external valida on...are excelling in our learning culture as it reflects the school wide...

Engadine High School

External Valida on 2016

Educa onal excellence and opportuni es in a safe, nurturing environment

Engadine High School – External Validation 2016 Page 84

EVIDENCE SET 1 STUDENT ACHIEVEMENT ANALYSIS PROCESSES DOMAINS AND ELEMENTS DOMAIN ELEMENTS Judgement for Element (SEF SaS)

LEARNING Learning Culture Curriculum and Learning Student Performance Measures

Excelling Sustaining and Growing Sustaining and Growing

TEACHING Effective Classroom Practice Data Skills and Use

Sustaining and Growing Sustaining and Growing

ANNOTATED EVIDENCE 1.1 Sentral Student Growth tracking 1.2 Ability/Performance Tracking Analysis 1.3 Underachievement Matrix – Ability Testing Stanine vs Half-Yearly Grade Point Average 1.4 HSC Data Analysis 2001-2015 – Proportion of Exam Results Above/Below 70 1.5 HSC Data Analysis 2001-2015 – Total Average Examination Mark Index 1.6 HSC Data Analysis 2001-2015 – Percentage of Top Two Bands, HSC Examinations 1.7 HSC KLA Monitoring & Review Proforma

ANALYSIS Engadine High School has integrated student achievement analysis into the philosophy underpinning our learning culture to ensure teachers make informed judgements that alleviate identified gaps in learning. Student achievement at all levels is celebrated school wide, with both high achievement and personal growth recognised as markers of learning. We take student achievement as a serious indicator of the growth of our learning culture and use our analysis to inform further reforms and changes to teaching and learning programs across KLAs. This Evidence Set demonstrates how the whole school community has a shared responsibility for student learning and ongoing performance improvement; the use of information to support students’ transitions; processes to address student learning needs as well as key quantitative measures that show the proportion of students with 2+ Band 5 and 6 in the 2015 HSC.

Our process of reviewing and analysing student achievement has grown in recent years. At the beginning of every year, each KLA engages in a reflective activity with the Senior Executive, a HSC Monitoring Process, using student performance data from the recent HSC to evaluate the effectiveness of their teaching practices, both collectively as a faculty and as an individual. However, we are now moving beyond simply using SMART and RAP data analysis packages for NAPLAN and HSC to analyse student achievement data and information. Our reinvigorated Learning Support Team has sought to use student achievement as a formative analysis and assessment process; streamlining processes of data


collection and distribution has been a key component of this process. A renewed focus on student growth has also seen a mastery-based growth mindset in our school’s culture where students, teachers and parents embrace a shared responsibility for ongoing learning. Student growth is reviewed and tracked as part of a learning process rather than one that looks only at final results.

The use of the online learning management system Sentral facilitates the tracking of student overall growth in individual subjects and as a whole by allowing the school to actively collect, manage and analyse information that supports students’ transitions across all stages of their education. Student growth trajectories are used to inform educational interventions and identify students in need of additional learning support, such as our mentoring programs, learning support referrals and reviews, career pathway meetings, and external support.

We are continually reflecting on our model of student transition from Year 6 to Year 7, ensuring we use best-practice. Our student ability screen processes are combined with qualitative data from local primary schools to construct an informed and comprehensive narrative for each student as they transition into our school. Independent ability testing, through the use of a suite of ACER ability tests, provides us with a norm-referenced indicator of student capacity. Our screening processes also inform our gifted student and learning support identification processes and have contributed to the identification of unrecognised learning issues.

Through the use of advanced data matrices, we facilitate an underachievement identification process. Ability testing is compared to actual student academic achievement in order to identify and address underachievement. A scatter plot is used to identify outlying students who may be underachieving. This information is then connected to existing welfare information to help assess identified learning concerns. To consolidate our assessment, we amalgamate information from both the Learning Support and Welfare team, ensuring a response that most effectively targets the holistic needs of students. It is this systemic process across many stakeholders that links Data Skills and Use, Learning Culture and Curriculum and Learning.

The artefacts that indicate we are Sustaining and Growing in Student Performance Measures clearly substantiate the outstanding academic achievement of students in the top two bands in HSC courses. The 2015 Higher School Certificate review traced the growth trajectories of the school since the implementation of the 2001 HSC. This required a deep analytical process that compiled a multi-year dataset; our 2015 HSC cohort was a high-water mark for achievement, with 85.56% of courses achieving a mark of greater than 70, up from 59.96 a decade ago.

In order to strengthen our data analysis processes, the executive engaged in professional learning sessions on quantitative and qualitative data analysis. This ongoing project has improved the means by which we draw conclusions and inform our teaching and learning


processes. This can be seen in the creation of a HSC Average Exam Mark index through a dataset that includes all student HSC achievement data back to 2001. Our analytical techniques show that the average HSC exam mark has increased by 6.06 marks across the past decade. This is well above state trends for our courses and is 3.63 marks above the historical trend for Engadine High School. Our expectation is that this trend will continue, as a direct outcome of the effective teaching and learning initiatives within our Strategic Directions.

Additionally, we are able to employ achievement analysis processes that inform future learning processes and expectations. Our school’s actual achievement of Top Two Bands in HSC courses in 2015 exceeded logarithmic regression-based trend predictions by 9 percentage points. We are growing to the point where we are on track to have half of all courses completed at Engadine achieving a mark greater than 80 – a truly excellent achievement for a suburban comprehensive high school.

We believe this Evidence Set shows links across elements in the SEF that are working together in the pursuit of excellence. The evidence contributes to our judgement that we are excelling in our Learning Culture as it reflects the school wide responsibility for student learning and success that continues to ensure students build strong identities as learners. This Evidence Set also clearly highlights our effective systematic policies, programs and processes, as well as the data skills that are effectively addressing student learning needs.


(1.1) Student outcomes and growth are tracked by class teachers, faculties, welfare, and the learning

support team Student growth

trajectories are used to inform educational

interventions and support

R² = 0.343

0

1

2

3

4

5

6

7

8

9

0 0.5 1 1.5 2 2.5 3 3.5 4

ACER

AG

AT G

ener

al A

bilit

y ST

ANIN

E

YEAR 7 HALF-YEARLY GRADE POINT AVERAGE

STANINE (Y) v GRADE AVG (X)YR7 2016 HALF-YEARLY

(1.2) Independent standardised testing by ACER is used to inform

class placement and assess ability – predicted achievement is compared to actual performance to help identify and address underachieving students

(1.3) Outlying students on achievement matrices can

be identified and cross-matched to welfare and classroom data. We can

ask – and answer – why is this student

underperforming? What can we do to help them do

their very best?


11.48%

26.32%

23.97%

23.28%

24.55%

28.71%

25.32%

42.80%

26.61%

27.73%

32.05%

42.21%

30.92%

43.01%

46.39%

R² = 0.6169

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

ENGADINE HS - PERCENTAGE OF HSC TOP TWO BANDS IN COURSESHSC Band 5 or Band 6, 2001-2015

Band 5 or 6 Trendline

67.76

69.89

70.89 70.78

72.9273.22

73.81

75.31

72.4573.01

74.11

75.94

73.7076.11

76.84

R² = 0.8218

62

64

66

68

70

72

74

76

78

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

AV

ERA

GE

HSC

EX

AM

MA

RK

HSC AVERAGE EXAM MARK INDEX

TAM Index - Year to Year School Trend (historic) Log. (TAM Index - Year to Year)

(1.4) Student performance data

analysis has moved beyond the limits of

SMART & RAP Data analysis and

reflection is a critical part of our learning culture – this has contributed to a 43% increase in student

exam results over 70 (59.96% to 85.56%)

(1.5) Average HSC exam mark has increased

6.06 in ten years – 30.3 marks higher per

student on a 10 Unit /500 basis

Current achievement growth is above

historical trend-based predictions by 3.63 marks per course

(1.6) The school’s learning culture has been transformed to

support high achievement for all students. In 2015, 46.39% of course

results were in the top two achievement bands

– triple the figure of 2001 and 9 percentage points above predicted

trend

47.19%

66.23%61.64%

59.96%

67.69%64.17%

75.05%75.15%

66.52%69.15%

69.96%79.65%

69.43%78.15%

85.56%

52.81%

33.77%38.36%40.04%

32.31%35.83%24.95%24.85%

33.48%30.85%30.04%

20.35%

30.57%

21.85%14.44%

R² = 0.69

R² = 0.69

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2001 2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015PERC

ENTA

GE

OF

RESU

LTS

AC

ROSS

SC

HOO

LBAND 4/5/6 RESULTS v BAND 1/2/3

Band 4 5 6 Band 1 2 3 Log. (Band 4 5 6) Log. (Band 1 2 3 )


(1.7) Our HSC KLA Monitoring

and review proforma helps faculties reflect critically on

student achievement This process helps scaffold and

facilitate individual and collective review in order to

build upon previous successes.

external valida on...are excelling in our learning culture as it reflects the school wide...

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