Reporting to parents Reporting to parents and the community: and the community: current issues and initiativescurrent issues and initiatives

Reporting to parents Reporting to parents and the community: and the community: current issues and initiativescurrent issues and initiatives

Dr Graham MaxwellDr Graham MaxwellDeputy Director, Research & Policy BranchDeputy Director, Research & Policy Branch

Queensland Studies AuthorityQueensland Studies Authority

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Influences on reporting to parentsInfluences on reporting to parentsand the communityand the community1.1. Parent difficulty in understanding the meaning of (some) school reportsParent difficulty in understanding the meaning of (some) school reports

2.2. Teacher uncertainty about how to enact recent curriculum reforms effectivelyTeacher uncertainty about how to enact recent curriculum reforms effectively

3.3. Government interest in monitoring and improving the effectiveness of schoolsGovernment interest in monitoring and improving the effectiveness of schools1.1. Parent difficulty in understanding the Parent difficulty in understanding the

meaning of (some) school reportsmeaning of (some) school reports

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

1.1. Levels of Understanding/QualityLevels of Understanding/Quality

ModestModest BeginningBeginning

IntermediateIntermediate ProgressingProgressing

ProficientProficient AdequateAdequate

SuperiorSuperior ExemplaryExemplary

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

1.1. Levels of Understanding/QualityLevels of Understanding/Qualitycontinued …continued …

NoviceNovice UnsatisfactoryUnsatisfactory

ApprenticeApprentice Needs Needs ImprovementImprovement

ProficientProficient SatisfactorySatisfactory

DistinguishedDistinguished OutstandingOutstanding

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

2.2. Levels of Mastery/ProficiencyLevels of Mastery/Proficiency

Below BasicBelow Basic Below StandardBelow Standard

BasicBasic Approaching StandardApproaching Standard

ProficientProficient Meets StandardMeets Standard

AdvancedAdvanced Exceeds StandardExceeds Standard

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

2.2. Levels of Mastery/ProficiencyLevels of Mastery/Proficiencycontinued …continued …

Pre-EmergentPre-Emergent IncompleteIncomplete

EmergingEmerging LimitedLimited

AcquiringAcquiring PartialPartial

ExtendingExtending ThoroughThorough

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

3.3. Frequency of DisplayFrequency of Display

RarelyRarely NeverNever

OccasionallyOccasionally SeldomSeldom

FrequentlyFrequently UsuallyUsually

ConsistentlyConsistently AlwaysAlways

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Indicators of Student PerformanceIndicators of Student Performance

4.4. Degree of EffectivenessDegree of Effectiveness

IneffectiveIneffective PoorPoor

Moderately EffectiveModerately Effective AcceptableAcceptable

Highly EffectiveHighly Effective ExcellentExcellent

Source: Phi Delta Kappan, December 2004

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Influences on reporting to parentsInfluences on reporting to parentsand the communityand the community1.1. Parent difficulty in understanding the meaning of (some) school reportsParent difficulty in understanding the meaning of (some) school reports

2.2. Teacher uncertainty about how to enact recent curriculum reforms effectivelyTeacher uncertainty about how to enact recent curriculum reforms effectively

3.3. Government interest in monitoring and improving the effectiveness of schoolsGovernment interest in monitoring and improving the effectiveness of schools

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

• Focus on student learningFocus on student learning

• Progression/connectionProgression/connection

• Manageable steps/targetsManageable steps/targets

• ‘‘Personalised learning’Personalised learning’

• Experiencing successExperiencing success

Curriculum reform principlesCurriculum reform principles

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Influences on reporting to parentsInfluences on reporting to parentsand the communityand the community1.1. Parent difficulty in understanding the meaning of (some) school reportsParent difficulty in understanding the meaning of (some) school reports

2.2. Teacher uncertainty about how to enact recent curriculum reforms effectivelyTeacher uncertainty about how to enact recent curriculum reforms effectively

3.3. Government interest in monitoring and improving the effectiveness of schoolsGovernment interest in monitoring and improving the effectiveness of schools

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

QSA study: ParentsQSA study: Parents

• wanted to know how their child was going in wanted to know how their child was going in general, with specific details of strengths general, with specific details of strengths and weaknessesand weaknesses

• wanted a balance between too much detail wanted a balance between too much detail and not enoughand not enough

• understood assessing and reporting understood assessing and reporting information easiest when organised into information easiest when organised into KLAs/subjectsKLAs/subjects

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

QSA study: ParentsQSA study: Parentscontinued …continued …

• valued seeing student workvalued seeing student work

• wanted comparability across schoolswanted comparability across schools

• understood the developmental continuum of understood the developmental continuum of levels, but had difficulty with the outcome levels, but had difficulty with the outcome statements used to describe this.statements used to describe this.

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Parents want some simple messages:Parents want some simple messages:

• How is my child goingHow is my child going(against standards and showing progress)?(against standards and showing progress)?

• How does this compare with othersHow does this compare with others(preferably against the state cohort)?(preferably against the state cohort)?

• What next?What next?(how can I assist further learning and (how can I assist further learning and development)?development)?

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

IssuesIssues

• Parents are puzzled about assessmentParents are puzzled about assessment• Evidence base needs to be more transparentEvidence base needs to be more transparent• Portfolios allow the evidence to be sharedPortfolios allow the evidence to be shared• Needs deliberate sharing of the frameworks by Needs deliberate sharing of the frameworks by

which the teacher plans, monitors and reports which the teacher plans, monitors and reports student learningstudent learning

• Assessment is an integral part of learning (built-Assessment is an integral part of learning (built-in not bolt-on).in not bolt-on).

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Recent developmentsRecent developments

Tasmania:Tasmania: Essential LearningsEssential Learnings

Victoria:Victoria: Essential Learning StandardsEssential Learning Standards

Western Australia:Western Australia: Progress MapsProgress Maps

Queensland:Queensland: Curriculum, Assessment and Curriculum, Assessment and Reporting FrameworkReporting Framework

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

The Queensland Curriculum, Assessment The Queensland Curriculum, Assessment and Reporting Framework will:and Reporting Framework will:

• Define what is Define what is essential curriculumessential curriculum for all for all students in Years P-10students in Years P-10

• Set standards of student achievement in the Set standards of student achievement in the essential curriculumessential curriculum

• Create a bank of assessment tools for Create a bank of assessment tools for teachersteachers

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

The Queensland Curriculum, Assessment The Queensland Curriculum, Assessment and Reporting Framework will:and Reporting Framework will:continued …continued …

• Establish, at three key points in the P-10 Establish, at three key points in the P-10 years, rigorous comparable assessment years, rigorous comparable assessment against the defined standardsagainst the defined standards

• Specify a common framework for reporting Specify a common framework for reporting student achievement against standards.student achievement against standards.

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Other Queensland Government Other Queensland Government Reporting InitiativesReporting Initiatives

[Overridden by [Overridden by Schools Assistance (LearningSchools Assistance (LearningTogether–Achievement through Choice andTogether–Achievement through Choice andOpportunity) Act 2004Opportunity) Act 2004.].]

• All schools to publish information profile and All schools to publish information profile and outcomesoutcomes

‘to support continuous improvement and‘to support continuous improvement andenhanced accountability’.enhanced accountability’.

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Other Queensland Government Other Queensland Government Reporting InitiativesReporting Initiativescontinued …continued …

• Annual publication of:Annual publication of:

(a) Year 12 school performance report(a) Year 12 school performance report

(b) Year 12 student destination survey.(b) Year 12 student destination survey.

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Year 12 School Performance ReportYear 12 School Performance Report

ContextContext

11 SchoolSchool Green CollegeGreen College

22 LocalityLocality Sunshine CoastSunshine Coast

33 GenderGender CC

44 Breadth of Curriculum - number of Breadth of Curriculum - number of subject area categories offeredsubject area categories offered

1212

55 Number of Certificates of Post-Number of Certificates of Post-Compulsory School Education Compulsory School Education awardedawarded

11

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Year 12 School Performance ReportYear 12 School Performance Report

Number of Senior Certificates AwardedNumber of Senior Certificates Awarded

66 OP Eligible - no VET CertificateOP Eligible - no VET Certificate 4545

77 OP Eligible with one or more VET OP Eligible with one or more VET qualificationsqualifications

2121

88 OP-ineligible - no VET qualificationsOP-ineligible - no VET qualifications 1212

99 OP-ineligible with one or more VET OP-ineligible with one or more VET qualificationsqualifications

6161

1010 Total Senior Certificates awardedTotal Senior Certificates awarded 139139

Reporting to parents and the communityReporting to parents and the communityReporting to parents and the communityReporting to parents and the community

Year 12 School Performance ReportYear 12 School Performance Report

VET in SchoolsVET in Schools

1111 Number of students completing VET Number of students completing VET competenciescompetencies

127127

1212 Number of VET qualifications awardedNumber of VET qualifications awarded 125125

1313 Number of students completing/ Number of students completing/ continuing a school-based continuing a school-based apprenticeship or traineeshipapprenticeship or traineeship

1515

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Year 12 School Performance Report Year 12 School Performance Report OtherOther

1414 Percentage of OP Eligible students Percentage of OP Eligible students with an OP 1-15with an OP 1-15

3737

1515 Percentage of students with Senior Percentage of students with Senior Certificates with VET qualificationsCertificates with VET qualifications

5959

1616 Percentage of students with Senior Percentage of students with Senior Certificates with OP Eligibility or with Certificates with OP Eligibility or with VET qualificationsVET qualifications

9191