Tieri State School

ANNUAL REPORT

2018 Queensland State School Reporting

Every student succeeding State Schools Strategy

Department of Education

2018 Annual Report 1 Tieri State School

Contact information

Postal address PO Box 49 Tieri 4709

Phone (07) 4981 7555

Fax (07) 4981 7500

Email principal@tieriss.eq.edu.au

Webpages Additional information about Queensland state schools is located on:

the My School website

the Queensland Government data website

the Queensland Government schools directory website.

Contact person Susan Spackman (Acting Principal)

2018 Annual Report 2 Tieri State School

From the Principal

School overview

Tieri State School is a co-educational state school, catering to Prep to Year 6 students. The school is located eighty-nine kilometres from Emerald in the Central Highlands of Queensland. It services the Oaky Creek Coal mine and most of our students are from mining families.

At Tieri State School, our caring and supportive teachers plan, teach, assess and report on English, Mathematics, Science, Hummanities and Social Sciences, Technologies, Health and Physical Education and the Arts. Upper school students also access the Languages Other Than English (LOTE) program of Japanese. Tieri continues to implement the Australian Curriculum in line with the Queensland implementation plan. The students of Tieri have access to many extra-curricular opportunities such as Instrumental Music, Choir, Wakkakirri, Eisteddfods, Cluster/District/Regional Sport, Gifted and Talented extension programs, Active After School Program, NAIDOC Week, Camp and other celebrations (e.g. Book Week, Science Week, etc).

Our school community benefits from our whole school inclusive philosophy and supportive culture. This is developed through our Responsible Behaviour Plan which combines an effective positive behaviour program and explicit school rules which clearly describe our expectation of our students and rewards them for demonstrating this behaviour.

School progress towards its goals in 2018

Analysis and discussion of data for successful learners

Embed Reading Assessment and Data

Systemic Curriculum Delivery for Teaching Quality

Embed a Whole-School Approach to the Teaching of Reading

Systemic Curriculum Delivery for Teaching Quality

Develop a narrow and sharp Explicit Improvement Agenda (EIA) that will inform the day-to-day work of teachers; include strategies and key actions for student improvement, term-by-term timelines and achievable and measurable targets aligned to individual student outcomes.

Collaboratively develop a whole-school curriculum plan including processes to track, monitor and audit the enacted curriculum and its alignment to the Australian Curriculum and the sequence of delivery across the years of schooling.

Effective Pedagogical Practices and Differentiation for Teaching Quality

Embed Purposeful Planning and Pedagogy for the Teaching of Reading. Expert Teaching Teams for Teaching Quality

Embed Reading Capability Building Opportunities.

Build the instructional leadership capability of the leadership team and key staff to support staff to continue to develop the deep understanding of how students learn.

Build the instructional leadership capability of the leadership team and key staff to support staff to continue to develop the deep understanding of how students learn.

A Culture that Promotes Learning from Feedback

Embed Meaningful Feedback that Inspires Improvements in the Teaching of Reading.

Collaboratively develop and implement consistent communication protocols between all stakeholders to ensure information is timely and contributes to the school’s common purpose and direction.

Improve student attendance and where possible student retention.

2018 Annual Report 3 Tieri State School

Future Outlook

Literacy Development in the Australian Curriculum

Develop teacher capability in identifying the literacy demands in all units.

Teachers to become data literate by working together to analyse data - looking at achievement, improvement and students making 12 months progress for 12 months instruction.

Teachers to use the Literacy Continuum as the way to monitor Literacy improvement. Aligned V8 Australian Curriculum

Ensure systematic curriculum is developed and delivered, especially focusing on curriculum entitlement and maths.

Develop teacher-planning skills and ensure that a clear planning process is articulated.

Internally and externally moderate English and Maths tasks ensuring the 4 phases of moderation are covered.

Teacher Capability Development - Supportive structures

Develop a coaching model to be used for Peer to Peer coaching and Principal coaching.

Schedule coaching for peers and principal to determine next step to sharpen practice.

Develop specific schedule and proforma to complete observation and feedback for staff. Understanding the Learner

Use a range and balance of pedagogies to teach.

Ensure that there are processes in place to identify and support Students with Vulnerability.

Our school at a glance

School profile

Coeducational or single sex Coeducational

Independent public school No

Year levels offered in 2018 Prep Year - Year 6

Student enrolments

Table 1: Student enrolments at this school

Enrolment category 2016 2017 2018

Notes:

1. Student counts are based on the Census (August) enrolment collection.

2. Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

3. pre-Prep is a kindergarten program for Aboriginal and Torres Strait Islander children, living in 35 Aboriginal and Torres Strait Islander communities, in the year before school.

Total 176 150 95

Girls 85 70 42

Boys 91 80 53

Indigenous 13 7 10

Enrolment continuity (Feb. – Nov.) 90% 92% 80%

In 2018, there were no students enrolled in a pre-Prep program.

2018 Annual Report 4 Tieri State School

Characteristics of the student body

Overview

Tieri is a mining community located in the Central Queensland Highlands. Established in 1983, the town exists to support the nearby mines of Oaky Creek which is 35km east of Tieri. The families of Tieri State School are drawn from the town population that is largely employed at the nearby mine. Other families are from the self-employed business community and State Government employee population of the town.

.

Average class sizes

Table 2: Average class size information for each phase of schooling

Phase of schooling 2016 2017 2018

Note:

The class size targets for composite classes are informed by the relevant year level target. Where composite classes exist across cohorts (e.g. year 3/4) the class size targets would be the lower cohort target.

Prep – Year 3 24 24 18

Year 4 – Year 6 28 28 22

Year 7 – Year 10

Year 11 – Year 12

Curriculum delivery

Our approach to curriculum delivery

Teaching & Learning

Tieri State School is committed to achieving quality outcomes for students. We will not shy away from our responsibility to look after and develop positive, active, thinking, lifelong learning young Australians. At Tieri State School, our caring and supportive teachers plan, teach, assess and report on English, Mathematics, Science, Humanities and Social Sciences, Technology, Health and Physical Education and The Arts. Upper school students also access the Languages Other Than English (LOTE) program of Japanese. Tieri continues to implement the P-12 Australian Curriculum Framework in line with the Queensland implementation plan.

Explicit Teaching & Consolidation

Tieri State School’s agreed teaching pedagogy is ‘Explicit Teaching’. Explicit Teaching is the teaching of specific concepts or skills in a highly structured framework consisting of five distinct phases:

1. Opening of lesson (Warm Up and Activation of Prior Knowledge)

2. Clear Learning Goal and Success Criteria (WALT and WILF)

3. I Do (Explicit Teaching and Modelling of Concept/Skill)

4. We Do (Guided Practice)

5. You Do (Independent Practice)

6. Plough Back and Review

7. Closing of Lesson (Checking for Understanding and Feedback)

All teachers will have the opportunity to be observed and be provided with feedback to assist with professional growth around Explicit Teaching and Consolidation throughout the year. These visits are conducted by members of the School Leadership Team.

The school deploys members of staff for the priority Teaching and Learning areas of Explicit Teaching, Problem-Based Pedagogy, Classroom Management and Differentiation. Coaches and Mentors are available to support teaching and non-teaching staff and can be used as part of Annual Performance Development. It is expected that staff will engage with at least one coach per year.

Curriculum Organisation & Delivery

2018 Annual Report 5 Tieri State School

The curriculum at Tieri State School is designed to cater for the distinct needs of our students. As such, it is divided into two main phases:

Lower School – Prep, Year 1 & Year 2

Upper School – Year 3, Year 4, Year 5 & Year 6

Co-curricular activities

Extra Curricula Activities

Extra curricula activities include:

Instrumental Music Program

Band and School Choir

Interschool Sporting Programs

Student Council and leadership development programs

Central Highlands, Peak Downs and Capricornia Representative sport

Central Highlands Eisteddfod

Wakakirri Australian National Story Sharing Festival

Environmental Club/Sustainable Schools Program

School Camps and Excursions

School End of Year Concert

Culture Days

Discos

How information and communication technologies are used to assist learning

At Tieri State School, all units of work integrate an ICT component where appropriate. Interactive Whiteboards, using computers and data projectors to enhance learning, are provided in every learning environment. All classrooms and the resource centre are cabled to provide internet access. There are several computers in each classroom and the school also has a computer lab available for whole class use. IPads have been purchased as an additional teaching resource as well as basic robotics kits and coding software.

The school’s integration of the ICT checklist for students and the technology Australian Curriculum provides students with opportunities to develop skills in:

Using computers and software including coding

Cyber safety awareness and effective use of the internet

Digital photography

Participate in professional learning programs and events, live and on demand through Education QLD One Channel, The Learning Place and Smart Classrooms

Participate in Web Conferencing using iConnect

Collaborate, create, share, innovate and publish in a digitally rich learning environment

Write blogs, create web pages and QR scanner coding, and make interactive games

Use robotics kits

Use Microsoft Office Tools and other technology across all learning areas.

2018 Annual Report 6 Tieri State School

Social climate

Overview

At Tieri State School, we ensure a positive and supportive school climate where strong citizenship and quality learning are key priorities for students, teachers, parents and carers. We believe that in order for students to learn effectively they need to: Be Safe

Be Respectful

Be Responsible

Be a Learner We complement the work done by parents at home by actively teaching these expectations in our classrooms through a structured Social Skills Program which is implemented with all students on a weekly basis. We also implement an effective Health, Safety and Wellbeing Plan which ensures the optimum welfare of all in our school.

Our school community benefits from our whole school inclusive philosophy and supportive culture. This is developed through our School Wide Responsible Behaviour Plan which combines an effective positive behaviour program and explicit school rules that clearly articulate our expectations for our students and rewards them for demonstrating this behaviour.

In conjunction with the School Wide Responsible Behaviour Plan, our anti-bullying procedures involve teaching the entire school a set of safe and effective responses to all problem behaviour, including bullying, in such a way that those who bully are not socially reinforced for demonstrating it. The “High Three” strategy is explicitly taught to students to prevent bullying. Specific incidents of bullying are not tolerated, are investigated and consequences and supportive strategies are put in place. Incidents are tracked on our electronic database and any continuing patterns of behaviour are addressed with higher levels of consequences and supportive strategies.

Parent, student and staff satisfaction

Tables 3–5 show selected items from the Parent/Caregiver, Student and Staff School Opinion Surveys.

Table 3: Parent opinion survey

Percentage of parents/caregivers who agree# that: 2016 2017 2018

their child is getting a good education at school (S2016) 73% 53% 96%

this is a good school (S2035) 80% 47% 91%

their child likes being at this school* (S2001) 91% 65% 100%

their child feels safe at this school* (S2002) 91% 65% 96%

their child's learning needs are being met at this school* (S2003) 82% 59% 91%

their child is making good progress at this school* (S2004) 82% 71% 96%

teachers at this school expect their child to do his or her best* (S2005) 82% 71% 100%

teachers at this school provide their child with useful feedback about his or her school work* (S2006)

82% 59% 100%

teachers at this school motivate their child to learn* (S2007) 82% 65% 96%

teachers at this school treat students fairly* (S2008) 82% 71% 87%

they can talk to their child's teachers about their concerns* (S2009) 91% 65% 91%

this school works with them to support their child's learning* (S2010) 82% 59% 96%

this school takes parents' opinions seriously* (S2011) 73% 53% 86%

student behaviour is well managed at this school* (S2012) 73% 59% 91%

this school looks for ways to improve* (S2013) 73% 59% 87%

this school is well maintained* (S2014) 82% 65% 100%

2018 Annual Report 7 Tieri State School

Percentage of parents/caregivers who agree# that: 2016 2017 2018

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 4: Student opinion survey

Percentage of students who agree# that: 2016 2017 2018

they are getting a good education at school (S2048) 94% 100% 94%

they like being at their school* (S2036) 83% 89% 97%

they feel safe at their school* (S2037) 92% 89% 100%

their teachers motivate them to learn* (S2038) 92% 98% 100%

their teachers expect them to do their best* (S2039) 100% 100% 100%

their teachers provide them with useful feedback about their school work* (S2040)

97% 91% 97%

teachers treat students fairly at their school* (S2041) 94% 86% 100%

they can talk to their teachers about their concerns* (S2042) 86% 81% 94%

their school takes students' opinions seriously* (S2043) 89% 78% 94%

student behaviour is well managed at their school* (S2044) 83% 84% 91%

their school looks for ways to improve* (S2045) 94% 98% 100%

their school is well maintained* (S2046) 94% 96% 100%

their school gives them opportunities to do interesting things* (S2047) 94% 91% 97%

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Table 5: Staff opinion survey

Percentage of school staff who agree# that: 2016 2017 2018

they enjoy working at their school (S2069) 100% 86% 100%

they feel that their school is a safe place in which to work (S2070) 100% 93% 100%

they receive useful feedback about their work at their school (S2071) 77% 86% 88%

they feel confident embedding Aboriginal and Torres Strait Islander perspectives across the learning areas (S2114)

100% 100% 90%

students are encouraged to do their best at their school (S2072) 100% 86% 94%

students are treated fairly at their school (S2073) 85% 86% 100%

student behaviour is well managed at their school (S2074) 100% 86% 100%

staff are well supported at their school (S2075) 77% 86% 94%

their school takes staff opinions seriously (S2076) 100% 86% 94%

their school looks for ways to improve (S2077) 100% 86% 94%

their school is well maintained (S2078) 92% 93% 94%

their school gives them opportunities to do interesting things (S2079) 92% 79% 94%

2018 Annual Report 8 Tieri State School

Percentage of school staff who agree# that: 2016 2017 2018

* Nationally agreed student and parent/caregiver items.

# ‘Agree’ represents the percentage of respondents who Somewhat Agree, Agree or Strongly Agree with the statement.

DW = Data withheld to ensure confidentiality.

Parent and community engagement

At Tieri State School, we strongly value the partnership that we have with our parents and broader school community. Parents and caregivers at Tieri State School expect a well-disciplined, well organised and caring learning environment that caters for the needs of their children. Our school has implemented a range of strategies to ensure that our parents are well informed and involved in our school. These include:

Reporting to our Parents and Citizens Association monthly

Regular collaborative engagement through Parent/Carers Focus Groups with the Principal and staff

Classroom open days at the beginning of the year to welcome parents into their new year level, find out about the curriculum, expectations and routines of their child’s new class

Parent Teacher Evenings and Conferences both formal and informal

Parent Handbook

Fortnightly Newsletters

Weekly parades

School website

Display of current units of work and expectations

Parents are also encouraged to be partners in their child’s education through:

Termly Know and Do sheets sent home

Active membership in our Parents and Citizens Association

Participation in collaborative engagement focus groups

As classroom volunteers

As student mentors

By attending curriculum culmination activities

By attending educational workshops held every term

Providing voluntary support and supervision on class excursions

Supporting students with Special Needs

Respectful relationships education programs

The school has developed and implemented a program/or programs that focus on appropriate, respectful, equitable and healthy relationships. The respectful relationships education program has been developed for Prep to Year 12 students. The Prep to Year 10 programs are already aligned to the Australian Curriculum: Health and Physical Education. The school has developed and implemented student learning opportunities that focus on appropriate, respectful and healthy relationships. At Tieri State School, this is delivered through our Health and Physical Education learning areas and is also embedded within our teaching of our school values and responsible behaviour plan.

2018 Annual Report 9 Tieri State School

School disciplinary absences

Table 6: Count of incidents for students recommended for school disciplinary absences at this school

Type of school disciplinary absence

2016 2017 2018

Note:

School disciplinary absences (SDAs) are absences enforced by a school for student conduct that is prejudicial to the good order and management of the school.

Short suspensions – 1 to 10 days 0 0 0

Long suspensions – 11 to 20 days 0 0 0

Exclusions 0 0 0

Cancellations of enrolment 0 0 0

Environmental footprint

Reducing this school’s environmental footprint

The school has been striving to reduce its energy and water consumption through education with our students, staff and parents. Our school is fitted with a 4Kw solar electric system which produces on average 21Kw a day. We are looking into increasing our solar electric system. We have converted urinals to non-flush toilets and have installed dual flush toilets in every bathroom. An Environmental Club operates at the school, involving students in projects that help care for the environment. Students are also involved in environmental activities embedded in our curriculum. We continue to recycle paper and where possible use technology to reduce our carbon footprint. We use email and social media to send home school newsletters and to communicate important notices. We have had an increase in water usage, unfortunately, due to the age of the system, increased water pressure on the pipes and changes to council boundaries. This has resulted in damage throughout our school water pipe system that is being replaced as problems are located and arise. The

Table 7: Environmental footprint indicators for this school

Utility category 2015–2016 2016–2017 2017–2018

Note:

Consumption data is compiled from sources including ERM, Ergon reports and utilities data entered into OneSchool* by schools. The data provides an indication of the consumption trend in each of the utility categories which impact on this school’s environmental footprint.

*OneSchool is the department's comprehensive software suite that schools use to run safe, secure, sustainable and consistent reporting and administrative processes.

Electricity (kWh) 140,795 149,111 141,246

Water (kL) 8,628 9,150

School funding

School income broken down by funding source

School income, reported by financial year accounting cycle using standardized national methodologies and broken down by funding source is available via the My School website at.

How to access our income details

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

2018 Annual Report 10 Tieri State School

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘Finances’ and select the appropriate year to view the school financial information.

Note:

If you are unable to access the internet, please contact the school for a hard copy of the school’s financial information.

Our staff profile

Workforce composition

Staff composition, including Indigenous staff

Table 8: Workforce composition for this school

Description Teaching staff* Non-teaching staff Indigenous** staff

Headcounts 8 10 0

Full-time equivalents 8 7 0

*Teaching staff includes School Leaders.

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Qualification of all teachers

Table 9: Teacher qualifications for classroom teachers and school leaders at this school

Highest level of qualification Number of qualifications

*Graduate Diploma etc. includes Graduate Diploma, Bachelor Honours Degree, and Graduate Certificate.

Doctorate

Masters 1

Graduate Diploma etc.* 1

Bachelor degree 6

Diploma

Certificate

Professional development

Expenditure on and teacher participation in professional development

The total funds expended on teacher professional development in 2018 were $17 575 plus a proportion of allocation going towards building staff capability through the employment of a Head of Curriculum for 5 days p/f at $56,621.00. The major professional development initiatives are as follows:

OneSchool and the Literacy Continuum

Wellbeing

State wide Inquiry Cycle Forum

QCAA: Arts Curriculum Workshop, Numeracy, Literacy, Writing, Reading Comprehension

2018 Annual Report 11 Tieri State School

Anita Archer Explicit Instruction (School’s Signature Pedagogy)

iEducate, Teacher Aide, Emerald Education, Principal’s, and Central Highlands Community of Practice Leadership Lounge Conference

Positive Behaviour Training

Lego, Robotics, Ipad and STEM into the classroom

STRIVE and POD Training

QELi Beginning Teacher Mentor Training

The Teaching of Reading

School Improvement Unit Training

ORIGO Mathematics

Moderation with cluster schools

Additional NCT provided to allow opportunity for professional learning communities and Planning days for teachers with Head of Curriculum

Mandatory Training: Code of Conduct & Ethical Decision Making, Health, Safety & Wellbeing, Internal Controls, Keys to Managing Information, Asbestos, Emergency & Fire Safety Procedures, Anaphylaxis, Asthma, First Aid & CPR, Student Protection & Curriculum Activity Risk Assessment.

Tieri State School’s greatest asset is the dynamic and committed staff who work together to create a very professional team of educators that are focused on providing the very best education for students at our school. Professional development is integral to our belief that we are all lifelong learners and that we model this to our students.

The proportion of the teaching staff involved in professional development activities during 2018 was 100%.

Staff attendance and retention

Staff attendance

Table 10: Average staff attendance for this school as percentages

Description 2016 2017 2018

Staff attendance for permanent and temporary staff and school leaders. 98% 97% 97%

Proportion of staff retained from the previous school year

From the end of the previous school year, 87% of staff were retained by the school for the entire 2018.

Performance of our students

Key student outcomes

Student attendance

The overall student attendance rate in 2018 for all Queensland state Primary schools was 92%.

Tables 11–12 show attendance rates at this school as percentages.

2018 Annual Report 12 Tieri State School

Table 11: Overall student attendance at this school

Description 2016 2017 2018

Overall attendance rate* for students at this school 91% 92% 93%

Attendance rate for Indigenous** students at this school 89% 86% 91%

* Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

** Indigenous refers to Aboriginal and Torres Strait Islander people of Australia.

Table 12: Average student attendance rates for each year level at this school

Year level 2016 2017 2018 Year level 2016 2017 2018

Notes:

1. Attendance rates effectively count attendance for every student for every day of attendance in Semester 1.

2. Student attendance rate = the total of full-days and part-days that students attended divided by the total of all possible days for students to attend (expressed as a percentage).

3. DW = Data withheld to ensure confidentiality.

Prep 92% 91% 92% Year 7

Year 1 91% 93% 93% Year 8

Year 2 92% 92% 91% Year 9

Year 3 91% 94% 93% Year 10

Year 4 93% 93% 94% Year 11

Year 5 87% 93% 93% Year 12

Year 6 93% 88% 94%

Student attendance distribution

Graph 1: Proportion of students by attendance rate

Description of how this school manages non-attendance

Queensland state schools manage non-attendance in line with the Queensland Department of Education procedures: Managing Student Absences and Enforcing Enrolment and Attendance at State Schools; and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism.

Non-attendance is managed in state schools in line with the Department of Education procedures, Managing Student Absences and Enforcing Enrolment and Attendance at State Schools and Roll Marking in State Schools, which outline processes for managing and recording student attendance and absenteeism. At Tieri State School, attendance is considered to be of great importance. We regularly circulate the message that, if children are not at school, we can’t teach them. The research behind attendance and achievement is discussed and shared with parents and we encourage parents to ensure their children are at school every day of the school year. We also monitor lateness and early leavers as these account for large numbers of interruptions to learning every day. The class roll is marked shortly after the second bell in the mornings. If parents arrive after this bell, they must sign their children in at the office and collect a late slip to present to the class teacher. The roll is marked again after second lunch and all absences are recorded centrally. A text message is sent to parents of students with an

6

10

13

16

16

20

41

37

34

37

37

33

0% 20% 40% 60% 80% 100%

2018

2017

2016

Proportion of Students

Attendance Rate: 0% to <85% 85% to <90% 90% to <95% 95% to 100%

2018 Annual Report 13 Tieri State School

unexplained absence between 9:00am and 10:00am. Parents are encouraged to ring the school in the morning of an absence or reply to the school text message. Absences of three days or more without an explanation are investigated. Absence is recorded on students’ reports at the end of each semester and the school has an attendance reward system that recognises those students and families that maintain an outstanding attendance of 95% or above. It is critical that students attend every day at Tieri State School so that they get the full benefit of our outstanding school. We both encourage and follow up on attendance:

Weekly attendance figures are shared on school parades and with our school community

100% attendance awards and celebrations ensure students are very excited when their class has the best attendance

Individual Attendance Plans to support students and families

Attendance alerts and case management by Social Justice Committee members

Social Justice Committee members track student absences, follows up with parents and provide the information to school leadership for enforcement if required

Class rolls are marked twice per day before 9:00am and again at 2:00pm

Families are sent on-the-day text messaging to notify them of unexplained absence

Students receive notes to ask parents for explanations as to their absences which are followed up with a phone call by a member of the school’s administration team. We have very few unexplained absences.

If the absence is prolonged, however, an interview with the parents/ caregivers is requested. Letters are sent home according to departmental policy where attempts at communication have been unsuccessful.

Attendance enforcement as per DoE policy

In addition to the management of absences, a term report is sent to parents to indicate the percentage of attendance for each student with benchmarks set at:

95% or above = Outstanding 92% to 94.9% = High 90% to 91.9% = Satisfactory 89.9% or below = Warning

NAPLAN Our reading, writing, spelling, grammar and punctuation, and numeracy results for the Years 3, 5, 7 and 9 NAPLAN tests are available via the My School website.

How to access our NAPLAN results

1. Click on the My School link http://www.myschool.edu.au/.

2. Enter the school name or suburb of the school you wish to search.

3. Click on ‘View School Profile’ of the appropriate school to access the school’s profile.

4. Click on ‘NAPLAN’ to access the school NAPLAN information.

Notes:

2018 Annual Report 14 Tieri State School

1. If you are unable to access the internet, please contact the school for a hard copy of the school’s NAPLAN results.

2. The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9.