braeside primary school - braesideps.wa.edu.au · implement k to yr7 formative term 1, 3 week 5...

1 | Braeside Assessment Policy 2016-2018

BRAESIDE PRIMARY SCHOOL 2016 Assessment Policy-including MIS schedule and Reporting to Parents

We aim to create a learning environment where all students feel safe, happy and included. Therefore all members of the school community honour and respect the School Code of Conduct. We are an inclusive school, where all students are encouraged to achieve their personal best.

We understand that students have a range of skills and abilities, catering for individual needs through a differentiated curriculum. Parents are valued as partners in their child’s education and work together with staff to ensure that all students are successful.

We expect high standards from staff and students and constantly strive for higher levels of achievement. Literacy and Numeracy are specifically targeted. Fifty percent of teaching time is devoted to best practice teaching and learning programs with emphasis on whole school approach to

planning and learning. Braeside staff are dedicated and professional.

They support a collaborative approach by sharing responsibility for the planning, development and implementation of learning and assessment programs. We strive to prepare students for a changing society.

Environmental responsibility and awareness are developed within the school community through appropriate use of resources, curriculum development and accepted practices. Information Technology is used as a tool for student learning and integrated into teaching and learning programs.

The purpose of assessment

Assessment is the ongoing process of collecting evidence about student learning to make judgements and then take action to develop the knowledge, skills and values of students. Diagnostic assessment identifies starting points for student learning;

Formative assessment monitors progress and informs adjustments needed to improve learning;

Summative assessment is used to show what has been achieved. The purposes of assessment include:

To find out what students already know and can do; and also what they don’t know and can’t do; To inform planning and direct teaching and learning programs;

To help students to self-assess and identify their next steps in learning; To assist teachers to make measured judgements about student progress and identify problems along the way;

To guide the choice of appropriate teaching and learning strategies; To inform parents about their children’s progress and achievement through informal and formal reporting processes;


Assessment practices are reviewed annually to ensure best practice, build staff expertise and comply with departmental priorities. At Braeside we employ the following assessment types and forms:

2016 School Based Data

Collection

Diagnostic(Collated on student profile) Formative Summative

Phonemic Awareness Standardised Test (P/1/2 teachers) Kindy screening – vision/hearing (School Nurse)

Numeracy Diagnostic Tasks NAPLAN (yr 3, 5, 7) (teachers)

Graded Reading Tests (teachers)

Diana Rigg Tests (teachers) Running Records

Word Differentiation Print Concepts)

Reading and Writing diagnostic tasks)

Beep Test Science Diagnostic Tasks

Work samples Anecdotal records

Checklists Rubrics

Observations Photographs

Surveys Questioning Discussion

Student responses Reflections

Graphic organisers (eg. KWLs, Y charts) Videoing of student work or reading.

Research projects (Rubrics) Writing journals

Graphic organisers Retesting – (from diagnostic)

Performance/Products (Rubrics) Portfolios

Learning Journeys Interviews/Conferences

Focus Area

Assessment Investigate,

Implement,

Embed

Target Group Purpose Timeline for

Administration

Results Available Audience

Quality Teaching and

Effective Leadership

Attitudes to school

student survey

Implement 3-6 Diagnostic Term 2 week 10 SDD Term 3 Teaching and Leadership committee to

collate and present to staff

Student learning

experiences inventory

Implement 1-6 Summative Term 2 week 9 SDD Term 3 Teaching and Leadership committee to

collate and present to staff

Engagement and Well

Being Attitudes to school

Student survey

Implement 3-6 Summative Term 2 week 10 SDD Term 3 Engagement and Well being committee

Social and Emotional

Report grades

Embed PP-6 Formative Term 2 and 4 SDD Term 3 Engagement and Well being committee

Who Am I?

Developmental

Assessment

Investigate K to Yr2 Formative Teachers, Admin, Individual Parents

Engagement and Well being committee

Mini-lit progress tests Embed Selected

students pp-6

Summative Ongoing Termly Individual parents, classroom teachers,

Engagement and Well being committee


Focus Area

Achievement

Assessment Investigate,

Implement,

Embed

Target

Group

Purpose Timeline for

Administration

Results

Available

Audience

LITERACY

Reading NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council

PM Benchmarks/lexile Embed PP-7 Summative Term 1,2,3,4 Teachers, Parents, School Council

On Entry Embed PP-2 Summative Term 1 and 4 March /

November

Parents and Teachers

Semantics screen Embed Yr PP-2 Formative Term 2 Teachers for case management

Phonics Letters and Sounds

stage

Embed PP-2 Summative Term 1 and 4 March/Nov

ember

KOLP screen Implement K Summative Term 1 and 4

Writing NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council

Common Assessment

Task

Implement K to Yr7 Formative Term 1, 3

Week 5

Term 1, 3 Teachers, phase groups , Individual

Parents

Spelling NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council

Diana Rigg spelling

tests

Implement PP-7 Formative Term 4 Green card information

PAT spelling Term 3 Week

10

Parents, Teachers, School Council

Gram & Punct NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council

PAT-SPG Investigate Yr2 to 7 Formative Term 1 Parents, Teachers, School Council

Oral

Language

Oral narrative screen Implement PP-2 Formative Term 2 Teachers for case management

groupings

NUMERACY

Mathematics NAPLAN Embed Yr3, 5 & 7 Summative May October Parents, Teachers, School Council

On entry Embed PP-2 Formative Term 1 and 4 Parents, Teachers, School Council

Ballard -Westwood Term 1

Term 4 Week 1

Parents, Teachers, School Council

PAT Maths Embed Yr2 to 7 Formative Term 4 Week 2 Parents, Teachers, School Council

Diagnostic Tasks- For

portfolios can common

assessment tasks

Implement K to Yr7 Formative Term 1,3,

Week 5

Teachers, phase groups , Individual

Parents


BRAESIDE TEACHING AND REPORTING SCHEDULE (Years PP-6) 2016 2017 2018 2019

ENGLISH Literacy, Literature

and Language -

integrated

Reading and Viewing

Writing Semester 2

Listening and Speaking

Reading and Viewing

Writing

Semester 2


Reading and Viewing

Writing Semester 2


Reading and Viewing

Writing

Semester 2


MATHEMATICS

(Number and Algebra)

(Measurement and Geometry)

Semester 2

Number and Algebra (Statistics and Probability)



Semester 2




Semester 2




Semester 2


SCIENCE

(Science Inquiry Skills)

Semester 1

Science Understanding (Chemical Science)

Semester 2

Science Understanding (Earth and Space)


Science as a Human Endeavour

Semester 1

Science Understanding (Physical Science)

Semester 2

Science Understanding (Biological Science)


Semester 1

Science Understanding (Chemical Science)

Semester 2

Science Understanding (Earth and Space)


Science as a Human Endeavour

Semester 1

Science Understanding (Physical Science)

Semester 2

Science Understanding (Biological Science)

HUMANITIES

AND

SOCIAL

SCIENCES

Social Enquiry Skills

Semester 1

History

Semester 2

Geography


Semester 1

History

Semester 2

Civics and Citizenship(3-6)

Geography(1-2)


Semester 1

History

Semester 2

Geography


Semester 1

History

Semester 2

Civics and Citizenship(3-6)

Geography(1-2)

THE ARTS-

Visual arts

Arts Ideas

Arts Skills and Processes Semester 2

Arts Responses

Arts Ideas


Arts In Society

Arts Ideas


Arts Responses

Arts Ideas


Arts In Society

HEALTH AND

PHYSICAL

EDUCATION

Semester 1

Skills for Physical Activity

Interpersonal Skills Semester 2


Self Management skills

Semester 1





Semester 1





Semester 1





LOTE

No LOTE reporting as no LOTE is taught

No LOTE reporting as no LOTE is taught No LOTE reporting as no LOTE is taught No LOTE reporting

Technology Technology Process Technology Process

Technology Process

Technology Process


SCASA Reporting Policy-Reporting Requirements

Section 1: Reporting of student achievement in learning areas

The National Education Agreement 2009 (NEA) requires the provision to parents and carers by all schools of plain language reports twice a year that:

a. are readily understandable to those responsible for the student and give an accurate and objective assessment of the student’s progress and achievement;

b. include an assessment of the student’s achievement against any available standards; and

c. include, for subjects studied, an assessment of the student’s achievement:

i. reported as A, B, C, D and E (or an equivalent five-point scale), clearly defined against specific learning standards; and

ii. relative to the performance of the student’s peer group.

In Western Australia, student achievement in the learning areas taught is reported on a five-point scale for all years from Pre-primary to Year 10. In Years 3 –

10 the following table of letter grades and achievement descriptors must be used but flexibility is provided for systems or schools in Pre-primary to Year 2

reporting as detailed below.

Letter grade Achievement descriptor1

A

Excellent The student demonstrates excellent achievement of what is expected for this year level.

B

High The student demonstrates high achievement of what is expected for this year level.

C

Satisfactory The student demonstrates satisfactory achievement of what is expected for this year level.

D

Limited The student demonstrates limited achievement of what is expected for this year level.

E The student demonstrates very low achievement of what is expected for this year level.


Letter grade Achievement descriptor1

Very low

Note 1: As the Australian Curriculum is implemented, expected achievement will be defined by the achievement standards as described in the Western Australian Curriculum and Assessment Outline.

Pre-primary to Year 2 reporting In the Pre-primary year, schools are required to report in English and Mathematics and are strongly encouraged to report in Science. Schools may also choose

to report in other learning areas. Schools report using achievement descriptors but without letter grades. The achievement descriptors used may be system-based

or school-based or those in the table above, but must align with the achievement standards described in the Western Australian Curriculum and Assessment

Outline.

In Years 1 – 2 schools must report in all the learning areas taught. Schools report using system-based or school-based achievement descriptors or those in the

table above and may use the letter grades. The achievement descriptors used must align with the achievement standards described in the Western Australian

Curriculum and Assessment Outline.

Years 3 – 10 reporting For Years 3 – 10 schools must report in all the learning areas taught. Schools must report using the letter grades and achievement descriptors provided in the

table above. The achievement descriptors are aligned with the achievement standards described in the Western Australian Curriculum and Assessment Outline.

Students undertaking a modified curriculum (e.g. a documented individual education plan, documented learning plan or differentiated learning plan)

If there is a legitimate reason for a student to be following a modified curriculum (for example, an individual education plan, documented learning plan or

differentiated learning plan), schools should negotiate and document any variation to the reporting of the student’s achievement with the student and her/his

parents or carers.

Reporting learning area achievement using the Australian Curriculum

For Pre-primary to Year 10, the Australian Curriculum achievement standards will describe expected achievement at each year level for each learning area. As

the Australian Curriculum is implemented, student achievement will be reported against the achievement standards for the year level of the student.

Exemplification of levels of achievement will be provided through annotated work samples. The Authority is developing annotated work samples for Phase 1 of

the Australian Curriculum which will align with the five-point reporting scale to be used in Western Australian schools. The annotated work samples will

continue to be reviewed and enhanced in relation to their coverage of the achievement standard and the diversity of student work that can be used to provide

evidence of student learning.


By mid-2015, schools will report using the Australian Curriculum in English and Mathematics (and are strongly encouraged to report in Science) for Pre-

primary and English, Mathematics and Science for Years 1 – 10. As the Australian Curriculum has not yet been developed for all components of the

Humanities and Social Science learning area, schools have the discretion to report student achievement in History and/or the Humanities and Social Sciences

until further clarification is provided by the Authority.

Reporting learning area achievement using the Curriculum Framework

For those learning areas for which the Australian Curriculum is not yet available or has not been implemented, schools should continue to report student

achievement against the Curriculum Framework using the five levels of achievement defined above.

Minimum reporting requirements and guidelines

The following table includes prescribed minimum reporting requirements and guidelines for the learning areas taught in Pre-primary to Year 102, 3 in Western

Australian schools.

Schools should report twice a year on a student’s achievement in English, Mathematics, Science and Health and Physical Education. For the remaining learning

areas schools should report twice a year if the learning area is taught over a year and once a year for learning areas taught over a term or semester.

Learning areas Reporting requirements2,3 Guidance (not mandated)

English Schools will report one grade (A–E) as a

minimum for English.

Schools may choose to report at a more detailed level using, for example, the

modes of Reading and Viewing, Writing, Speaking and Listening.

Mathematics Schools will report one grade (A–E) as a

minimum for Mathematics.

Schools may choose to report at a more detailed level, for example, Number

and Algebra, Measurement and Geometry, Statistics and Probability.

Science Biological Sciences;

Chemical Sciences;

Earth and Space Sciences;

Physical Sciences

Schools will report one grade (A–E) as a

minimum for Science.

Schools may choose to report at a more detailed level, for example, Science

Understanding, Science Inquiry Skills and Science as a Human Endeavour or,

in the secondary years, Biological Sciences, Chemical Sciences, Earth and

Space Sciences, Physical Sciences.

Humanities and Social Sciences Civics and Citizenship;

Economics and Business;

Geography;

History


minimum for Humanities and Social

Sciences.

Schools may choose to report to parents at a more detailed level, for example,

Civics and Citizenship, Economics and Business, Geography, History.


Learning areas Reporting requirements2,3 Guidance (not mandated)

Languages Schools will report one grade (A–E) as a

minimum for the language(s) taught.

Schools may choose to report at a more detailed level using, for example,

Communicating, Understanding.

The Arts Dance;

Drama;

Media Arts;

Music;

Visual Arts


minimum in The Arts.

Schools may choose to report at a more detailed level, for example, Dance,

Drama, Media Arts, Music, Visual Arts.

Health and Physical Education Schools will report one grade (A–E) as a

minimum for Health and Physical

Education.

Schools may choose to report at a more detailed level, for example, Health,

Physical Education.

Technologies Design and Technology;

Digital Technologies


minimum for Technologies.

Schools may choose to report at a more detailed level, for example, Design

and Technology, Digital Technologies.

Note 2: For the Pre-primary year, schools are required to report in English and Mathematics and are strongly encouraged to report in Science. Schools may also choose to report in other learning areas. Schools report using achievement descriptors but without letter grades. The achievement descriptors may be system-based or school-based or those in the table above, but must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.

Note 3: For Years 1 – 2, schools are required to report in all the learning areas taught. Schools report using system-based or school-based achievement descriptors or those provided in the achievement descriptor table and may use the letter grades. The

achievement descriptors used must align with the achievement standards described in the Western Australian Curriculum and Assessment Outline.

For Pre-primary to Year 10, consistent with national reporting requirement c(ii), schools must prepare information that shows the number of students in each of

the five achievement levels for each of the learning areas taught in each year. Schools may choose to provide this comparative information to parents as part of

the normal reporting process or to provide parents with advice that this information is available on request. In the latter case, schools must advise parents that

this information is available and must provide this information on request. Possible wording that could be used on the report is: ‘You can ask the school to

provide you with written information that clearly shows your child’s achievements in the subjects studied in comparison with that of other children in the

child’s peer group at school. This information will show you the number of students in each of the five achievement levels’.

Section 2: Reporting on student attributes


In addition to reporting students’ achievement in the eight learning areas identified previously, each school’s reporting policy should require that formal reports

to parents include information relating to the development of other student attributes that influence learning.

It is strongly recommended that schools use an alternative approach when reporting on such attributes and do not use the same five-point scale which is used as

a measure of achievement.

For Pre-primary to Year 10, school reports should include:

a teacher assessment of the student’s attitude, behaviour and effort;

an overall teacher comment; and

any additional information the school considers relevant.

In addition for Pre-primary to Year 2, school reports should include:

a description of the student’s progress in personal and social learning.

Mid-year reporting

Australian Curriculum achievement standards describe the expected achievement for students who have been taught the curriculum content for the full year of

schooling. Therefore, in mid-year reports, teachers should make a professional judgment regarding the level of achievement that the student is demonstrating

relative to the achievement standard, taking into account the curriculum that has been taught and assessed to that point in time. Thus, students demonstrating

excellent achievement at that point in time would be allocated an A grade or excellent achievement, students demonstrating satisfactory achievement would be

allocated a C grade or satisfactory achievement.

Recognition of an alternative curriculum (and/or reporting on student achievement) that aligns with the Western Australian Curriculum and

Assessment Outline

Recognition of an alternative curriculum (and/or reporting on student achievement) that aligns with the Western Australian Curriculum and Assessment Outline

can be sought through the School Curriculum and Standards Authority.


Green Card Template

BRAESIDE PRIMARY SCHOOL Student Profile

Student Name: _______________________________ Date of Enrolment/Re-enrolment: ___/___/20__ Date of Birth: ___/___/20__

Year and Teacher K - P - 1 - 2 -

Attendance: Attendance: Attendance: Attendance:

3 - 4 - 5 - 6 -

Attendance: Attendance: Attendance: Attendance:

Referrals Indicate year

School Psychologist

Occupation

Therapy

Speech Therapy

Other School Nurse

PEAC LSC

Relevant Factors Indicate year

ESL ESD/AE Interstate

DCP Transient

On Entry Nat. Standard Numeracy Reading Writing

Language Conventions

Term 1 Term 4 Term 1 Term 4 Term 1 Term 4 Term 1 Term 4 Term 1 Term 4

Entry Test PP

Entry Test 1

Entry Test 2

NAPLAN Nat. Standard Numeracy Reading Writing Spelling Language

Conventions

Year 3 Band At/Above/Below/Top 20%

Year 5 Band At/Above/Below/Top 20%

Individual Education Plans

Literacy Numeracy Behaviour

Record Date K K K

P P P

______________ 1 1 1


2 2 2

3 3 3

4 4 4

5 5 5

6 6 6

PM Benchmark/ Lexile Level Fry Wood List Ballard Westwood Diana Rigg Stage PP Term 1 Term 2 Term 3 Term 4 PP Term 1 Term 3 PP Term 1 Term 3 PP Term 1 Term 3

Yr 1 Term 1 Term 2 Term 3 Term 4 Yr 1 Term 1 Term 3 Yr 1 Term 1 Term 3 Yr 1 Term 1 Term 3






PAT Testing

Yr 2 Date Spelling Math G&P Yr 5 Date Spelling Math G&P




IEP Cover Page

BRAESIDE PRIMARY SCHOOL Student Profile

Literacy Expectations This document is to be used as a cover page for student’s Individual Education plans.

Please highlight the level the student is currently achieving and the level they are expected to be achieving by the end of the year.

Name:___________________________________________ Year Level:_______________ Year of Individual Education Plan: __________________

P 1 2 3 4 5 6

PM Benchmarks

5

12

20

30

-

-

-

Fry Word List

75 words

150 words

300 words

500 words

700 words

900 words

1000 +words

Lexile Levels

-

200-299

300 - 450

500 - 650

600 - 750

700 - 850

800 - 950

Writing

1

5

12

18.5

21.0

24.5

29.0

Fluency

-

60 words per min

90 words per min

100/120 words

per min (leveled

text)

100/120 words

per min (leveled

text)

100/120 words

per min (leveled

text)

100/120 words

per min (leveled

text)

Spelling &

Phonics

Stairway

PP Phonics

Year 1 Phonics

Year 2 Phonics

Year 3 Phonics

Year 4 Phonics

Year 5 Phonics

Year 6 Phonics

braeside primary school - braesideps.wa.edu.au · implement k to yr7 formative term 1, 3 week 5...

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