Student Achievement and Progress-Goals, Targets, Strategies

Goals

  • Teachers will use school and system evidence-based programs, and strategies to deliver a connected curriculum.
  • At NBPS, data driven decision making will create the conditions for continuous improvement in the delivery of teaching, which in turn will improve student learning.
  • Student data will be collected and collated aligning to whole school and system wide processes.
  • Teachers will work collaboratively with colleagues in collecting, analysing, interpreting and using data to inform the Plan Teach Assess cycle.
  • Students in Year 3 and Year 5 will perform above like schools in NAPLAN for Reading.
  • Students in Year 3 and Year 5 will perform above like schools in NAPLAN for Writing.
  • Students in Year 3 and Year 5 will perform above like schools in NAPLAN for Mathematics.
  • Increase percentage of students in order to meet Department of Education minimum standard rate of 90% attendance

Targets

These targets will be measured annually by Staff, the Executive Leadership Team and the School Board using evidence to identify if the targets are ‘being met’ or ‘working towards’.

  • NBPS will develop a school wide understanding that all decisions made should be guided by evidence.
  • NBPS will use Ed Companion together with other school-based data collections to obtain data on student progress and achievement.
  • Teachers will use data to monitor student progress, achievement and set targets and make decisions to improve student outcomes.
  • Words their Way (Year group 3, 4, 5, 6) – will meet phase targets set out in the WTW document.
  • Letters and Sounds (Year group K, PP, 1, 2) – will meet phase targets set out in Letters and Sounds document.
  • Students to complete Artificial Intelligence Writing Assessment (3-6) – to be reviewed post year 2 assessment Dec 2021. Data to inform PTA cycle.
  • Year 1 – Year 6 PAT Maths – 60% stanine 4, 25% stanine 5 or above, students not falling into these categories demonstrate documented progress within IEP review period.
  • Year 1 – Year 6 PAT Reading – 60% stanine 4, 25% stanine 5 or above, students not falling into these categories demonstrate documented progress within IEP review period.
  • NAPLAN – repeat on entry exercise norms relative to year three and five.
  • NAPLAN Reading Year 3 – 90% of students at or above Band 2 (at national minimum standard)
  • NAPLAN Reading Year 3 – 70% of students at or above Band 3 (above national minimum standard)
  • NAPLAN Writing Year 3 – 90% of students at or above Band 2 (at national minimum standard)
  • NAPLAN Writing Year 3 – 70% of students at or above Band 3 (above national minimum standard)
  • NAPLAN Numeracy Year 3 – 90% of students at or above Band 2 (at national minimum standard)
  • NAPLAN Numeracy Year 3 – 70% of students at or above Band 3 (above national minimum standard)
  • NAPLAN Reading Year 5 – 90% of students at or above Band 4 (at national minimum standard)
  • NAPLAN Reading Year 5 – 75% of students at or above Band 5 (above national minimum standard)
  • NAPLAN Writing Year 5 – 90% of students at or above Band 4 (at national minimum standard)
  • NAPLAN Writing Year 5 – 66% of students at or above Band 5 (above national minimum standard)
  • NAPLAN Numeracy Year 5 – 90% of students at or above Band 4 (at national minimum standard)
  • NAPLAN Numeracy Year 5 – 70% of students at or above Band 5 (above national minimum standard)
  • On-Entry Reading Pre-Primary – 80% of students in Pre-Primary at 416-489 or above (ICSEA Decile 9 median)
  • On-Entry Writing Pre-Primary – 80% of students in Pre-Primary at 176-372 or above (ICSEA Decile 9 median)
  • On-Entry Numeracy Pre-Primary – 80% of students in Pre-Primary at 401-487 or above (ICSEA Decile 9 median),
  • On-Entry Reading Year 1 – 80% of students in Year 1 at 434-500 or above (ICSEA Decile 9 median)
  • On-Entry Writing Year 1 – 80% of students in Year 1 at 372-507 or above (ICSEA Decile 9 median)
  • On-Entry Numeracy Year 1 – 80% of students in Year 1 at 462-512 or above (ICSEA Decile 9 median),
  • PAT Maths – 60% stanine 4, 25% stanine 5 or above, students not falling into these categories demonstrate documented progress within IEP review period.
  • Students at Educational Risk will be placed on an Individual Education Plan.
  • Increase percentage of students in order to meet Department of Education minimum standard rate of 90% attendance

Strategies

  • Teachers will follow whole school assessment tools and programs to meet strategic direction.
  • Intervention Education Assistants will track student progress and achievement and report information to classroom teacher and SaER team termly.
  • PM Bench Marks (pp-y6) scores will be used to create reading groups, monitor and maximise student progress and achievement each term. This data will be recorded on shared drive.
  • Brightpath will be used as an assessment tool for both formative and summative assessments in writing aligning with the pacing calendar for English. (narrative, persuasive, recount) and data and work sample will be uploaded to Brightpath.
  • Attendance plans will be implemented for students below 80% attendance.
  • An attendance comment will be included in Reporting to Parents for students with attendance below 90%.
  • Students who have missed more than four consecutive days of school will be flagged with the Executive Leadership Team for consultation and response.
  • Achievement in student attendance will be rewarded daily with raffle tickets that will be collected at the end of each term for draw.
  • Year 3 and 5 teachers to use NAPLAN expected target spreadsheets to plan case management groups, inform data walls and inform additional focused teaching points
  • All Pre-Primary and Year 1 students will be assessed in On Entry at the commencement of each year. (On Entry portal timeline)
  • On Entry will be used to identify student progress and achievement for student in Year 2 who have not met On Entry minimum requirements.
  • Westwood – Norm table + review of student data to set percentage target.
  • Pre-Primary – Year 6 – Oxford Words – Review of student data and data targets
  • Teachers will moderate formative and summative assessments in both English and Mathematics to ensure plan, teach, assess cycle is targeted.
  • Ed- Companion will be used to interrogate data collections and to inform PTA cycle.
  • Education Assistants will share student learning on Individual Behaviour Plan and Individual Education Plan goals regularly with teachers.
  • Individual Education and Behaviour Plans will be created for a six-week period.
  • Individual Education Plans will be stored in student file. (Signed parent copy)
  • Teachers will follow the Reporting to Parents schedule and NBBPS Guidelines.
  • NBPS will utilise EALD Progress Maps and SEN to report on student achievement to parents.
  • Teachers will provide timely feedback to all students about their progress and achievement and set future learning goals.
  • Teachers will provide regular parent meetings regarding student progress for students working below standard.
  • Student work will be regularly marked with targeted feedback provided.
  • A case management approach will be used to target specific learning areas and foci.
  • All students will be exposed to the curriculum for their year level but differentiated to meet their individual needs.
  • Teachers will use DoE resources like exemplars and work samples to make consistent, fair and educative judgments about student work.
  • Teachers will regularly refer to set targets in both English and Mathematics and monitor progress.
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