Analysis of variance reporting - · PDF fileMinistry of Education | Analysis of variance reporting Analysis of variance reporting ... A literacy professional development project will

Ministry of Education | Analysis of variance reporting

Analysis of variance reporting

Analysis of variance reporting

School name: Plimmerton School number: 2960

Objective 1: Reading

Focus: - Students

Strategic goals: - Improve outcomes for all students, with a particular focus on priority learners

- Continue to improve student resilience and respectful relationships

Annual goals and targets:

1) By the end of 2015 96% of Plimmerton School students as a whole will be achieving at or above the National Standards in Reading

2) To target a number of groups of students who are achieving below the National Standards in Reading to achieve At the National Standards by the end of the year:

- 6 x Year 2 students (2 boys/3 girls) - 3 x Year 3 students (3 boys) - 1 x Year 4 students (1 boy) - 7 x Year 7 students (5 boys/2 girls) - 3 x Year 8 students (3 boys)

Baseline data/rationale:

94.4 % of Plimmerton School students achieved at or above the National Standards Reading in 2014. This result was below the 96% target set for the year. There is a possibility that the 96% school wide target is close to an achievable ceiling when ORRS and ESOL students are included in the overall result. The targeting of groups of students that are close to the border of being below or at the standard to bolster overall school achievement proved effective in 2014. The strategy of setting an overall school target for Reading along with the targeting of specific groups with potential for improvement will be repeated in 2015. A literacy professional development project will continue in 2015 and the school will enter the second year of the Accelerated Literacy Learning project.


Tātaritanga raraunga

Results

Boys Well Below 0%

Girls Well Below 0%

Boys Below 4%

Girls Below 2%

Boys At 20%

Girls At 15%

Boys Above 22%

Girls Above 37%

2015 Reading National Standards - Whole School



Target Group

Results

Year Group/Gender

Targeted Students Below the Standard November 2014


Targeted Students At the Standard End of 2015

Targeted Students Above the Standard End of 2015

Success Percentage

Year 2 Girls 4 1 2 0 66% (1 student left)

Year 2 Boys 3 0 3 0 100%

Year 3 Boys 3 0 3 0 100%

Year 4 Boys 1 1 0 0 0%

Year 7 Girls 2 2 0 0 0%

Year 7 Boys 5 1 4 0 80%

Year 8 Boys 3 1 2 0 66%



2015 National Standards Reading Results – All Students

Reading All Years 1-8

Well Below Below At Above Total

No % No % No % No % No

All Students

Male 1 0% 20 8% 107 44% 116 48% 244

Female 2 1% 10 4% 83 32% 166 64% 261

Total 3 1% 30 6% 190 38% 282 56% 505

Maori

Male 1 4% 4 17% 15 63% 4 17% 24

Female - - 1 3% 16 55% 12 41% 29

Total 1 2% 5 9% 31 58% 16 30% 53

Pasifika

Male - - 1 13% 5 63% 2 25% 8

Female - - - - 1 17% 5 83% 6

Total - - 1 7% 6 43% 7 50% 14

Asian

Male - - 3 25% 7 58% 2 17% 12

Female - - 1 11% 3 33% 5 56% 9

Total - - 4 19% 10 48% 7 33% 21

MELAA

Male - - 1 50% 1 50% - - 2

Female - - - - - - 2 100% 2

Total - - 1 25% 1 25% 2 50% 4

Other

Male - - - - - - - - -

Female - - - - - - - - -

Total - - - - - - - - -

NZ/European Male - - 11 6% 79 40% 108 55% 198



Actions (what did we do?) Outcomes (what happened?) Reasons for the variance (why did it happen?)

Evaluation (where to next?)

Continued to focus on Literacy Development in 2015 and dedicated 2 units to the leadership of this project.

Participated in the second year

of the Accelerated Literacy

Learning programme.

Gave priority to the provision

of Reading Recovery and

continued to employ an

additional R.R. teacher (part

time).

Provided support to students

causing concern with a

particular focus on those in the

target groups.

Regularly monitored student

progress and modified

programmes accordingly

Implemented a digital learning

strategy that required reading

of digital content.

Purchased high interest reading

materials with a focus on

students in target groups

Undertook professional

development in relation to the

development project

See results above.

At the end of 2015 93.4% of

Plimmerton School students

achieved at or above the

National Standards in

Reading. This fell short of

the overall target of 96%,

but the target was a stretch

target. This was also a 1%

drop on the 2014 result.

Success was met with

targeted students with 70%

of targeted students

achieving at or above the

National Standard for

Reading.

The overall school reading target of

96% of students reading at or

above the National Standards by

the end of 2015 was not met and

fell short by 2.6%. Included in the

group who did not achieve the

standard are Special Needs

students, ESL students and a few

perennials who have had had

significant resources applied but

have proved difficult to move to

the standard.

Success rates for the achievement

of targets for the various target

groups ranged from 0% - 100%

with an overall success rate of

70%. The results indicated that the

targets were both aspirational and

appropriate. In general, students

who were considered to be most

likely to benefit from the additional

resources were targeted although

a few perennials again proved

difficult to move.

Recommendations

Repeat the 2015 Scenario in 2016

Maintain an overall whole school achievement stretch target for National Standards @ 96%

Continue to target groups of students who are considered to best benefit from additional resources and those who have made improvements but are at risk of falling back.

Identify and target Maori students who are underachieving in Reading.

Ensure that all year groups are represented in selected target groups.

Participate in the 3rd year cycle of the Accelerated Literacy Learning contract.

Continue to refine and apply strategies used in 2015.




Objective 2: Writing

Focus: - Students




1) By the end of 2015 87% of Plimmerton School students as a whole will be achieving at or above the National Standards in Writing

To target a number of groups of students who are achieving below the National Standards in Writing to achieve At the National Standards by the end of the year: - 14 x Year 2 students (7 boys/7 girls) - 17 x Year 3 students (14 boys/3 girls) - 9 x Year 4 students (8 boys/1 girl) - 8 x Year 5 students (7 boys/1 girl) - 6 x Year 6 students (3 boys/3 girls)


85.1 % of students achieved at or above the National Standards in Writing in 2014. This result very slightly exceeded the school wide target for the year that was set at 85%. We believed there was room for continued school wide improvement and this would be be best achieved by targeting groups of students who are either just below the standard or those who have just met the standard and are at risk of falling below. The strategy of setting an overall school target for Writing along with the targeting of specific groups with potential for improvement was repeated in 2015. A literacy professional development project continued in 2015 and the school completed the second year of the Accelerated Literacy Learning project. We also hoped that the introduction of the new Digital Learning Strategy would have a positive influence on Writing performance, specifically in Years 5-8.



Results

Boys Well Below 0%

Girls Well Below 0%

Boys Below 10%

Girls Below 3%

Boys At 31%

Girls At 29%

Boys Above 7%

Girls Above 20%

2015 Writing National Standards - Whole School



Target Group Results

Year Group/Gender Targeted Students

Below the Standard

November 2014

Targeted Students

Below the Standard

End of 2015

Targeted Students

At the Standard

End of 2014

Targeted Students

Above the Standard

End of 2014

Success Percentage


Year 2 Boys 7 2 5 0 71%

Year 3 Girls 3 0 3 0 100%

Year 3 Boys 14 6 8 0 57%

Year 4 Girls 1 0 1 0 100%

Year 4 Boys 8 5 3 0 37.5%

Year 5 Girls 1 1 0 0 0%

Year 5 Boys 7 6 1 0 14%


Year 6 Boys 3 2 1 0 33%



2015 National Standards Writing Results – All Students

Writing All Years 1-8



All Students

Male 1 0% 51 21% 158 65% 34 14% 244

Female 2 1% 15 6% 144 55% 100 38% 261

Total 3 1% 66 13% 302 60% 134 27% 505

Maori

Male 1 4% 10 42% 12 50% 1 4% 24

Female - - 1 3% 20 69% 8 28% 29

Total 1 2% 11 21% 32 60% 9 17% 53

Pasifika

Male - - 1 13% 6 75% 1 13% 8

Female - - - - 4 67% 2 33% 6

Total - - 1 7% 10 71% 3 21% 14

Asian

Male - - 5 42% 6 50% 1 8% 12

Female - - 1 11% 4 44% 4 44% 9

Total - - 6 29% 10 48% 5 24% 21

MELAA

Male - - 2 100% - - - - 2

Female - - - - 1 50% 1 50% 2

Total - - 2 50% 1 25% 1 25% 4

Other

Male - - - - - - - - -

Female - - - - - - - - -

Total - - - - - - - - -

NZ/European

Male - - 33 17% 134 68% 31 16% 198

Female 2 1% 13 6% 115 53% 85 40% 215

Total 2 0% 46 11% 249 60% 116 28% 413





Continued to focus on Literacy Development in 2015 and dedicated 2 units to the leadership of this project.

Appointed 2 very capable and experienced leaders to the role

Participated in the second

year of the Accelerated

Literacy Learning

programme.

Provided teachers with

professional development in

effective writing programmes

and spelling programmes

Provided support for

students causing concern

with a particular focus on

those in the target groups.



programmes accordingly

Implemented a digital

learning strategy that

involved writing using a

digital device

Used explicit teaching of

needs of target group.

See results above.

At the end of 2015, 86.3%

of Plimmerton School

students achieved at or

above the National

Standards in Writing. This

result fell very slightly short

of the target of 87%. This

result represented a 1.2%

improvement on the 2014

result which in turn was a

2% improvement on 2013.

Success was met with

targeted students with 52%

of targeted students



Writing.

There was virtually no variance

between the overall school

writing target of 87% of

students achieving at or above

the National Standards.

The success rate for the target

groups varied hugely as a result

of the varying challenges within

the target groups. Distribution

of resources also varied and the

Year 3 group received

significant support as a result of

the ALL project.

Teacher Aide support focussed

on working with writing target

group students.

Recommendations

Repeat the 2015 Scenario

Retain the whole school achievement target at 87%.

Continue to target groups of students who are considered to best benefit from additional resources and those who have made improvements but are at risk of falling back.

Apply digital learning strategies to engage and improve writing outcomes for all learners.

Identify and target

underachieving Maori

students and deliver specific

culturally appropriate

interventions to raise

achievement of this group.



Objective 3: Oral Language

Focus: - Students




1. To target two groups of junior students who are achieving below the National Standards in Reading and Writing to develop their Oral Language and Phonological Awareness as a basis to raise achievement against the National Standards:

- 9 x Year 1 students (6 boys/3 girls) - 5 x Year 2 students (2 boys/3 girls)


Effective literacy programmes in the junior classroom include daily explicit teaching of oral language and phonic skills, with individual or small group lessons for older children who are still at the earlier levels of literacy acquisition. Children need to have a range of basic phonics strategies so they can easily work out new words in reading and spelling. They need to have good phonological awareness and be able to hear and discriminate sound, hear rhyme and rhythm, alliteration and sound breaks.


Year Group/Gender


Targeted Students Below the Standard End of 2015



Success Percentage

Year 1 Girls 3 1 2 0 66%

Year 1 Boys 6 1 5 0 83%

Year 2 Girls 3 0 3 0 100%

Year 2 Boys 2 0 1 0 100% (1 student left)






Used phonological assessment on entry and as they complete teaching each of the stages

Teachers trained in Yolanda Soryl phonics methods

Targeted students were monitored using the phonics assessment

Students were supported through a small group – withdrawal supported by T.A. Rachel focussing on oral language and phonological awareness

ESOL support boosted.

See results above.

Small numbers in the target

groups (sometimes 1) meant

the results impacted

significantly on the data.

A Year 2 girl had learning

difficulties in all areas and

made limited progress

A Year 1 boy wass ESOL. He

made some progress and

continues to receive support

in all areas.

Recommendations

Continue to use the Yolanda Soryl phonics programme.

Use targeted groups when teaching phonics

Use Teacher Aide support in class when teaching phonics

Establish clear links between phonics lessons and reading and writing programmes

Mixed ability groups used to provide models for students who are struggling.

Ministry of Education | Tātaritanga raraunga Page 13



Objective 4: Mathematics

Focus: - Students




1) By the end of 2015 92% of Plimmerton School students as a whole will be achieving at or above the National Standards in Mathematics

2) To target a number of groups of students who are achieving below the National Standards in Mathematics to achieve At the National Standards by the end of the year:

- 7 x Year 2 students (3 boys/4 girls)


- 3 x Year 4 students (3 boys)

- 3 x Year 5 students (1 boy/2 girls)







90.6 % of students achieved at or above the National Standards in Mathematics in 2014. It was considered there was room for further school wide improvement and this would be best achieved by targeting groups of students who were either just below the standard or those who have just met the standard and were at risk of falling below. The strategy of setting an overall school target for Maths along with the targeting of specific groups with the potential for improvement was repeated in 2015.The Mathematics Development project ended in 2014 but the initiatives were maintained and monitored.

Results

Boys Well Below 0%

Girls Well Below 0%

Boys Below 6% Girls Below

5%

Boys At 20%

Girls At 24%

Boys Above 23%

Girls Above 22%

2015 Mathematics National Standards - Whole School




Year Group/Gender Targeted Students Below the Standard November 2014

Targeted Students Below the Standard End of 2015



Success Percentage


Year 2 Boys 3 2 1 0 33%

Year 3 Girls 3 0 3 0 100%

Year 3 Boys 3 2 1 0 33%

Year 4 Boys 3 3 0 0 0%

Year 5 Girls 2 2 0 0 0%

Year 5 Boys 1 1 0 0 0%


Year 6 Boys 4 3 1 0 25%

Year 7 Girls 5 3 2 0 40%

Year 7 Boys 6 4 2 0 33%

Year 8 Girls 4 0 3` 1 100%

Year 8 Boys 3 2 1 0 33%



Mathematics All Years 1-8



All Students

Male 1 0% 27 11% 99 41% 117 48% 244

Female 2 1% 25 10% 120 46% 114 44% 261

Total 3 1% 52 10% 219 43% 231 46% 505

Maori

Male 1 4% 10 42% 9 38% 4 17% 24

Female - - 4 14% 14 48% 11 38% 29

Total 1 2% 14 26% 23 43% 15 28% 53

Pasifika

Male - - - - 4 50% 4 50% 8

Female - - - - 4 67% 2 33% 6

Total - - - - 8 57% 6 43% 14

Asian

Male - - 2 17% 4 33% 6 50% 12

Female - - - - 5 56% 4 44% 9

Total - - 2 10% 9 43% 10 48% 21

MELAA

Male - - - - 1 50% 1 50% 2

Female - - - - 1 50% 1 50% 2

Total - - - - 2 50% 2 50% 4

Other

Male - - - - - - - - -

Female - - - - - - - - -

Total - - - - - - - - -

NZ/European

Male - - 15 8% 81 41% 102 52% 198

Female 2 1% 21 10% 96 45% 96 45% 215

Total 2 0% 36 9% 177 43% 198 48% 413





Selected target groups of

students who were achieving

below the standard or just

above the standard and who

had the potential to shift.

Syndicates analysed data to

identify the individual students

that make up these groups.

Maintained emphasis on

National Standards

implementation and

moderation.

Maintained dynamic grouping

and cross syndicate grouping

for mathematics.

Provided support to students

causing concern with a

particular focus on those in the

target groups.



programmes accordingly.

See results above

At the end of 2015, 88.8 %

of Plimmerton School

students achieved at or

above the National

Standards in Mathematics.

This was 3.2% below the

target and a 1.8% reduction

on the achievement from

2014

Limited success was met

with targeted students with

37% of targeted student



Mathematics.

Some of the students chosen

to target had struggled for a

long period of time

There needed to be more

inter-syndicate collaboration

to share information

Absenteeism was a problem

in a couple of cases

Recommendations

Repeat the 2015 Scenario

Retain the whole school achievement target for 2015 at 92%.

Teams to work collaboratively across the school to support target students

Dedicate more time to support teachers in class with target students

Enlist outside agencies where necessary.



School name: Plimmerton School Number: 2960

Objective 5: Digital learning

Focus: - Students




1) By the end of 2015 Plimmerton School students in Years 1-8 will have regular daily access to a digital device at school

2) The use of digital devices will improve the quality of student writing


In 2015 Plimmerton School launched a new digital strategy that aimed to achieve high levels of motivation and engagement for all students through the use

of I.C.T. (refer ‘Plimmerton School Digital Learning Strategy’ and ‘Plimmerton School Digital Learning Implementation Plan 2015 -2017’). The digital learning

strategy aims to improve the quality of student writing, improve reading performance through broadened opportunities and exposure to a greater range of

genre and improve student performance in mathematics through digital exploration and practise. Success of the strategy is dependent on high levels of

quality professional development for teachers and commitment from staff





Implemented the Digital Learning Strategy Implementation Plan – Stage 1 ( refer separate plans)

Purchased Chromebooks for all Year 5/6 students and for students in Years 7/8 who were unable to supply their own.

Maintained a whole school has a focus on ‘Staying safe online’

Established Google accounts for all Year 5–8 students including Google drive/ Gmail access

Provided intensive Professional Development for teachers

Provided student instruction in using equipment and educational software

Provided a flow of information for parents

As per objectives 1 & 2 - see

results above.

In the overview, 2015

Reading performance

dropped by 1% and Writing

performance improved by

1.2%

These variances are small and

are not significant to relate to

any specific action at this

time

Implementation of the Digital

Strategy did track exactly to

plan and was enthusiastically

received by students, staff

and parents.

Work to implement the

digital strategy started at the

beginning of the year but did

not reach full momentum

until mid-year

Teachers were on a steep

learning curve and learned a

great deal during the year.

Full evaluation of the

effectiveness of the Digital

Learning will take some time

and will need to be broad

based.

Maintain the momentum and

implement Stage 2 of the

Digital Learning Strategy in

2016

Continue the leadership

arrangements and extend

them to include Year’s 1 – 4.

Maintain the emphasis on

teacher professional

development.

Participate in the ‘Learning

with Digital Technologies’

contract.

Develop a program of

syndicate based teacher

inquiry to evaluate the

effectiveness of development

initiative teaching strategies

Maintain a flow of

information and education

for parents



School name: Plimmerton School Number: 2960

Objective 6: Maori Students - Mathematics

Focus: - Students



To raise the achievement of Maori students (all levels) in mathematics to be commensurate with other students at Plimmerton School


In 2014 the school targeted Maori student achievement in mathematics. By the end of 2014, 21% of Maori students were achieving ‘Below the Standard’ in

Mathematics compared with 9% of the whole school population (a difference of 12%) and 56% of Maori students were achieving ‘At the Standard’ compared

with 44% of the whole school (also a difference of 12%). This represented a worsening of the 2013 situation and necessitated a repeat of the target and

refocussing of the strategies to achieve the target



Results

0.00%

5.00%

10.00%

15.00%

20.00%

25.00%

30.00%

35.00%

40.00%

45.00%

50.00%

Well Below Std. Below Std. At Std. Above Std.

1.90%

26.90%

42.30%

28.80%

0.60%

10.70%

43.20% 45.60%

Pe

cen

tage

2015 Mathematics National Standards Maori vs Whole School

Maori

Whole School





Teachers were encouraged to

ensure Maori student were

engaged in mathematics in

the class setting

We promoted a strong

relationship building

programme across the school

Encouragement was given to

teachers to give special

consideration to cultural

sensitivities and the learning

styles of Maori students

Syndicate streaming for

maths occurred in Years 3-6

A limited amount of

additional maths resources

were acquired to support

students in the target groups

At the end of 2015:

1.9% of Maori students (1 x

new student) was ‘Well

Below the Standard’

compared with .6% of the

whole school

26.9% of Maori students

were ‘Below the Standard’

compared with 10.7% of the

whole school


were ‘At the Standard’ - very

close to 43.2% for the whole

school


were ‘Above the Standard’

compared with 45.6% of the

whole school.

The target was far from

achieved

The target was not met and

in fact as a total group, Maori

achievement in maths

worsened

As the number of Maori

students is relatively low,

transient students have a

significant impact on

outcomes for the total

cohort. Some able students

left the school at a significant

number of ‘strugglers’ joined

during the year

The reasons for the results

are not always clear but we

will need to increase our

efforts in an attempt to

reverse this concerning trend.

Recommendations

Offer a unit for leadership in

the area of Maori

achievement and learning

Target Maori learning in all

curriculum areas.

Review, redefine and

develop a school wide

Tikanga Maori programme to

provide sequential te reo me

tikanga Maori learning for all

students

Create a culturally

appropriate and responsive

context for learning using

Manaakitanga, Mana

motuhake,

Whakapiringatanga,

Wānanga, Ako and

Kotahitanga.

Develop a program of

syndicate based teacher

inquiry to evaluate the

effectiveness of development

initiative teaching strategies.

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Analysis of variance reporting - · PDF fileMinistry of Education | Analysis of variance reporting Analysis of variance reporting ... A literacy professional development project will