows them to take control of their goals and progress. The ASSIST Sentence Structure and Sentence Fluency Bump It Up Wall can be used:
as worked examples
to promote student agency through self assessment and goal setting
to track learning
with staff to moderate writing
to analyse writing by using the included rubric
If you would like an editable copy please contact alana.jones@education.vic.gov.au.
Student Agency through Bump It Up Walls
Student Agency through Bump It Up Walls
At Trawalla Primary School the ASSIST Sentence Structure Bump It Up Wall is being used to track student progress. Students are allocated one colour dot and each time they achieve a goal they can add a dot of their colour to the Bump It Up Wall. This allows students to see both the goals they have achieved and the other goals at their level that they can work on.
1/9/21
Erin is using a Bump It Up Wall with a clear goal in Number (fractions and decimals), Writing (punctuation) and Reading (expressing and developing ideas) with her senior years students.
Alee is using a clear Bump It Up Wall with one focus for her junior students. She tailored the Bump It Up Wall to her younger audience by using bright colours, motivating words and the analogy of an ice cream to motivate her students to frequently refer to the wall and strive to 'level up' their work.
Teachers at Mount Egerton Primary School created Bump It Up Walls during a Curriculum Day. They combined the work completed through ASSIST with 6+1 Traits and cross references the Victorian Curriculum. There are examples of high levels of work to support students to become higher ability writers. The teachers will be continuing to work on these documents.
1/9/21
Mount Egerton Word choice bump it up wall.docxWord Choice Bump It Up Wall
Mount Egerton punctaution bump it up wall.docxPunctuation Bump It Up Wall
Mount Egerton Organisation bump it up wall.docxOrganisation Bump It Up Wall
Teachers at Shelford Primary School have developed goal cards linked to their teaching approach as well as their observations of what students need most at their school.
1/9/21
Shelford Writing Goals.pdfCase Studies
Case Studies
Amphitheatre Elijah Assist.pptxAmphitheatre
Amphitheatre
Linton sentence reconstruction.docxLinton
Linton
Writing: Sentence Structure Term 2, 2021
Writing: Sentence Structure Term 2, 2021
The ASSIST Community of Practice unpacked student writing data and completed professional learning on analysing, tracking and using teaching practices that respond to writing data. Find out more here.
NAPLAN and Teacher Judgement
2020 Teacher Judgement expected level (F-5)
2020 Teacher Judgement (F-5)
Guttman Charts
Data Walls
Reading Term 1, 2021
Reading Term 1, 2021
20210202 ASSIST Reading Data Question Breakdown - Compiled.xlsxPAT - Reading
Item Analysis
PAT - Reading
Item Analysis
Test 1 - 7
Independent Reading PL
Independent Reading PL
Leslie Tulloch
Learning Module (click on image) - password: reading
Effective Inquiry PL
Effective Inquiry PL
Paula Sprague
What are the elements of an effective collaborative inquiry?
Unpacking PAT Data
Unpacking PAT Data
Tell your site viewers more about yourself. You can include a list of your skills, current job title or future career goals.
PAT - Reading
Item Analysis
PAT - Reading
Item Analysis
Test 1 - 7
20210202 ASSIST Reading Data Question Breakdown - Compiled.xlsxPAT - Reading
Question Database
PAT - Reading
Question Database
Test 1 - 7
ASSIST PAT Reading Test 1ASSIST PAT Reading Test 2ASSIST PAT Reading Test 3ASSIST PAT Reading Test 4ASSIST PAT Reading Test 5ASSIST PAT Reading Test 6ASSIST PAT Reading Test 7ASSIST - Action Plans
ASSIST - Action Plans
Group 1 - Action PlanGroup 1 - Lal Lal, Amphitheatre, Trawalla
Group 2 - Action PlanGroup 2 - Buangor, Cape Clear, Moonambel, Mount Egerton, Natte Yallock
Group 3 - Action PlanGroup 3 - Moyston, Willaura, Landsborough
Group 4 - Action PlanGroup 4 - Linton, Warrenheip
Group 5 - Action PlanGroup 5 - Bungaree, Maroona, Bullarto, Newlyn
Group 6 - Action PlanGroup 6 - Shelford, Rokewood
Reflecting on Action Plans (Breakout Group)
Reflecting on Action Plans (Breakout Group)
look at action plans - Where are you up to? Where to next?
identify students and starting level - How are you going to track growth?
discuss formative assessment options
discuss teaching strategies and sequence
Reflecting on Action Plans (Breakout Group)
Reflecting on Action Plans (Breakout Group)
Reflect on tracking students over the course of the action plan and on progress with student learning. Which teaching strategies had the most and least effect on student learning?
Assessment Schedules Term 4, 2020
Assessment Schedules Term 4, 2020
Examples
Examples
Assessment Schedule 1.docxAssessment Schedule 2.docxAssessment Schedule 3.docxAssessment Schedule 4.docxPage updated
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