Data & Intervention Team

Last year we established a data and intervention team that works to collect data on student learning progress and to plan next steps in learning and learning support for individual students and groups of students. The team meets on Wednesday morning before school to plan interventions and next steps, always seeking to use available data to validate decisions.

Improved use of data in schools allows us to:

Better understand where individuals and groups of similar individuals are with their learning.

Plan next steps in learning, based on evidence rather than a ‘hunch’.

Quickly provide expert support and high-impact teaching and learning strategies for individual students who require support and/or extension.

Promote a collective responsibility for student learning.

Plan targeted professional learning that focuses on improved teaching practice and on high impact strategies for those requiring literacy, numeracy and other support.

Data and Intervention Team Members

Alison Sutton, Tom Pulver and Clinton Lough collect, process and publish student learning and wellbeing data to make it visible, accessible and easily interpreted. This includes the use of multiple technologies to measure and track achievement and growth, and Data Walls to display individual student data.

Colleen Rainbird (maths), Vicki Kenny (maths), Jacqui Galvin (literacy), Kylie Campbell (psychologist), Tara McCarthy (reading), Karen Murray (careers), Kira Lough (middle school) and Michelle Shaw (learning support) provide expert input to the meeting and are the key leaders of interventions and supports for students.

Leadership team members Christie Scoble, Alison Sutton, Shane Fuller and Caitlin Fahey are collectively charged with driving and improving the informed use of data to improve instruction, and devote much of their work time to this purpose. This focus is strongly supported by evidence from leading educational researchers (See Lyn Sharratt & Michael Fullan article here): the next step in education is recognition of teachers’ major responsibility being to work collaboratively with other educators and students to collectively maximise student learning, using data and expert input to plan improved instruction, one student at a time.