PORT LINCOLN PRIMARY SCHOOL

Annual Report

2013

Annual Report 2013

Page 1

Context

School Name: Port Lincoln Primary School School Number: 0359

Principal: Mr. Brian Gabb Region: Eyre & Western – Port Lincoln Cluster

Student enrolment peaked at 498 students. With a nominal capacity of 500 students the school provided 19 classes. This included the district special small class (Learning Centre). The school maintains a commitment to manage class sizes in years 3-5 optimal 26 students. In the case of the year three classes the starting average of 22 students /class increased throughout the year with heavier than anticipated additional enrolments. Added complexity to these classes changed because of their individual learning and social needs. The year 5 cohort of student complexities provided teachers with challenges to maintain high engagement. A year six all boys class was established for 2013. The rationale and criteria for invitation into this class was supported by staff and clearly communicated to families during the prior year. Achievement data combined with feedback from students, parents and staff reveaedl that this model has been highly successful for this particular cohort of students. The year seven classes worked coherently this year with their social and learning demeanors and completed their primary schooling with pride and confidence. The introduction of individual learning plans for all students in 2010 has laid the ground work for the development and introduction of targeted support planning for students with specific learning goals. The wrap around effect of planning these SMARTAR goals in concert with parents, students, teachers and SSOs is providing a more consistent and connected response to meeting learning needs from the school and home. The use of work sampling and achievement data to define goals and improvement strategies has informed the planning process. 2013 has been a high for Aboriginal Students. With pleasing growth data from NAPLAN across the board, and a consistent and settled focus to learning, school participation and attendance these students have thrived. Their achievements were crowned with the awarding to Alex Richards, year seven Aboriginal Student, the Peter Treloar Parliamentary Achievement Award. A fitting conclusion to Alex’s primary schooling. The very active learning program developed by the year four teaching team gave students in this year level plenty of scope to experience new learning and engage in education outside of the classroom…outside of the school. The strong pedagogical ethos of connecting students through their learning to the outside school environment has provided quality learning for students and high motivation and strong morale from the staff involved. The parents and community engagement initiatives of the school have resulted in a growing ground swell of Aboriginal community and school participation. This increase in casual traffic through the school, and the provision of specific projects, (eg. mosaics, gardening), to increase the opportunities for student and community engagement has strengthened the feelings of belonging and ownership for Indigenous students and of course this reflects in their levels of satisfaction and success. The high success rate of the engagement strategies through the performing arts and introduction of classroom music has value added to the very positive school tone and enabled many students who may not be easily engaged or have interests in sports to participate and succeed. Indeed 2013 has been an exceptional stellar year for performance. These inclusion strategies directly impact on student harmony and the lowering of bullying/harassment behaviours. As a consequence the school has merged the essential roles of social inclusion and well-being with an ARTS focus for 2014 to maximize the coverage and participation for students. As the demographics in Port Lincoln, and indeed the world, continue to evolve, the school is continually challenged to match learning with home complexity to flavor children’s learning lives. For a few students consistent patterns of non–attendance colours what is generally strong attendance data for this school. The provision of FLO programs and discreet connection with the Bridge Program has enabled a small group of students (non- Aboriginal) to maintain a schooling pattern and complete their year. The introduction of the “Drum Beat” program by CAMHS personnel to the school was a strategic partnership with Mental Health services to better meet the therapeutic needs of students experiencing anxiety and contradictions. West Coast Youth mentorship programs have also provided a focused ally for the school and strong success for the individual students who work with these programs. The mental health of parents and carers, and well-being of families, impact directly and significantly on the learning and social success for students. With globalization and the growing importance of global literacies, intensifying the positioning of Languages in the school to maximize aptitudes, competencies and engagement for students, comes with a shift to connecting the specialization of language teachers into the classroom program.

Annual Report 2013

Page 2

2013 Highlights

2013 has been a year of high energy and momentum. Succession planning has been a consistent theme for the school and the recruitment of six new permanent teaching staff, through process, this year has broadened the future skill base to the school. The selection of five additional contract staff for 2014 as a stepping stone to future recruitment, places the school for the future and augments the school’s commitment to start graduates and nurture their development. We work collectively as a school community to place PLPS as a desirable schooling destination for families and a professionally rewarding destination for teachers and SSOs. In a congruent way the school has re-designed the framework and standards for School Support work to better match the needs of children and the required learning outcomes. This has been an important achievement for the school and the future of curriculum SSO work. Indicative Highlights

Aboriginal Students Camp term 1 – Trinity Haven – setting the scene for success, leadership and belonging.

Parents and Community Engagement Project – Establishing an edible Community Garden + orchard.

Community Connections Project – Mosaics project to represent key Aboriginal themes.

Totems – representation and placement of student totem poles along the “culture trail”.

Yarning Circles – the establishment of 2 x rock yarning circles for student and community use to symbolize the importance of community and coming together tom listen and interact deeply.

Wakakirri – story and song/dance festival – student selected themes represented through performance @ the Nautilus Theatre.

Classroom Music Program – the seeding of Charanga Music Program (British) – a hands on highly interactive performance based music program for children to learn formal music disciplines in a fun way.

Music Count Us In – National Program Song Program whole school participation.

Musica Viva – professional development for staff followed by performance for students.

Artist in Residence - Robyn Habel – development of school song and recording.

PLPS Choir Night – performance @ the Nautilus Theatre - full house.

Casual Concert – term 4 showcasing of student talent – multi age performance.

PLPS Idol – lunch time program with over 90 different student performances.

Performance for Regional Leaders in term 4 by the Choir, and Ukulele ensemble. A snapshot of performing arts.

Class Camps – Thuruna Years 5 and 6, ERRAPPA Camp for year 7 students.

Sustainability - National Curriculum priority – year 4 excursions to a commercial olive industry, International shipping project, involving the use of hover cams and digital pens.

Digital technology – up skilling of all staff – SSO workshops – introduction of personal Ipads.

Community Sports Day and participation in SAPSASA.

International Connections Bridging visits for staff to and from China.

Recognition of PLPS for curriculum work for international understandings/global citizenship.p

PLPS Study Tours – Korea, Mongolia and Burma.

WRAP the strengthening of this literacy initiative across schools.

Introduction of a Numeracy Coach – Quick Start Maths with strong growth data achieved.

Student participation and achievement in the International Competitions for Australiana – Maths, English, Spelling, Computer, Science, Maths and the National Languages Bahasa competition. (National winner of the Languages Indonesian Bahasa comp.)

Disabability – National Partnerships Differentiated Curriculum – online training autism/ dyslexia.

Muso Magic – 30 students involved with this community based project run by West Coast Youth Services.

Moveathon – a school based fund raiser that saw $9000.00 raised by students.

Student initiated fund raising – Autism, Breast Cancer, Philippine Typhoon and Haiyan Mawanda school.

Annual Report 2013

Page 3

Report from Governing Council

SCHOOL VALIDATION REPORT

SITE: Port Lincoln Primary School PRINCIPAL: Brian Gabb

The DECD Improvement and Accountability framework (DIAf) states that “validation verifies the

quality of the self review process, outcomes reported and actions proposed”.

Self

Revie

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Imp

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ycle

Panel feedback on the evidence that:

the school’s ongoing self-review processes meet the standards outlined in the DIAf guidelines and

effective plans and processes are in place to address the findings of self-review It was evident that the school has used processes of continuous improvement and the DIAF improvement cycle to review the site improvement strategies and undertaken deep inquiry in order to ensure that their strategies are appropriate to the needs of students and teachers. There has been a sustained focus on literacy development which has been well resourced and sustained through training and development, teacher reflection and strong commitment and collaboration by teachers to meet the agreed outcomes of the improvement priorities. The school has utilised the evidence available on the teaching of reading through the WRAP pedagogy and diagnostic tools as a basis for literacy development. This pedagogy connects the Big 6 in an explicitly taught process of de-coding the developmental processes for effective literacy learning. It was also evident that the principal had utilised his learning through PALL to enact leadership actions and was strongly committed to high quality outcomes.

Annual Report 2013

Page 4

Qu

ality

Teach

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Panel feedback on the evidence of effective processes to develop quality teaching and learning: The classroom visits showed a consistent approach to scaffolds for student learning through classroom displays, explicit teaching, use of technology and resources for reading such as the Cars and Stars program and Fitzroy readers. Students were engaged in purposeful learning and their enjoyment of their success was evident. There was evidence of intentional design of the teaching through each teacher’s lesson during the literacy block. It was heartening to see the confidence of teachers emanating from their teaching and their feelings of success through the presentations. The approach to Literacy through Asia education was innovative and it was pleasing that teacher teams had driven the planning and programming at their year level to ensure a rich program which was linked to the Australian Curriculum was taught. There is ample evidence from students work that the literacy learning from WRAP is being transferred across the curriculum.

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Panel feedback on the evidence of effective processes to develop curriculum coherence: The work on the reporting process and summative report had led to greater curriculum coherence and tracking of student achievement. It was noted that parents were provided with comprehensive data related to their children’s achievement. The challenge will be to modify your reporting as a school as you continue to work through the achievement standards in the Australian curriculum and ensure compliance with the A-E reporting. There was a great sense of curriculum coherence through the WRAP program with each teacher actively teaching and reinforcing the phonetics and associated rules.

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Panel feedback on the evidence of improvements in the quality of learner outcomes over time: The Targeted and tailored learning was enacted through the single learning plan, with the plan articulating goals from the NEPs and ILPs, and in the case of students with learning difficulties making these goals very achievable through a simple but effective recording process which guided the work of SSOs and teachers. The training and development of SSOs in assistive technology and WRAP pedagogy has ensured that they are equal participants in the educative process. There was evidence through the NAPLAN testing that there has been growth in years 3 and 5. The level of growth for year 7 although consistent with state average 2012 is lower than in previous years. This is consistent with the school’s belief that a growing percentage of children who enter year three require targeted developmental literacy pedagogy to be able to achieve a higher level of literacy by the end of their primary schooling. It is felt that this data as well as other diagnostic data needs to provide the basis for deep inquiry to assess how students can be moved to higher proficiency bands and corresponding targets established by teachers for individual students. There is a determined effort to improve results which is commendable. It may be interesting to examine other data sets such as attendance, time outs, suspensions and exclusions as there was evident that students’ levels of engagement were high and therefore there should be a corresponding “knock on” effect from the high impact teaching observed in the literacy block.

Annual Report 2013

Page 5

Signed: …………………………….…..

(Regional Director/Assistant Regional Director)

Signed: ………………………….…..

(Principal)

Date: / /

The Governing Council has been informed of the outcome of Validation.

Signed: …………………………….…..

(Governing Council Chairperson)

Date: / /

Note: This Validation Report has been completed by the Regional Director/Assistant Regional Director and is informed by regional

documentation and performance management processes. It is usually competed as a summative report at the end of a 3 year

cycle.

Commendations:

There was a strong commitment to improving outcomes for all students with disabilities and learning difficulties

through the Targeted Support Plan which ensures that information, including assessments, identified assistive

technologies and interagency information is valued, reviewed, prioritised and implemented to provide differentiated

programmes for students. This plan will provide valuable data with regards to intervention programmes and

individual student progress. The targeted support has been a natural development from the whole school

commitment to individualised student planning for growth.

Lead

ing I

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Panel feedback on the evidence of leadership for whole school improvement: There were strong connections between each of the improvement priorities and a strong vision for improvement. The cohesive vision and team approach by leadership had resulted in a truly connected set of strategies which provide each staff member an expectation to “buy in” and contribute to the improvement journey of the school. The use of the LLL tool for planning the targeted learning plan approach was commendable and had obviously built on the skill development of the leaders. The presentation was of high quality and the use of data creative and entirely appropriate for proving further direction for SSO work. There was some evidence of the role of parents and their involvement in supporting the approach to Literacy at the Validation, however further information was provided by the Site Improvement Team which showed that parents have been involved through parent workshops, open class days, newsletters, presentations to Governing Council, PACE initiatives, the production of family CDs with all the letter sounds, modelling by students, 3 way conversations based on target setting for literacy/ strategies, lead teacher presentations to community and year 2 transition meetings for families, samples of work home etc. It is clear that there is a strong valuing and acceptance of the WRAP pedagogy by community.

Annual Report 2013

Page 6

Site Improvement Planning

Validation report/ SIP

Students

Staff

* Stronger, Smarter Cultural Camp, yrs 4-7

* Healthy Gidja’s Edible Garden Project/

PaCE Initiative yrs 3-7

* Nunga Kids’ Café with Port Lincoln

Aboriginal Health Services yrs 6-7

* Cultural Studies Dreamtime Mosaic Totem

Project yr 4

* Literacy/Numeracy support yrs 3-7

* Leadership roles: Crossing guards,

House Captains, assembly awards

Aboriginal Education

2013

Port Lincoln Primary School

Annual Report

*Supported teachers in curriculum development by incorporating Aboriginal Perspectives as per National Curriculum *Engaged with local community members to extend curriculum development *Developed and implemented Healthy Gidja’s garden program to support childrens learning and promote a healthy lifestyle. *Connected with community through PaCE initiatives, family visits, informal gatherings-yarns *Managed Nunga Kids’ Café *Supported students in Literacy and Numeracy Development/ Overlearn Program and Quick Smart *Attended Learning Communities Professional Leadership Conference *EALD scaling and recording

Community *PaCE Initiative, Dreamtime Mosaic Project/ BBQ

area

Healthy Gidja’s Edible Garden Project/ PaCE Initiative

*Yarning Circles Installation

* Mosaic Totem Unveiling Ceremony

*Informal “yarns” with Ab Ed team

Annual Report 2013

Page 7

Logo designed by Isabelle Coulthard, Yr 5 student

Results

*Community engagement/PaCE initiative: 17 meetings

held with avg. of 8.17 community members attending

each session.

*Student attendance: Up 4.26% from 2012 at Port

Lincoln Primary School. Up 5.94% compared to other

schools in the Eyre and Western region. Year 3’s meeting

the 93% target attendance rate for 2013.

*EALD Scales: Up 2.54 points on avg. compared to 2012.

*PAT M Math results: All year levels avg. growth of 5.43

points from test data taken in Term 2 and Term 4.

100% of yr 4’s below mean scale, 100% of yr 5’s below

mean scale, 87.5% of yrs. 6 and 7’s below the mean scale

*NAPLAN Test results: Marked growth in numeracy and

reading in yrs 5 and 7 compared to PLPS 2012 data.

Distance travelled from year 5 2011 to year 7 2013 data:

Numeracy- 15% less in lower band, 15% less in middle

band, 30% more in upper band. Reading- 15% less in

lower band, 10% less in middle band, 25% more in upper

band .

Compared to Eyre and Western region, 2013- Yr 5,

down slightly to EWR in numeracy, up significantly in

reading. Yr. 7, up significantly in numeracy and reading to

EWR

Annual Report 2013

Page 8

Student Achievement

Annual Report 2013

Page 9

NAPLAN

NAPLAN 2013- Significant School progress between year 5 and 7 in all aspects indicated more students in upper 25% in Numeracy, Writing, Grammar, Spelling with less students in lower 25% in all areas.

Mean scores at all year

levels over past 3 years have

remained within similar range,

except in 2013 year 3 Reading

and year 5 writing were

markedly lower that 2012

cohort.

2013 Year 5 reading mean

score increased (451.6-478.3)

compared with previous

years.

Annual Report 2013

Page 10

Standard Deviation.

For year 3 and 5, this has reduced in Numeracy and all areas of Literacy, except Writing. During this

time the school has focused on consistency in Literacy methodology (WRAP) across years 3-5

complimented and expanded on with How Language Works approach in years 6-7.

When referencing the mean score and standard deviation, indications are that even with different

student cohorts, a consistency in methodology is having a positive impact on school scores and

individual student outcomes in area of Literacy.

The % of students at or above National Minimum Standard

YEAR

3

At or Above NMS

2011 2012 2013

Numeracy 93.9% 91.7% 92.7%

Reading 80.7% 88.0% 86.9%

Writing 92.9% 92.9% 88.9%

Grammar 82.6% 81.2% 86.0%

Spelling 82.6% 90.6% 82.0%

YEAR

5

At or Above NMS

2011 2012 2013

Numeracy 82.4% 81.8% 88.6%

Reading 77.6% 80.2% 94.4%

Writing 77.9% 88.5% 75.8%

Grammar 77.0% 80.5% 86.5%

Spelling 79.3% 86.7% 80.9%

YEAR

7

At or Above NMS

2011 2012 2013

Numeracy 97.0% 89.9% 94.3%

Reading 97.0% 88.8% 91.0%

Writing 91.1% 89.9% 86.5%

Grammar 96.0% 95.6% 86.7%

Spelling 92.1% 88.9% 87.8%

In recent years % of achievement has increased in particular

test aspects:-

For year 3 - Numeracy and Grammar.

For year 5 - Numeracy, Reading and Grammar

For year 7 - Numeracy and Reading.

NB:- all ATSI year 3 students achieved NMS in Reading.

The percentage of year 5s at or above the NMS in Reading, as

a cohort and since year 3, has increased significantly from

80.7% to 94.4%, - indicating significant progress for these

students since year 3 testing. This is inclusive of significant

Reading progress for all ATSI year 5 children.

Similarly in Grammar where % wise achieving NMS increased

from 82.6% - 86.5%.

For 2013 year 7 cohort since their year 5 testing, the

percentage at or above NMS increased 10-14% in all aspects of

Literacy and Numeracy.

Eg Numeracy:- 82.4%-94.3%; Reading 77.6%-91.0%; Writing

77.9%-86.5%

Generally for all 2013 year levels the percentage achieving at or

above NMS was lower in Writing compared with previous

years.

Annual Report 2013

Page 11

Criteria in writing requiring further development have been identified – these include punctuation,

sentence structure, vocabulary – suggesting as a school the need to provide, more often,

opportunities to develop spoken ideas and expand vocabulary usage prior to practicing writing in

persuasive as well as a range of other purposeful genres.

Analysis of reading question descriptors across year levels and identifying key areas of difficulty

further supports school based testing and teacher professional judgment that to consistently

continue explicit teaching of reading strategies (identify, locate, infer, interpret) be a priority.

Of note is that for year 3 and 5, the % of errors increased towards the end of the test in Reading

and Grammar.

For Numeracy across all year levels more children achieved at or above NMS.

Analysis of responses to questions generally did not highlight a particular aspect, although similar

questions in Measurement, chance and data caused difficulty in year 3 and 5.

Student Data

Attendance

Year Level 2011 2011 2011 2011 2012 2012 2012 2012 2013 2013 2013 2013 Change Change Year Level School Region DECS Index School Region DECS Index School Region DECS Index 2011-2012 2012-2013 Year 3 91.7 89.7 92.3 91.7 91.7 90.9 92.5 91.6 92.5 90.3 92.6 92.3 0.0 0.8 Year 4 90.6 89.9 92.2 91.5 90.6 90.0 92.3 92.1 91.8 90.6 92.7 92.0 0.0 1.2 Year 5 90.9 90.4 92.2 91.3 88.7 89.9 92.2 91.8 90.6 89.1 92.5 91.8 -2.2 1.9 Year 6 91.1 90.0 92.0 91.8 89.7 90.2 92.0 91.1 90.6 89.2 92.1 91.9 -1.4 0.9 Year 7 89.2 90.1 91.6 91.3 90.1 90.0 91.8 91.5 90.3 89.3 91.6 91.0 0.9 0.2 Primary Other 91.5 90.9 91.1 90.0 91.5 88.6 90.7 88.6 87.8 85.6 90.6 89.7 0.0 -3.7 Primary Total 90.7 89.9 91.9 91.4 90.1 90.0 91.9 91.3 91.1 89.6 92.2 91.5 -0.6 1.0 Total All Year Levels 90.7 87.0 89.9 89.3 90.1 88.4 90.3 89.6 91.1 88.1 90.5 89.8 -0.6 1.0 Total ACARA 1 TO 10 90.6 88.1 90.6 90.0 90.1 88.9 90.9 90.3 91.1 88.5

91.1 90.4 -0.5 1.0

Client Opinion

NA – only conducted every second year My School website http://www.myschool.edu.au/

Annual Report 2013

Page 12

Accountability

National Partnerships

Digital Technologies – Differentiating the Curriculum

Port Lincoln Primary School support the belief that through Information and Communication Technologies we equip children to participate in a rapidly changing world where work and leisure are increasingly transformed by technology. We enable students to find, explore, analyse, exchange and present information. We also focus on developing skills necessary for children to create and use information in a discriminating, effective and creative way. PLPS supports and develops the concept of Digital Citizenship in an Online World. All students will use ICT as a routine part of classroom activities across the curriculum. Through a National Partnerships grant PLPS has also had a significant focus on supporting students with a disability: Differentiating the curriculum and pedagogies. In 2013 PLPS has continued to keep teachers abreast of current technologies to support student learning by organising, attended and running training and workshops. By strategically providing these opportunities to staff (teachers and SSO), it has best equipped them to apply the most appropriate strategies/assistive tools that meet the needs of learners. Staffing

Fraction of Time Role

1.0 Learning Technologies Lead Teacher 4 hrs per week - SSO Assistive Technologies support 6 hrs per week - ICT Technician role - DECD PLHS Partnership -

6 hrs per week Strategic direction / Infrastructure management IT Support Officer - Shaun Gudzenovs Computer Systems Manager - Gavin Walding

Staff Training and Development

PLPS Assistive Technologies Expo Consisting of stations showcasing assistive digital technologies available to assist students learning / differentiation that supports all learners. Teachers and SSO’s ran workshops - Read and Write Gold, Reading Eggs, Digital Pens, Ipads and apps,

hovercams, Differentiating LOTE curriculum using iPads, maths online - used as a teacher resource,

Fitzroy readers - connecting software / text / audio - to students’ reading development. Staff from schools

/ support services within the cluster were invited to attend. Several teachers from PLJPS and Poonindie

also attended.

Co-Hosted the first country Special Education Expo - run by SERU T3 100 staff (teachers, sso) and parents attended 3 day event from Eyre and Western Region Sandy Russo (SPELD) - Dyslexia - Reading / Writing and Assistive Technologies ($20 per staff member 16

x $20 = $320)

PLPS hosted Webinars run by Electroboard and 3P Learning to upskill staff use of online software and

devices throughout year to inform and train staff. ($500)

Assistive Tech. hub group formed within PLPS - who met regularly throughout the year, providing a time

to share skills with each other and after hours training in areas already mentioned in Assistive

Technologies Expo.

Expenditure of major staff T and D

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PLPS funded weekly SSO meetings to build capacity through SSO team - Lead by Candice Fiegert (Band 2 position made possible through NP instalment). - Trialled 2012 T4 - National Partnership funds. Due to success PLPS funded for entire year of 2013. - 2013 - SSO expenditure for weekly SSO meetings - 11 x SSO for 40 weeks = $16, 280 - During this weekly meeting time staff training centred around needs of students with disability. - Invaluable time for SSO staff to connect, team, support, inform and share skills to support students and each other. - T and D during weekly meetings run by lead teachers of ICT, Literacy and Numeracy and relevant Support Services (Speech and Language therapist). - Meetings provided springboard for SSO to share knowledge and skills and even lead group when appropriate. - Significant change of headset for SSO team. Developed Curriculum SSO standards for PLPS. Conducted professional support meetings for all Curriculum SSO’s - using standards to feedback from teachers. Devised, Introduced and applied Targeted Support Plan through the SSO team - to focus on 3 or 4 specific and short term goals (SMARTAR targets) Built capacity through SSO team - allegiance with teacher and SSO - collaborative model.

Targeted Support Plan Data – Term 4 (graph) By Week 5 - Term 4 over 50 students were working towards targets using TSP. See Powerpoint for comparison between terms 2 and 4, due to capacity building of Curriculum SSO and focused training and development throughout the year. Digital Projects - Australian Curriculum Kym Nadebaum - Curriculum Manager - Digital Learning & Communication, worked with staff from PLPS and other schools in Eyre & Western Region to develop Regional Clusters in collaboration with members of the Primary Australian Curriculum Implementation Team to build greater capacity in digital learning - connecting with the AC, Digital Media and Digital Pedagogy.

During his visits he: - highlighted why digital learning is an important essential component of learning design in teaching and learning - developed teacher and leadership capacity with sustainable strategies in use of digital media/ digital learning with the AC - fostered a culture of change through digital learning by challenging, provoking, co-planning and mentoring 3 staff members worked with their students and Kym to use digital media to enhance the learning experience. Three proposals successfully actioned below: Karen McConnell Objective: Create video to show student’s understanding of Sentence Types: Complex. Students will able to use material objects and themselves to visually show the difference between main and subordinate clauses.

Harvinder Sidhu Objective: To nurture and develop a global citizen community Areas in Communicating 1. Students will conduct transactions related to purchasing goods and services

Weekly SSO meetings - T and

D

$16 280

Sandy Russo - SPELD -

Dyslexia

$320

Webinars $500

SERU - Special Ed Expo $400

TOTAL $17 100

Annual Report 2013

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2. Students will obtain and use information to compare aspects of bargaining culture in Indonesia as well as in Australia (making connections and comparisons)

3. Students will create and perform a short film (final evaluation) Areas in Understanding 1. Students will recognise the power of language to influence people’s reactions.

Olivia Sheridan Objective: Put a spotlight on student’s learning journey through an Asian Perspectives experience (Indonesia – Ramayana). Students participate in script writing process for performance and procedural writing for the puppet making. Use digital media for students to show their understanding of the process of learning about the ‘Ramayana’ and finish with students performing the traditional story. National Partnerships - Differentiating curriculum for students with disability (specific learning needs) Action Research Projects Year 4 - Delia Farlam 1. Digital Pens used for mathematics development for students with specific learning needs in maths.

Record teachers instruction/explicit rule to assist in independently attempting task. 2. Digital Pens to assist notetaking for students with SLN. Record BTN using pen and key points. Listen

to recording and record key words at own pace. Languages - Indonesian Marie Kennedy and Harvinder Sidhu 1. How can iPads (features and apps) increase targeted students with disability’s engagement in an

Indonesian lesson?

RECOMMENDATIONS - 2014 T AND D continue in all areas of digital learning -

continue to use and develop skills with currently hardware and software at PLPS - digital literate staff = digital literate students

Harvinder, Marie, Karen, Olivia to continue to develop skills from digital projects. Transformation stage of SAMR model - Form school hub / regional cluster (initiated by Kym Nadebaum - 2013)

iPad bank for LOTE (permanent) 15 (work towards one for both classes)

PLPS support weekly SSO meetings - continue capacity built in 2013

Continue partnership with PLHS - 6 hrs Technical Support and Systems Management

Staffing - 0.4 SSO 2 - Assistive Technologies / Technical Support + 6 hrs SSO (PLPS) - ICT Technician (DECD management)

By end of 2014 - Students registered and using LearnLink (Global perspectives - emailing students in China/Indonesia)

Device Audit

94

60

20 (NEW) DELL

34

Laptops

student

student

staff

Annual Report 2013

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25

10

ipads

mini ipads

19 (1 lost) ipods

20 classroom

3 x LC 1 x OSU well 2 x overlearn

1 x music 1 x perf arts

smartboards

15 digital pens

Numeracy This year 26 students from Years 5, 6 and 7 were offered the QuickSmart Numeracy program. QuickSmart is instructional intervention designed to improve students’ speed and accuracy in recalling basic mathematics facts (with understanding), enabling them to have more time, energy and attention available for tackling more challenging mathematical problems. Our students have responded eagerly, made exciting progress, and gained confidence which has flowed into their classroom Maths and also other curriculum areas. Results from this program indicate substantial improvement.eg in Division average scores in accuracy have increased by 10%, with speed increasing significantly. The graph below shows the growth for students after approximately 20 weeks on the program. Blue indicates PAT M test completed in April and Red indicates PAT M testing completed in November. This testing tests the range of mathematical areas covered in our curriculum.

We will use available resources from this program within classes next year to extend the benefits available to more students. ACER PAT M Testing

0

10

20

30

40

50

60

70

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Pre Scale Score

Post Scale Score

Location of folder with files to support report- STAFF DRIVE > Annual Report

Annual Report 2013

Page 16

All students from Years 4-7 were tested using a National testing earlier in the year and in November so that growth could be calculated. The tests provide teachers with valuable diagnostic information which will inform their teaching. This testing provides teachers with data to drive differentiation in the classroom. We will use this data to improve numeracy learning for our students. Results indicate that while the majority of students have made good progress in the area of numeracy, many are performing below expected levels.

Article I. 2013 QuickSmart Numeracy Results for Port Lincoln Primary School

Purpose of this report

This report presents an analysis of the data provided by your

school for students’ pre-test and post-test measures on the

Cognitive Aptitude Assessment System (OZCAAS) and

Progressive Achievement Test Mathematics (PATM). The initial

results from these analyses are reported below in separate sections. In addition, this report serves as

an opportunity for checking the accuracy of the data you have submitted and for identifying any

unexplained anomalies that need to be addressed before the production of a more detailed Cluster

Report, where appropriate.

The Cluster Report will be generated once all schools in your group have submitted data and these

data have been analysed. A master copy of this report will then be sent to the Cluster Coordinator

who will, in turn, forward the detailed individual school reports to Principals.

This report of school results presents a timely analysis of summarised OZCAAS pre- and post-test

data for each operation (addition, subtraction, multiplication and division). It also provides a

summary of pre- and post-test data on the PATM. A detailed spreadsheet of the data provided by

your school personnel and used in this report is appended so that the information can be checked

for accuracy. It would be appreciated if any issues with the data can be brought to our attention

within two weeks of receipt of this report to ensure that any errors are corrected before further

analyses are undertaken.

Report content

The following information is included in this report:

Number of students (N)

Mean pre-test scores

Standard deviation of pre-test scores

Mean post-test scores

Standard deviation of post-test scores

Average Gain scores (difference between the mean post-test score and mean pre-test score)

A preliminary Effect Size. (As we have not undertaken a full set of statistical analyses at this time, this result should be considered a guide only. Our preliminary analysis does not include a probability level, which is needed to judge the significance of the effect size statistic.) As you would recall from the information presented at the professional learning workshops, Effect Size is used to show growth or improvement associated with a teaching program. In general, Effect Size statistics can be understood based on the work of Hattie (Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. London: Routledge) such that:

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Effect Sizes below 0.2 are considered poor, with an appropriate range of growth over an academic year for a student cohort established as within the range of 0.2 to 0.4;

Effect Size scores of 0.4 to 0.6 are considered strong;

Effect Sizes between 0.6 and 0.8 are considered very strong; and

Effect Size scores above 0.8 represent substantial improvement of the order of approximately three years’ growth.

OZCAAS Results

Average results from your school are presented below.

A detailed discussion of the results for Division is provided to assist in interpreting the results for other

Operations.

(Note the negative number for speed means that the post-test time is lower than the pre-test time which is the desired

pattern of improvement.)

Table 1: All OZCAAS operation results – all students 2013

OZCAAS Operation N

Pre-

Mean Pre-SD

Post-

Mean

Post-

SD Gain Effect size

Add to 20 QS (speed secs) 25 2.427 0.651 1.566 0.317 -0.861 -1.682

Add to 20 COMP (speed secs) 6 1.42 0.189 1.163 0.228 -0.257 -1.227

Add to 20 QS (accuracy %) 25 95.392 4.541 97.068 4.817 1.676 0.358

Add to 20 COMP (acc %) 6 98.233 2.737 100 0 1.767 0.913

Addition QS (speed secs)

Addition COMP (speed secs)

Addition QS (accuracy %)

Addition COMP (accuracy %)

Sub to 20 QS (speed secs) 25 3.76 2.013 2.064 0.488 -1.696 -1.158

Sub to 20 COMP (speed secs) 6 1.863 0.537 1.412 0.278 -0.451 -1.055

Sub to 20 QS (accuracy %) 25 85.312 11.751 91.324 8.531 6.012 0.586

Sub to 20 COMP (acc %) 6 92.933 4.408 99.117 2.164 6.184 1.781

Subtraction QS (speed secs)

Sub COMP (speed secs)

Subtraction QS accuracy %)

Sub COMP (accuracy %)

Multiplication QS (speed secs) 25 3.022 1.409 1.941 0.754 -1.081 -0.957

Mult COMP (speed secs) 6 1.898 0.8 1.342 0.338 -0.556 -0.905

Multiplication QS (accuracy %) 25 86.684 12.309 88.268 10.615 1.584 0.138

Mult COMP (acc %) 6 85.967 10.89 98.183 2.816 12.216 1.536

Division QS (speed secs) 25 3.538 1.678 1.955 0.61 -1.583 -1.254

Division COMP (speed secs) 6 2.32 1.069 1.62 0.469 -0.7 -0.848

Division QS (accuracy %) 25 78.328 18.315 88.724 9.198 10.396 0.717

Division COMP (accuracy %) 6 87.367 15.367 98.233 2.737 10.866 0.984

(a) Discussion of Division Results

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On the Division OZCAAS test, there were paired data for 25 QuickSmart students. The average decrease in time

for QuickSmart students is 1.583 seconds. The Effect Size for this result is -1.254, which indicates substantial

improvement.

In terms of accuracy, the QuickSmart students’ average scores on Division for this school have increased by

10.396 percentage points. This Effect Size shows very strong improvement.

For Division the results show that the QuickSmart group improved more than the Comparison group for speed,

however the Comparison group improved slightly more for accuracy. Of note is the fact that, in terms of

accuracy, out of the 25 students, 2 performed worse in the post-intervention than in the pre-intervention. See

notes at the end of the report for possible reasons.

With OZCAAS accuracy results for some Operations there may be a ceiling effect. The students’ pre-

intervention results were very high (over 90%) which means that they did not have much room to improve. As

a result, the Effect Size for these operations may be low because the Gain Scores are constrained.

Results on the PATM assessments

The analysis of the PATM Australian-normed standardised test data was completed based on the

scores of all students for whom both pre-intervention and post-intervention PATM test results were

available. (Note: Students who did not do a pre-test or were absent at the end of the year for a

variety of reasons and missed the post-test, are not included in these results.)

Table 2: PATM results (Scale scores) 2013

Group N Pre-

Mean

Pre-SD Post-

Mean

Post-

SD

Gain Effect size

All QuickSmart Students 25 39.108 5.876 47.5 6.309 8.392 1.376

Indigenous QS Students 5 36.86 6.785 44.4 4.537 7.54 1.306

Comparison Students 6 52.783 3.474 59.15 5.453 6.367 1.393

These results indicate a higher gain for QuickSmart students in relation to their average-achieving

peers in the Comparison group. This improvement is in excess of the expected yearly growth of

students’ scores as measured on the PATM of 5 scale score points. The Indigenous students also

showed improvement although this improvement is smaller than that for the rest of the QuickSmart

group.

All data need to be interpreted for your school context. Some issues that can affect results include:

Student attendance issues such as frequent absence from school and health problems;

Given the multiple choice nature of the PATM test, some students may obtain an inflated score at pre-test;

If students have not had sufficient problem-solving practice, they may not show as much improvement in PATM as in OZCAAS;

Average results for small numbers of students can be significantly affected by a single very good or very poor result;

For many of the QuickSmart students, who have been conditioned to failure, even modest improvements can open up new horizons in education.

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While the interpretation of Effect Size is described on the first page, this calculation can be impacted

by changes in Gain Score and Standard Deviations (SD). The following grid shows how these change

the Effect Size. For example, a low average SD and a high Gain Score will result in a high Effect Size.

Gain Score

Low High

Ave

rage

Sta

nd

ard

De

viat

ion

Low

Moderate

Effect Size

High

Effect Size

High

Low

Effect Size

Moderate

Effect Size

The QuickSmart team would like to thank you for collecting and submitting your pre-test and post-

test data. Such cooperation is vital if we are to continue our research and further develop the

QuickSmart Numeracy and Literacy programs.

If you have any queries about this report or any other issues relating to QuickSmart, please contact

us at the SiMERR National Centre at UNE on (02) 6773 5065 or by emailing simerr@une.edu.au.

There are no queries. However, should you notice any errors in the data spreadsheet please alert us

to them.

Staff

Teacher Qualifications QAll teachers at this school are qualified and registered with the SA Teachers Registration Board.

Qualification Level Number of

Qualifications

Bachelor Degrees or Diplomas 49

Post Graduate Qualifications 9

Please note: Staff that have more than 1 qualification will be counted more than once in the above qualification table. Therefore the total number of staff by qualification type may be more than the total number of teaching staff.

r

Diplomas Post Graduate

Workforce Composition including Indigenous staff Workforce Composition This report is a profile of staff located in school sector sites as at August 2013. Employee figures fluctuate

throughout the year.

It excludes employees on four or more continuous weeks leave, employees on workcover and temporary

relieving teachers (TRTs).

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Teaching staff are those who spend the majority of their time in contact with students, ie support students

either by direct class contact or on an individual basis, and have teaching duties, ie are engaged to impart

the school curriculum (includes leadership positions).

Non teaching staff include student counsellors, school services officers, Aboriginal Education Workers,

grounds persons, building operations, general maintenance, etc.

Workforce Composition Staff Non-Teaching Staff

Indigenous s Workforce Composition including Indigenous staff

Workforce Composition Teaching Staff Non-Teaching Staff

Indigenous Non Indigenous Indigenous Non Indigenous

Full-time Equivalents 0.00 31.60 1.51 10.01

Persons 0 36 2 14

Financial Statement

Income by Funding Source

Funding Source Amount

1 Grants: State

2 Grants: Commonwealth

3 Parent Contributions

4 Other

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