Pacific Paradise State School

PACIFIC PARADISE STATE SCHOOL

Literacy, Numeracy, KLA Assessment - Tools, Standards and Targets

This document is a record of our assessment for learning and results of these tests should not be used for A-E report card ratings. If students attain these minimum standards they then should have success engaging with the National Curriculum Standards or C2C on which their A-E ratings are assigned.

The knowledge of where our students sit academically will enable teachers to plan and implement differentiated learning experiences for every child. This will allow all students to be challenged, reach their potential and experience success.

The North Coast Region expectation would be that 85% of students reach each Year Level Benchmark. Further Stretch Targets should be developed from these minimum standards to increase the number of students in the Upper 2 Bands.

PM and PROBE : Reading Benchmarks – Data Wall
Prep
Sem 1 / Sem 2 / Year 1
Sem 1 / Sem 2 / Year 2
Sem 1 / Sem 2 / Year 3
Sem 1 / Sem 2 / Years 4, 5 & 6
Well above (A) / 7+ / 11+ / 15+ / 20+ / 22+ / 24+ / 27+ / 29+ / Green - PROBEMore than 12 Months above chronological age
(A)
Above
(B) / 5 - 6 / 9 - 10 / 12 -14 / 16 - 19 / 19 -21 / 22-24 / 24-26 / 27-28 / Green - PROBEbetween 6 to 12 Months above chronological age
(B)
At
(C) / 3 - 4 / 6 - 8 / 9 - 11 / 12 - 15 / 16-19 / 19-21 / 20 -23 / 24-26 / Yellow - PROBE 6months either side of chronological age
(C)
PM NCR / 6-8 / 16 - 18 / 20 - 22 / 23 - 25
PROBE NCR / 8.5 - 9.5
Puppy Hippos / Year 4 9.5 - 10.5 years
Maria Tornado / Year 4 9.5 - 10.5 years
Maria Tornado / Year 4 9.5 - 10.5 years
Maria Tornado
Below
(D) / 2 / 4 - 5 / Below8 / 10 -11 / 9-15 / 15-18 / 17-19 / 21 - 23 / 3 Orange PROBE -7 or -12 Months belowchronological age
(D)
Well Below
(E) / 0 - 1 / Below 3 / Below 5 / Below 9 / Below 9 / Below 14 / Below 16 / Below 20 / 4 Red- PROBE-12 months or more below chronological age
(E)

Source:Guide to school based Assessment Tools and Year Level Expectations, North Coast Region

First Steps Reading Phase

Role Play / Experimental / Early / Transitional / Proficient / Accomplished
Descriptor / Role Play readers show an interest in books and the print they see around them. They imitate the things they see adult readers doing such as holding the book carefully, turning the pages and using computer icons. They often pretend to read by using the pictures and their memory to retell stories. / In this phase, readers use memory of familiar, predictable texts and their developing sound symbol knowledge to match some spoken words with written words. Experimental readers are focused on understanding and conveying the meaning of these texts rather than reading all words accurately. They read and comprehend texts with repetitive, limited and known vocabulary and supportive illustrations. / Early readers recognise a bank of frequently used words and use a small range of strategies to comprehend texts. These include short literary texts and structured informational texts that have familiar vocabulary and are supported by illustrations. Reading of unfamiliar texts is often slow and deliberate as they focus on reading exactly what is on the page, using sounding out as a primary word-identification strategy. / In this phase readers are beginning to integrate strategies to identify unknown words and to comprehend text. These strategies, combined with an increasing bank of sight words, enable readers to read texts such as novels, newspapers and websites with familiar content, fluently and with expression. Transitional readers reflect on strategies used and are beginning to discuss their effectiveness. / Proficient readers have developed a multi-strategy approach to identify unknown words and comprehend demanding texts such as subject-specific textbooks, novels and essays. They are able to select strategies appropriate to the purpose and complexity of the text. Readers have a greater ability to connect topic, grammatical, cultural/world and text-structure knowledge with what is new in the text. Proficient readers identify the target audience of a text. They draw on evidence from their own experience to challenge or question the text. / Accomplished readers use a flexible repertoire of strategies and cues to comprehend texts and to solve problems with unfamiliar structure and vocabulary. They are able to fluently read complex and abstract texts such as journal articles, novels and research reports. Accomplished readers access the layers of information and meaning in a text according to their reading purpose. They interrogate, synthesise and evaluate multiple texts to revise and refine their understandings.

Suggested First Steps Phase (mid- year)

Prep / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6
At / Experimental / Experimental/Early / Transitional / Transitional / Transitional/proficient / Proficient / Proficient
PAT R Benchmarks 2-6 / Term 1 / Term 4
Well above / 8,9 / 9
Above / 6,7 / 7,8
Year Level Expectation / 4,5 / 4,5,6
Below Year Level Expectation / 2,3 / 2,3
Substantially Below Year Level Expectation / 1 / 1
Spelling from Australian Curriculum English Scope & Sequence + Words Their Way
Spelling:

• Knowledge for spelling including knowledge about how the sounds of words are represented by various letters and knowledge of irregular spellings and spelling rules

Prep / Year 1 / Year 2 / Year 3 / Year 4 / Year 5 / Year 6 / Year 7
Know that spoken sounds and words can be written down using letters of the alphabet and how to write some high-frequency sight words and known words
Know how to use onset and rime to spell words / Know that regular one-syllable words are made up of letters and common letter clusters that correspond to the sounds heard, and how to use visual memory to write high-frequency words
Recognise and know how to use morphemes in word families for example ‘play’ in ‘played’ and ‘playing’ / Understand how to use digraphs, long vowels, blends and silentletters to spell words, and use morphemes and syllabification to break up simple words and use visual memory to write irregular words
Recognise common prefixes and suffixes and how they change a word’s meaning / Understand how to use sound-letter relationships and knowledge of spelling rules, compound words, prefixes, suffixes, morphemes and less common letter combinations, for example ‘tion’
Recognise high frequency sight words / Understand how to use strategies for spelling words, including spelling rules, knowledge of morphemic word families, spelling generalisations, and letter combinations including double letters
Recognise homophones and know how to use context to identify correct spelling / Understand how to use banks of known words as well as word origins, prefixes, suffixes and morphemes to learn and spell new words
Recognise uncommonplurals, for example ‘foci’ / Understand how to use banks of known word, word origins, base words,suffixes and prefixes, morphemes, spelling patterns and generalisations to learn and spell new words, for example technical words and words adopted from other languages / Understand how to use spelling rules and word origins, for example Greek and Latin roots, base words, suffixes, prefixes, spelling patterns and generalisations to learn new words and how to spell them
Which assessment to use….. / Which assessment to use….. / Which assessment to use…..
Primary Spelling Inventory / Elementary Spelling Inventory / Upper Spelling Inventory
• Letter-Name Alphabetic Stage (Early – Middle) / • Letter-Name Alphabetic Stage (Middle – Late) / • Within Word Pattern (Early – Middle – Late)
• Silent Letters
• Within Word Pattern (Late: Unit 36 kn, wr, gn)
• Syllables & Affixes (Middle: Unit 44) / • Syllables & Affixes (Early – Middle)
• ’tion’
• Derivational Relations (Early: Units 14-17) / • Syllables & Affixes (Middle - Late)
• Homophones
• Within Word Pattern (Late: Units 47–50) / • Syllables & Affixes (Late)
• Derivational Relations (Early)
• Uncommon Plurals
• Syllables & Affixes (Early: Units 6 & 8) / • Derivational Relations
(Middle – Late)
First Steps Stages of Spelling Development – aligned to approximate Year Levels
Preliminary
Semi-Phonetic
Phonetic
Transitional
Independent
LITERACY: NCR Year Level Expectations – End of Year
Tools / Prep / Yr 1 / Yr 2 / Yr 3 / Yr 4 / Yr 5 / Yr 6 / Yr 7 / Yr 8 / Yr 9
Min Age at Year End / 5.5 / 6.5 / 7.5 / 8.5 / 9.5 / 10.5 / 11.5 / 12.5 / 13.5 / 14.5
Spelling
Words Their Way Diagnostic Spelling / PSI
Competent initial and final consonants and short vowels. / PSI
All digraphs, blends and long vowels patterns / PSI
All test / ESI
Syllable junctures / ESI
Harder suffixes / USI
Unaccented final syllables / USI
All Test / USI
*SAST Westwood South Aus. Spelling / 6.5 yrs
score
Form 1-18
Form 2-17 / 7.5 yrs
Score
Form 1-25
Form 2-26 / 8.5 yrs
Score
Form 1-28
Form 2-29 / 9.5 yrs Score
Form 1-33
Form 2-35 / 10.5 yrs Score
Form 1-37
Form 2-40 / 11.5 yrs Score
Form 1-42
Form 2-45 / 12.5 yrs Score
Form 1-45
Form 2-49 / 13.5 yrs Score
Form 1-48
Form 2-53 / 14.5 yrs Score
Form 1-49
Form 2-54
Reading
M100W
Magic Words (Sight) / First 100 words / First 200 words / First 500 words / First 1000 words
*PM Benchmark Tests (Nelson) / Kit 1, 2 and 3
Level 6-8 / Kit 1, 2 and 3
Level 16-18 / Kit 1, 2 and 3
Level 20-22 / Kit 1, 2 and 3
Level 23-25
PROBE / Puppy
Hippos
(8.5 - 9.5yrs) / Maria
Tornado
(9.5 - 10.5 yrs) / Thomas
Dogs
(10.5 - 11.5 yrs) / Train
First Cars
(11.5 - 12.5 yrs) / Lost
Mexico City
(12.5 - 13.5 yrs) / Photo
Lucy
(13 - 14 yrs) / The Computer
Bell
(14 - 15 yrs)
*PAT – R
Comprehension
(ACER) / Book P
Stanine 4-6 / Book 1
Stanine 4-6 / Book 2
Stanine 4-6 / Book 3
Stanine 4-6 / Book 4
Stanine 4-6 / Book 5
Stanine 4-6 / Book 6
Stanine 4-6 / Book 7
Stanine 4-6 / Book 8
Stanine 4-6 / Book 9
Stanine 4-6
PAT M Benchmarks 2-7 / Term 1 / Term 4
Well above / 8,9 / 9
Above / 6,7 / 7,8
Year Level Expectation / 4,5 / 4,5,6
Below Year Level Expectation / 2,3 / 2,3
Substantially Below Year Level Expectation / 1 / 1
NUMERACY : NCR Year Level Expectations – End of Year
Tools / Prep / Yr 1 / Yr 2 / Yr 3 / Yr 4 / Yr 5 / Yr 6 / Yr 7 / Yr 8 / Yr 9
Min Age at Year End / 5.5 / 6.5 / 7.5 / 8.5 / 9.5 / 10.5 / 11.5 / 12.5 / 13.5 / 14.5
*PAT – MATHS
3rd Edition
(ACER) / I Can do
Maths
Booklet A / I Can Do
Maths
Booklet B
Stanine 4 – 6 / PAT–M
Booklet A
Stanine 4 - 6 / PAT-M
Booklet 1
Stanine 4 – 6 / PAT- M
Booklet 2
Stanine 4 - 6 / PAT-M
Booklet 3
Stanine 4 – 6 / PAT-M
Booklet 4
Stanine 4 - 6 / PAT-M
Booklet 4 or 5
Stanine 4 – 6 / PAT-M
Booklet 6
Stanine 4 - 6 / PAT-M
Booklet 7
Stanine 4 - 6
* PAT – MATHS
4th Edition
(ACER) / I Can do
Maths Level
A
Stanine 4 – 6 / I Can do
Maths
Level B
Stanine 4 – 6 / Booklet A
Stanine 4 – 6 / Booklet 1
Stanine 4 - 6 / Booklet 2
Stanine 4 - 6 / Booklet 3
Stanine 4 – 6 / Booklet 4
Stanine 4 - 6 / Booklet 4 or 5
Stanine 4 – 6 / PAT-M
Booklet 6
Stanine 4 - 6 / PAT-M
Booklet 7
Stanine 4 - 6
*PAT MATHS
Plus (ACER)
Online Only / NA / Test 1
Stanine 4 – 6 / Test 2
Stanine 4 - 6 / Test 3
Stanine 4 - 6 / Test 4
Stanine 4 -6 / Test 5
Stanine 4 – 6 / Test 6
Stanine 4 – 6 / Test 7
Stanine 4 - 6 / Test 8
Stanine 4 - 6 / Test 9
Stanine 4 - 6
NCR Number Diagnostics / Data used to measure ability at the beginning of a term, create learning goals linked to warm ups and re assess for growth at the end of the term.
C2C Summative Assessment Tasks (A-E) / 75% of students at rating C or above
C2C Monitoring Tasks / See Year level planning documents (P – 6)
Used to indicate progress and teaching adjustments during units
NAPLAN / Year 3 / Year 5
NAPLAN Bands / Reading / Writing / G&P / Numeracy / Reading / Writing / G&P / Numeracy
Well above / Above Scale Score of 530 / Above Scale score of 634
Above / Band 5 & 6 / Band 7 & 8
At / Band 3 & 4 / Band 5 & 6
Below / Band 2 / Band 4
Well below / Band 1 / Band 3 or below
Year Level / Term 1 / Term 2 / Term 3 / Term 4 / Assessment Tools / Standards to be Achieved / End-of-Year Targets
Semester 1 / Semester 2
PREP / Term 1 week 1&2 / Term 4 week 1&2 / PIPS Early Years Literacy and Numeracy Assessment / If identified as below- refer for Briggance assessment
 /  / Running Records PM Benchmark
[Students demonstrating concepts of print knowledge]
Administered by Classroom Teacher/Teacher Aide [in collaboration with classroom teacher] / PM 3-4 with book intro / PM 6-8 with book intro / 75% of students achieving at Level
6-8 or above- with 90%+ acc and 70%+accuracy comp
 /  / PIPS Assessment- Reading, Maths, Phonological Awareness / 90% of students not requiring oral language intervention
 /  / Sight word checklist
M100W / Magic 100
40-59 / Magic 100
First 100 / 75% of students know First 100 words
 /  /  /  / Work samples in portfolio of children’s learning
 / Words Their Way Primary Spelling Inventory / Early- Middle Letter Name Alphabet ELNA 2 MLNA 3
 /  /  /  / English assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 of term 2 and week 10 term 3 / 75% of students at WW or above
 /  /  /  / Mathematics assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 of term 2 and week 10 term 3 / 75% of students at WW or above
 /  /  / ScienceOR History assessment moderated[using A-E standards] on October SFD / 75% of students at WW or above
Intervention Programs
 /  /  /  / Daily Guided Reading
 /  /  /  / Support a Talker
Indigenous student support
 /  /  /  / Pedagogical coach early years
 /  /  / Individual Speech Language Program on needs basis
Year Level / Term 1 / Term 2 / Term 3 / Term 4 / Assessment Tools / Standards to be Achieved / End of year targets
Semester 1 / Semester 2
YEAR 1 /  /  /  /  / Running Records PM Benchmark
[administered by classroom teacher]
Results entered into ONE SCHOOL / PM 9-11 / PM 12-15 / 70% of students achieving at Level 12-15 or above
 /  /  /  / Sight word checklist
M100W or Essential word list / Magic 100
100-150 / Magic 100
150-200 / 85% of student know
First 200 words
 /  /  /  / English assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 TERM 2 and week 10 term 3 / 75% of students at C or above
 /  /  /  / North Coast Region Diagnostic Numeracy Assessment * this assessment is not scheduled on One School- tracked on teacher templates
Feedback and targets to link to daily differentiated warm ups / Data recorded on year 1 spreadsheet / Data recorded on year 1 spreadsheet / Mapping individual progress
 /  /  /  / Mathematics assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 TERM 2 and week 10 term 3 / Focus particularly on number and place value / Focus particularly on number and place value / 75% of students at C or above
 /  / Words Their Way Spelling Diagnostic Assessment
Results entered into ONE SCHOOL mark book using levels 1-13 / Short Vowels and Digraphs LLNA4
Refers to environmental print / Middle Letter Name Alphabetic Stage
EWWP 5
 /  / SA Spelling [administered by classroom teacher]Test A
Results entered into ONE SCHOOL / 85% at chronological age level
 /  /  / Science and History assessment [using A-E standards] moderated with year-level teacher cohort SFD October / 85% of students at C or above
 /  /  /  / Weekly formative assessment- spelling, number facts, operations,
Intervention Programs
 /  /  /  / Support a Talker
Indigenous student support
 /  /  /  / Early intervention- literacy and numeracy
 /  /  /  / Guided Reading / Daily- teacher and teacher aide 40 minutes
 /  /  /  / Daily Mental Mathematics warm ups based on diagnostic assessment data / Class teacher- 15 minutes daily
 /  /  /  / Individual Speech Language Program on needs basis
 /  /  /  / Teacher aide/parent support for intervention
 /  /  /  / Pedagogical coach early years
Year Level / Term 1 / Term 2 / Term 3 / Term 4 / Assessment Tools / Standards to be Achieved / End of year targets
Semester 1 / Semester 2
YEAR 2 /  /  * /  / * / Running Records PM Benchmark
[administered by classroom teacher]Results entered into ONE SCHOOL / PM 16-19 / PM 19-21 / 85% of students achieving Level 19- 21
 / PAT-R Online Test 2
Results entered onto ONE SCHOOLDP/HOC / Test 2 Raw score 18+
Stanine 5 / Stanine 4-6 65%
Stanine 7-9 20%
90% of students to improve raw score by the end of term four- increase at least 1 stanine
 / PAT-M Online Test 2
Results entered onto ONE SCHOOLDP/HOC / Test 2 / Stanine 4-6 65%
Stanine 7-9 20%
 /  / SA Spelling [administered by classroom teacher]Test B / Chronological spelling age- 1-4 rating
 /  / Words Their Way Spelling Diagnostic Assessment
Results entered into ONE SCHOOL mark book using levels 1-13 / Blends and long vowel patterns EWWP5 / Middle within word patterns MWWP 6 / Middle within word patterns
 /  /  /  / English assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 Term 2 and week 10 term 3 / 85% of students at C or above
 /  /  /  / Sight word checklist
M100W / Magic 100
First 250 words / Magic 100First 300 words
All high frequency and some subject specific words / 85% of student know at least 300 of the first 300 words
 /  /  /  / North Coast Region Diagnostic Numeracy Assessment
Feedback and targets to link to daily differentiated warm ups / Data recorded on year 2 spreadsheet / Data recorded on year 2 spreadsheet
 /  /  /  / Mathematics assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 Term 2 and week 10 term 3 / 85% of students at C or above
 /  /  / Science and History C2C assessment [using A-E standards] / 85% of students at C or above
Intervention Programs
 /  /  /  / Daily Differentiated Guided Reading / Daily- teacher and teacher aide 40 minutes
 /  /  /  / Daily Mental Mathematics warm ups based on diagnostic assessment data / Class teacher- 15 minutes daily
Indigenous student support
Pedagogical coach early years
Year Level / Term 1 / Term 2 / Term 3 / Term 4 / Assessment Tools / Standards to be Achieved / End of year targets
Semester 1 / Semester 2
YEAR 3 /  /  /  / Running Records PM Benchmark (continue to monitor more regularly for students in Stanine 3 or below in PAT-r) Must be administered by class teacher Results entered on ONE SCHOOL / PM 20-23 / PM 24-26 / 75% of students achieving at Level 24 or above
 /  / PAT-R On-lineTest 3Results entered on ONE SCHOOLStanine target setting PAT-r Intervention support in Guided Reading- STLAN and teacher aides / Test 3 Raw score 18-20Stanine 4-5 / Test 3 Raw score 21+
Stanine 4-6 / Stanine 4-6 65%
Stanine 7-9 20%
 /  / PAT-M On-line test 3
Results entered onto ONE SCHOOLStanine target setting PAT-m / Test 3 Stanine 4-5 / Test 3 Stanine 5 / Stanine 4-6 65%
Stanine 7-9 20% students to improve raw score - increase at least 1 stanine
 /  /  /  / M100W / Sight word checklist High frequency words- assess all students at or below Stanine 3 in PAT-r (only for students identified in PAT-r) / Magic 100
First 350 words / First 400 wordsAll high frequency and some subject specific words / 85% of student know at least 350 of the first 400 words
 /  /  /  / English assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 Term 2 and week 10 term 3 / 85% of students at C or above
 /  / NAPLAN - Literacy and Numeracy- pre-assessed Week 6 term 1
[administered by classroom teacher]
Automatically recorded on One School / 95% of students equal to or above the National Minimum Standards
 /  /  /  / North Coast Region Diagnostic Numeracy Assessment
Feedback and targets to link to daily differentiated warm ups / Data recorded on year 3 spreadsheet / Data recorded on year 3 spreadsheet / 85% of students to be placed at year level on NCR place value and computation matrix
 /  / SA SpellingTest A / 85% at chronological spelling age level
 /  / Words Their Way Spelling Diagnostic Assessment
Results entered into ONE SCHOOL mark book using levels 1-13 / Late within word patterns LWWP 7 / Early Syllables and Affixes ESA 8 / Early Syllables and Affixes
 /  /  /  / Mathematics assessment [using A-E standards] moderated with year-level teacher cohort in Week 7 Term 2 and week 10 term 3 / 85% of students at C or above