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Too many places to put data feeling like it is a tick a box exercise.

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Time it takes to do assessments etc - Check DIBELS 8 there is an Australian version

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CSO expected timelines eg - Wk 4 PM benchmarks. Understand for a point in time data collection strategy but needs to be considered in a practical sense in terms of balancing this with teaching.

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This project is evidence that the CSO want to get it right - intentions are good

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Need more time to fulfil role as Literacy Coordinator (some staff have to act as both Literacy and Numeracy Coordinator for same time allowance); role has grown exponentially over the years with additional testing and then data interpretation, program implementation, etc., but without additional time to do it.

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Lack of understanding of the context of schools and the reality of the time it takes to undertake some assessments.

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Time balance to complete and analyse data - teachers don't want too much time off class but see the need for collecting the data themselves.

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Tension of administering assessments in class - whilst trying to still teach. How to fit it all in? Reponse has been - something has to give eg - part of an English Block while completing PM's - teachers find this hard to 'give up' some teaching time.

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Cosistent scope & sequence

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Competing priorities: what the CSO, ACARA, NESA, CSNSW want as opposed to what we actually need in our schools. e.g. over testing in terms of NAPLAN Online Readiness on top of Practice tests and then the real thing!

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The CSO looking to start this process

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Too many data site e.g. data analytics, student data site and SCOUT.

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Will this be mandated or have some scope for school based context and judgement.

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expected by week 4 each term, can be impossible in some cases.

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Over storage of data
Drive
Analytics
Progressions
Data Site
Data Walls

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CSO openness to receive and act on feedback from schools regarding the usefulness and reliability of data. Data for student growth and system use, not just system use.

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Assessments that are not one offs so we can track growth.

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CSO expected timelines eg Term 4 Week 4 for PAT: this data is more useful for schools at the beginning of the year in terms of informing practice (there are ways around norming data)

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Time

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Even if the assessment gives us the next step in learning, teachers don't necessarily know the most effective pedagogy to use to respond to the data.

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Room for flexibility depending on school context.

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Guidelines/protocols for administration to ensure consistency across the system.

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Data used to inform system of schools who are achieving well and those that need support. For schools that need support, can they be connected with a school that is doing well.

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Data site showing achievement not growth

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Scope to view ongoing data from K-12 across all schools

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Readability of data- for example the Literacy Progression Data on the Student Data Site

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Streamlining expectations and developing clear and manageable guidelines.

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Appropriate time and support (release) to administer assessments such as probe 2.

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Whole schools knowing what is appropriate data to collect.

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How and where the data is kept.

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Getting date from other schools for a specific student

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Lack of knowledge from executive

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Trust between leadership teams, staff and CSO- in terms of constant change

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CSO funding

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Consistency in analysis.

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Student data site - one place to house all data.

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On demand and user friendly tools for data entry

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Consistency in who administers, when, how often etc

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School & staff by-in

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Diversity in context between our 45 schools

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Professional learning support