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In 2021 over half made low gains

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I notice that there has been an increase in medium gains from 2018-2021.

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High gain has increased

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in 2021 no one made high gains

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I notice we have aligned with the national average in low growth gains.

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I notice that despite their being a year gap in 2020 there is still a lot of growth.

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I notice lower gains

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In 2018 we had amazing growth

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Notice - the medium growth for 2018 is more than 2019

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Notice - the medium growth for 2018 is more than 2019

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I notice in 2018 40% of students made high relative gains.

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I notice a larger amount of gain in 2018

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Not a single student had gains from grade 3 to 5

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I notice that the majority of students are in the medium growth category.

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I notice the relative gains made in 2019 were very class to this years state average

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75% of students made high or medium gain, in 2019 55% made high or medium in 2018 70% made medium gain, or gaining is gaining

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What would 2020 data show and how would this impact 2021 data?
There has been a steady increase in growth in medium and high gains from 2018-2021 is this reflective of the teaching/pedagogy?
Does the 2019 data reflect the cohort? Will they have a higher percentage of low and medium gains in the Grade 5 data?

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- How tests have been administered in previous years.
- If there was a NAPLAN focus in certain years.
- Impact COVID has had on how students and parents see education

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I notice more Gr3 students are above than at or below

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I notice more Gr3 students are above than at or below

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I wonder how students are recorded if they actually make negative growth. do they add a lot to the low growth %

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I notice that 3 students out of 15 are below national minimum standard.

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Most of our 5's were Above NMS

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I notice the data shows a majority of the year 5's are above the national minimum score

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We have a lot of students above NMS

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I notice that 10 out of our 14 Grade 5's are above national standard

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Great to see high growth in Band 6 and medium growth in the 2 Band 2 students

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I notice 3 students do not have a relative gain score - wonder why?

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I notice 3 students do not have a relative gain score - wonder why?

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I notice that most students in grade 3 are above national minimum standard.

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I notice that 9 out of 15 students in grade 3 are at above standards.

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Only 3 y5's are below NMS

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Only 2 (3 including Dylan) below NMS

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I notice that 5 out of the 14 students are at band 5 which is the next band up after NMS

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I notice that only 2 students are below standard for grade 3.

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High scores but low gains

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I notice a wide range of abilities

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Our 2 Band 2 students (at NMS) made medium gains

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It would be great to have access to the relative gain scores from students from other scores.
I wonder if students that are below NMS are on learning plans.
How many of these students are EAL?
What is the difference between more difficult gains?

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-Does a range of abilities come down to differentiated teacher practices?
-Should we be focusing on the students low and getting them up, or working on the students in the middle and increasing them.

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I will identify areas in regard to the Australian Curriculum Achievement standards for my year level that I need to address and plan towards.

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Continue to provide reading experiences every day with students - read aloud, whole class, small group with variety of texts.
Expose students to different genres / texts.
Provide experiences for students to engage with books.

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I will continue to co plan/teach with other teachers in higher and lower grade levels

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Could use as a summary for next steps for students

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Focus on characters- interpreting characters thoughts, feelings and behaviours.

Making meaning from texts- simple texts with familiar content and themes (that relate to students lives) as well as ensuring students are fully understanding and interpreting the information they are reading.

Applying a range of reading comprehension strategies- making connections and inferring and text structures.

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Focus on students in the upper bands for their year group, we want to enrich their learning and make sure they are achieving high gain.

How can we best get students to  best show what they know without 'checking out' of the test because they are bored or had enough.  How can I help impact their resilience.

How can we celebrate growth (gains) with parents and the community.

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Could use summary to support designing rubrics

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Utilise the 'Summary of Skills Assessed' Report to create rubrics and assess students understanding.

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1. Have a set time in class where students read a range of texts types..... use the book tracker developed in upper primary PLC to record this. Ensure that I supply a range of text in the classroom.
2. Have a continuous focus on making inferences. Have a short task (10min) that students do twice a week  that requires them to infer.
3. Look at how we compare texts.

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1 - Focus on writing simple sentences with correct word order and punctuation independently.

2- Look at using conjunctions and nouns more and how they are used in our every day life.

3 - High frequency words - Learning common words to assist with their reading further.