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BUSINESS PLAN 2014-162015 DATA ANALYSIS

4th November 2015

2015 TARGETS NAPLAN 2015

Year 3 2015 Year 3 (2013) – 5 (2015) Year 6 2015

READING

17% of students will achieve results in band 5 and above

26%

Increase by 9% the number of students in the top two proficiency bands in Year 5 2015 NAPLAN compared to 31% in Year 3 2013 NAPLAN16% (39% - top 3 bands = expected band progress)

25% of students will have an Effect Size greater than 0.4 when retested on the Year 5 2014 NAPLAN demonstrating better than average progress.63%

WRITING

12% of students will achieve results in band 5 and above

19%

Increase by 5% the number of students in the top two proficiency bands in Year 5 2015 NAPLAN compared to 29% in Year 3 2013 NAPLAN2% (21% - top 3 bands = expected band progress)

20% of stable cohort will have an Effect Size greater than 0.8 in Year 7 2015 NAPLAN when compared to Year 5 2013 NAPLAN.44%

NUMERACY

18% of students will achieve results in band 5 and above

10%

Increase by 6% the number of students in the top two proficiency bands in Year 5 2015 NAPLAN compared to 26% in Year 3 2013 NAPLAN10% (27% - top 3 bands = expected band progress)

28% of students will have an Effect Size greater than 0.4 when retested on the Year 5 2014 NAPLAN demonstrating better than average progress.48%

PRE-PRIMARY ON ENTRY PROGRESSION POINTS

Target Achievement

Reading60% of students will achieve expected Progression Point 1.0 or above 37%

Writing55% of students will achieve expected Progression Point 1.0 or above 46%

Numeracy95% of students will achieve expected Development Point 1.0 or above 90%

Focus for improvement:Reading

Expose children to a variety of text types and features Name and sound of all alphabet letters as both upper and lower case Sound manipulation activities – remove sound in words Recognise and name question mark and quotation marks Recognise purpose of various texts Retell in sequence texts read Make inferences from pictures, details in texts Recognise words that rhyme Read with fluency

Writing Use capital letters and full stops in simple sentences Write simple sentences using correct structure

Numeracy Develop all principles of counting Skip count by 2s Use number to solve problems – match bears and counters

ATTITUDE, BEHAVIOUR & EFFORT

Teachers evaluate students’ attitude, behaviour and effort on a 4-point scale of “Consistently – Often – Sometimes – Seldom” at the end of each semester. Our target for improvement is to increase the percentage of students who achieve a ‘Consistently’ rating for their attitude, behaviour and effort at the end of each year:

At the end of 2015, 55% of students achieve ‘Consistently’ for ‘Attitude, Behaviour and Effort’ compared to 53% at the end of 2014

ATTENDANCEOur target for improvement is to maintain the overall attendance rate above the State Mean each year and to increase the percentage of students who attend school regularly ie. over 90% of available days.

In 2015, increase by 2% the percentage of students who attend regularly compared to 76.1% in 2014.

SOCIAL & EMOTIONAL DEVELOPMENTStudents in Years 3 to 6 complete the EasyMark “Me: Social & Emotional Well-being Survey” at the start of each year. Our target for improvement is to decrease the number of students who rate in Stanines 1 and 2, indicating they are below the expected level.

In 2015, increase student scores in ‘security’ to above 3.0; and have no students in Stanines 1 or 2.

Stanine 1 and 2: Year 3 = 29%; Year 4 = 60%; Year 5 = 53%; Year 6 = 34.5%

Questions around security include:6. I feel quite relaxed most of the time.14. I hardly ever worry about what might happen in the future.22. I do not get worried very often.30. I do not often get worried about things.38. I don’t have many worries.

NAPLAN OVERVIEWMean Comparison

RBPS WA AustralianYe

ar 3

Numeracy 363 388 398

Reading 384 413 426

Spelling 368 400 409

Grammar 380 424 433

Writing 368 408 416

Year

5

Numeracy 453 485 492

Reading 467 489 498

Spelling 470 493 498

Grammar 461 496 504

Writing 445 471 478

READING

The Comparative Performance Graph compares our performance to a modelled expected performance. The school’s performance is measured in Standard Deviations with the expected performance represented as zero. Our performance is displayed on the graph as a plot point at, above or below the zero point. It is important that our comparative performance be interpreted over a number of years as a variety of factors may lead to a high or low outcome in a single

year. The Expected Performance for Year 3 is calculated using the school's ICSEA value. A higher ICSEA value translates to a higher expectation of performance. The expected performance for Year 5 is calculated using the school's ICSEA value and the previous performance of the cohort in Year 3. A better than expected performance in the previous assessment “raises the bar” for the next performance. A below expected performance in the previous assessment “lowers the bar” for the next performance.

WRITING

Areas to focus on in 2016: Interpret and analyse a range of persuasive texts including posters, signs and advertisements Infer characters thoughts and actions in narratives including folktales Identify information and main purpose of factual texts Recognise and infer author’s position Interpret figurative language including idioms Develop understanding of more complex vocabulary including recognising synonyms within texts Whole school implementation of PLD ‘developing oral retell and narrative skills’

SPELLING

Areas to focus on in 2016: Structure of persuasive text Understand and use persuasive devices accurately including using a statement/s of personal opinion Inclusion of relevant punctuation including capital letters to signal names, as well as sentence beginnings, full stops,

question marks and exclamation marks Explicit teaching of paragraphing in Yrs 1-6; noticing how longer texts are organised into paragraphs, each beginning

with a topic sentence/paragraph opener which predicts how the paragraph will develop and is then elaborated in various ways

Express ideas using accurate compound and complex sentences Daily writing – 10 minutes for students to draft different text types – feedback provided to students Writing conferences to provide individual feedback to target areas of need Explicitly teach Vocabulary, Connectives, Openers, Punctuation to improve writing Explore “Talk for Writing” to establish oral to literate connection

GRAMMAR & PUNCTUATION

Areas to focus on in 2016: Using spelling strategies such as: phonological knowledge including more complex vowel sounds; visual knowledge

(for example more complex single syllable homophones such as 'break/brake', 'ate/eight'); morphemic knowledge (for example inflectional endings in single syllable words, plural and past tense); generalisations (for example to make a word plural when it ends in 's', 'sh', 'ch', or 'z' add 'es')

Explicit teaching of phonemes including spelling alternatives using the whole school phonics scope and sequence Explicit teaching of spelling generalisations Identifying misspelled words in context ie. Sentences and replacing with correct spelling Weekly dictation tasks Daily use of ‘Have A Go’ pad

NUMERACY

Areas to focus on in 2016: Prepositions – around, under, bedside, behind Recognise adjectives Verb tense and correct use of irregular verbs Identify grammatically correct simple sentences Construct compound sentences of information described in a table Correct use of commas in sentences Apostrophes of contraction Direct & indirect speech Correct punctuation in complex sentences

NAPLAN PROGRESS 2013 – 2015

Areas to focus on in 2016 Focus on ‘Concrete – Pictorial – Abstract’ sequence for concept development including use of concrete materials in

every lesson where appropriate Use of Bar Model Method for word problems using all four operations including fractions Maths Journals – recording of ‘how to’ for different concepts for students to refer to Explicit focus on developing Mental Computation using the Scope & Sequence to ensure all strategies are taught Use of Mathletics for Year 1 to 6 during school and at home Describe, continue, and create number patterns resulting from performing addition or subtraction Describe features of 3D objects as distinct from 2D figures Transformation of shape – slide, flip, turn – and visualises effects of transformations Identifies the day of a date beyond the information on a calendar. Read and interpret digital time as analog time Connect mass and capacity eg. One litre is approximately one kilo Understands inverse relationship between multiplication and division Reads and interprets a scale with not all calibrations shown

Effect Size A family of indices that measure the magnitude of a treatment effect. Unlike significance tests,

these indices are independent of sample size. Effect Size is a useful method for comparing results on different measures (such as standardised,

teacher-made tests, student work), or over time, or between groups, on a scale that allows multiple comparisons independent of the original test scoring, and across content.

The larger the Effect Size, the greater the influence of the treatment effect.

O.4 is close to the average gain that we can expect from a year’s schooling ie. growth per year on average. Anything above 0.4 effect size has more of an impact than just a typical year of academic experience and student growth. And an effect size of 1.0 or better is equivalent to advancing the student’s achievement level by approximately two year levels.

Year 3 to Year 5

STABLE COHORT n=46

1.63 1.33 1.53 1.39 1.02

Progress in writing of stable cohort of Year 5 students who undertook NAPLAN at RBPS and their 2015 NAPLAN results. Only students who attend public secondary schools are included in the stable cohort as data is unavailable for private schools. An effect size of 0.8 indicates typical progress for two years of learning.

Stable cohort results indicating progress of students from Year 3 to Year 4 (n=31) and Year 5 to Year 6 (n=42). Students were retested on the 2014 NAPLAN and results compared. Effect size of 0.4 indicates one year’s growth for one year of learning.