Common use of Analysis of data Clause in Contracts

Analysis of data. At the end of the year we had 10 students at year 9 and 10 students at year 10, that are missing from the end of year data. We conducted these tests during the Junior exam week. I contacted the parents of the students that were absent, though some had legitimate reasons, such as ▇▇▇▇▇’s and illness, there were many parents who thought that the juniors had finished when the Senior students had finished at the end of week 4 of Term 4. This has led me to re-evaluate when testing should be done. Though it is convenient to hold testing once the seniors have left, we continue to miss out on a number of students. Therefore, in 2017 we will be completing the testing within the first two weeks of term 4. For this report comparisons between beginning and end of year date will be made using percentages. Overall, the writing data had shown that a number of students at both Year Nine and Year Ten sat below the recommended curriculum level. At the start of the year, 73% of the year 9 cohort sat below 3A, the average, while 27% of the cohort sat at or above 3A. By the end of the year we can see a marked improvement with 42% of the year 9 cohort sat below 3A, while 58% sat at or above 3A. This is a significant improvement. This 42% equated to 40 students. Of those 40 students, 10 decreased in the level of their writing, 4 did not shift, 17 improved and 11 students that had not been previously tested. Of the upper 58%, which was 55 students; none had decreased in the level of their reading, 5 did not move, 46 improved, and there were 4 students that had not previously been tested. At the start of the year, 74% of the year 10 cohort sat below 4P, the average, while 26% of the cohort sat at or above 4P. By the end of the year we can see a marked improvement with 51% of the year 10 cohort sat below 4P, while 49% sat at or above 4P. This is a significant improvement with 23% of the cohort moving from below to at or above 4P. This 51% equated to 50 students. Of those 50 students, 16 decreased in the level of their writing, 5 did not shift, 25 improved and 4 students that had not been previously tested. Of the upper 49%, which was 49 students; 7 had decreased in the level of their reading, 5 did not move, 35 improved, and there were 2 students that had not previously been tested. These e-asTTle writing tests, are vital as we can see the areas that students need to specifically work on in relation to ideas, structure and language, organisation, vocabulary, sentence structure, punctuation, and spelling. On marking these tests there were marked difference between the level of writing, with many of the year 9 cohort clearly and deliberately using and structuring paragraphs for effect. This was a skill that many of the year 10 cohort did not display. This could be for a variety of reasons, but the clear one I saw was there was a laziness in their writing and they had not put the effort into their ideas or structure. We have started to implement the Unit Standards literacy standards to ensure that we grow in a focused literacy programme across the curriculum in reading, writing and speaking. Within the faculty we are using deliberate writing strategies to target their writing ability.