Mid Year     SpecialProgrammes     Report
Rainbow Reading ReportGoals:To raise student reading and comprehension achievements inRainbow Reading.To raise student enj...
Method:Students school-wide are identified at the beginning of the year, through Probe(senior school) and Price Milburn (j...
Goal 1:To raise student reading and comprehension achievements in Rainbow Reading.                Rainbow Reading Colour W...
. Analysis of Year 2 Students – Term 1 & 2:Seventeen students entered the programme at the beginning of term 1, withthree ...
Rainbow Reading Colour Wheel Progress                     Year 3 - 2012    10     9     8     7                           ...
Analysis of Year 3 Students – Terms 1 & 2:Eleven students entered the programme at the beginning of term 1, with onedepart...
Rainbow Reading Colour Wheel Progress                     Year 4 - 2012    12    10     8YE                               ...
Analysis of Year 4 Students – Terms 1 & 2:Ten students entered the programme at the beginning of term 1, with oneexiting a...
Rainbow Reading Colour Wheel Progress                            Year 5 - 2012    12    10     8Y                         ...
Analysis of Year 5 Students – Terms 1 & 2:Five students entered the programme at the beginning of term 1, with twoexiting ...
Rainbow Reading Colour Wheel Progress                             Year 6 - 2012    14    12    10Y    8                   ...
Analysis of Year 6 Students – Terms 1 & 2:Seven students entered the programme at the beginning of term 1, with oneexiting...
ESOL (English for Speakers ofOther Languages)Mid-year Report - 2012Goals:To improve students Listening, Speaking, Reading ...
Method:Students identified upon entry to Whangaparaoa Primary School through school’sform titled ‘Notification of Early Aw...
Progress Terms 1 and 2    ESOL (English Speakers of Other Languages) – Terms 1 & 2    Number of            Tuition Times  ...
Assessment: Goal 1: To improve students’ Listening, Speaking, Reading and Writing(Written Language).                      ...
Progress Terms 1 and 2Student 1:    0%   Student 2: 11%     Student 3:     8%   Student 4:    26%Student 5: 59%     Studen...
New Zealand Born ESOL Students – ListeningProgressFourteen students at the commencement of the year withtwo students (No.8...
Migrant ESOL Students Listening Results    120    100     80Perce     60n                                                 ...
Progress Terms 1 and 2Student 1: 11%           Student 2: left            Student 3: -7%     Student 4: -7%Student 5:    3...
Migrant ESOL Students – Listening ProgressTwenty five students at the commencement of the year with onestudent (No.2) leav...
NZ Born ESOL Students Speaking Results    120    100P    80erce     60nt                                                  ...
Progress Terms 1 and 2Student 1:    -9%        Student 2:    -8%          Student 3: 10%     Student 4: 24%Student 5:    6...
New Zealand Born ESOL Students – Speaking ProgressFourteen students at the commencement of the year with twostudents (No.8...
Migrant ESOL Students Speaking Results    120    100     80Perce     60nt                                                 ...
Progress Terms 1 and 2:Student 1: 15%                   Student 2:    left   Student 3:    -6%   Student 4:    0%Student 5...
Migrant ESOL Students – Speaking ProgressTwenty five students at the commencement of the year with onestudent (No.2) leavi...
NZ Born ESOL Students Reading Results    120    100     80Perce     60n                                                   ...
Progress Terms 1 and 2:Student 1:    0%     Student 2:     6%      Student 3:     5%   Student 4:    31%Student 5:    67% ...
New Zealand Born ESOL Students – Reading ProgressFourteen students at the commencement of the year with twostudents (No.8 ...
Migrant ESOL Student Reading Results    120    100     80Perce     60n                                                    ...
Progress Terms 1 and 2:Student 1: 33%            Student 2: left      Student 3:    0%   Student 4:    9%Student 5:    3% ...
Migrant ESOL Students – Reading ProgressTwenty five students at the commencement of the year with onestudent (No.2) leavin...
NZ Born ESOL Students Writing Results    120    100     80Perce     60n                                                   ...
Progress Terms 1 and 2:Student 1:        0%      Student 2:    6%   Student 3: 11%    Student 4: 21%Student 5: 29%        ...
New Zealand Born ESOL Students – Writing ProgressFourteen students at the commencement of the year with twostudents (No.8 ...
Migrant ESOL Student Writing Results    120    100P    80erce                                                             ...
Progress Terms 1 and 2:Student 1: 48%     Student 2:       left      Student 3:    -3%   Student 4:     4%Student 5:    0%...
Migrant ESOL Students – Writing ProgressTwenty five students at the commencement of the year with onestudent (No.2) leavin...
Behavioural ReportMid-Year 2012Goals:To monitor student behaviour both In-classrooms and in Playground.To identify Number ...
Method:Each classroom teacher, and each teacher on playground duty, has a Behaviour Bookfor recording incidents, daily, un...
Number of Incidents - By Location                             Half Year Report100 90 80 70 60                             ...
Analysis of Incidents by Location:Field 1 is the domain of Years 4, 5 and 6.Field 2 is the domain of Years 1, 2, 3 and 4.J...
Junior 1 and Junior 2 areas, both delegated      as years 1 to 4areas, show incidents occurring here were mainly carried o...
Number of Incidents                          By Location/Year Level100 90 80 70 60                                        ...
Analysis of Incidents - Combined Classroom and Playground:Defiance / Attitude:Lack of respect / manners to ANY adults / pe...
Property:Lack of respect for books; Lack of respect for people’s property; Lack ofrespect for school’s property or equipme...
2012   mid year special ed programme report
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2012 mid year special ed programme report

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Details of progress of all special programmes including learning centre

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2012 mid year special ed programme report

  1. 1. Mid Year SpecialProgrammes Report
  2. 2. Rainbow Reading ReportGoals:To raise student reading and comprehension achievements inRainbow Reading.To raise student enjoyment, interest in reading, and sense ofachievement.To collaborate with teachers over pupils’ needs re entry and exitexpectations.
  3. 3. Method:Students school-wide are identified at the beginning of the year, through Probe(senior school) and Price Milburn (junior school) reading assessments, as to whomis reading below chronological age, and therefore classified as suitable candidatesfor Rainbow Reading.Students leave classrooms for 15 minutes Monday to Thursday and instructed inRainbow Reading, a national programme, by two trained teacher aides.Participating students are provided with graded books. Students wearheadphones and listen / follow the text, being read to them, up to four times beforea Running Record is taken. The Running Record indicates whether or not thestudent is ready to move up a level on the Rainbow Reading Colour Wheel. At the end of each term students remain on the programme if reading age doesnot correlate with their chronological age, or they exit the programme havingachieved reading age equivalent to chronological age.The number of students on the programme at any one time remains between 40and 50. Successful students exit at the end of each term and new students enterat the beginning of the next term.
  4. 4. Goal 1:To raise student reading and comprehension achievements in Rainbow Reading. Rainbow Reading Colour Wheel Progress Year 2 - 2012 10 9 8 7 6 February Colour Wheel Y E A 5 April Colour Wheel R S 4 June Colour Wheel 3 June Probe/PM 2 1 June Chronological Age 0
  5. 5. . Analysis of Year 2 Students – Term 1 & 2:Seventeen students entered the programme at the beginning of term 1, withthree exiting at the end of that term, these three entering the Reading Recoveryprogramme, leaving 14 on the programme at the end of term 1.Two more students joined the programme at the beginning of term two bringingthe total year 2 students in the programme to 16; one has since left the school.Of these two students, on the programme for the second term only, one made 2years’ progress and the other made one year’s progress.Of the 14 students in the programme for the full six month period of terms 1 and2, 10 made one year’s progress, one made two years’ progress, and one othermade four years’ progress. Two made no progress. Progress ranged from 0months to 48 months.As is school policy, students whose Probe/PM reading age correlates with theirchronological age, leave the programme having achieved to a successful level.This would be the case with four students, Lisa, Owen, Katie and Jakehowever, on reflection with teachers, this policy to be revised bearing in mind itis Instructional Level that is recorded as the school’s official Reading Age andmany students require a further term to consolidate above their InstructionalLevel.
  6. 6. Rainbow Reading Colour Wheel Progress Year 3 - 2012 10 9 8 7 February Colour Wheel April Colour Wheel 6YE June Colour WheelA 5R June Probe/PMS 4 June Chronological Age 3 2 1 0
  7. 7. Analysis of Year 3 Students – Terms 1 & 2:Eleven students entered the programme at the beginning of term 1, with onedeparting the school at the end of that term 1, leaving 10 of the original 11 on theprogramme at the end of term 1.Two more students joined the programme at the beginning of term two bringingthe total year 3 students in the programme to 12, with one departing the school bythe end of term 2, leaving 11 on the programme at the end of term 2.Of the nine students in the programme for the full six month period of terms 1 and2, three made progress of one year, four made progress of two years, and onemade four years’ progress in the six month period. One student did not progress.The progress ranged from 0 months to 48 months.Of the two students on the programme for term 2 only, one made no progress andthe other made two years’ progress.As is school policy, students whose Probe/PM reading age correlates with theirchronological age, leave the programme having achieved to a successful level.This would be the case with one student, Kees (with Sarah and Dominic close)however, on reflection with teachers, this policy to be revised bearing in mind it isInstructional Level that is recorded as the school’s official Reading Age and manystudents require a further term to consolidate above their Instructional Level.
  8. 8. Rainbow Reading Colour Wheel Progress Year 4 - 2012 12 10 8YE February Colour WheelA 6 April Colour WheelR June Colour WheelS June Probe/PM 4 June Chronological Age 2 0
  9. 9. Analysis of Year 4 Students – Terms 1 & 2:Ten students entered the programme at the beginning of term 1, with oneexiting at the end of that term leaving nine in the programme at the end ofterm 1.Two more students joined the programme at the beginning of term twobringing the total year 4 students in the programme to 11 by the end of term2.Of the ten students in the programme for the six month period of terms 1and 2, five made progress of one year, three made progress of twoyears, one made no progress and another regressed a year. The latter twohave both entered the L1 Learning Centre diagnosed as being on thedyslexic spectrum. The average progress ranged from 0 months to 24months.Of the two students on the programme for term 2 only, one made a year’sprogress in the term, and the other student made two years’ progress in theterm.As is school policy, students whose Probe/PM reading age correlates withtheir chronological age, leave the programme having achieved to asuccessful level. No students are ready to leave yet, (though Anke andAshlee are close) however, on reflection with teachers, this policy to berevised bearing in mind it is Instructional Level that is recorded as theschool’s official Reading Age and many students require a further term toconsolidate above their Instructional Level.
  10. 10. Rainbow Reading Colour Wheel Progress Year 5 - 2012 12 10 8Y February Colour WheelE April Colour WheelA 6R June Colour WheelS June Probe/PM June Chronological Age 4 2 0 Awen Corban Flyn Lily Robin Heather
  11. 11. Analysis of Year 5 Students – Terms 1 & 2:Five students entered the programme at the beginning of term 1, with twoexiting at the end of that term, one being an ORS student who made noprogress and was unable to benefit from the programme, and the other leftthe school having improved one year in term 1. This left three in theprogramme.One more student joined at the beginning of term two bringing the total year4 students in the programme to four by the end of term 2.Of the three students in the programme for the six month period of terms 1and 2, one made progress of one year and two made progress of threeyears each. The average progress ranged from 12 months to 36 months.The student on the programme for term 2 only, made two years’ progress inthat term.As is school policy, students whose Probe/PM reading age correlates withtheir chronological age, leave the programme having achieved to asuccessful level. No students are ready to leave yet, however, on reflectionwith teachers, this policy to be revised bearing in mind it is InstructionalLevel that is recorded as the school’s official Reading Age and manystudents require a further term to consolidate above their Instructional Level.
  12. 12. Rainbow Reading Colour Wheel Progress Year 6 - 2012 14 12 10Y 8 February Colour WheelE April Colour WheelAR June Colour WheelS 6 June Probe/PM June Chronological Age 4 2 0 Ayla Annie Summer Erin Anahera Reign Nikita
  13. 13. Analysis of Year 6 Students – Terms 1 & 2:Seven students entered the programme at the beginning of term 1, with oneexiting at the end of that term after gaining one year’s progress and reachingthe highest achievable of the all levels, Toxic. This left six in the programme atthe end of term 1.Of the six students in the programme for the six month period of terms 1 and2, three made progress of one year, two made progress of two years, and onemade four years’ progress.As is school policy, students whose Probe/PM reading age correlates with theirchronological age, leave the programme having achieved to a successful level.Summer could be ready to leave, (with Ayla and Annie close) however, onreflection with teachers, this policy to be revised bearing in mind it isInstructional Level that is recorded as the school’s Reading Age and manystudents require a further term to consolidate above their Instructional Level.
  14. 14. ESOL (English for Speakers ofOther Languages)Mid-year Report - 2012Goals:To improve students Listening, Speaking, Reading andWriting (Written Language) skills and knowledge.
  15. 15. Method:Students identified upon entry to Whangaparaoa Primary School through school’sform titled ‘Notification of Early Awareness of Needs’ completed upon entry.A few weeks after school entry, class teachers assess ESOL students using MinistryESOL / AP – Migrant, or ESOL / AP – New Zealand form. Pupils with scores 112 orless out of a possible 135 are accepted as ESOL students. Funding applications to Ministry twice yearly, February and July / August.Support programmes run four times weekly Monday to Thursday by three trainedteacher aides, planning from MOE curriculum document, Years 1 – 6.Migrant students, eligible for funding, are students born overseas in countries whereEnglish is their second language. They are able to enter ESOL programmesimmediately upon entry to school (if score is 112 or under).Total 39 students enrolled as ESOL throughout terms 1 & 2, three of the 39departing our school throughout terms 1 & 2, leaving 36 originals (at beginning ofterm 3, six new students entered the programme (42), and eight progressedoff, leaving terms 3 & 4 with a roll of 34).New Zealand born students, eligible for funding, are students born in New Zealandwith one parent born in a country where English is their second language. Thesestudents enter ESOL programmes (if score is 112 and under) after being at schoolfor two terms.Associate Principal liaises regularly with main office staff over new enrolments toschool.
  16. 16. Progress Terms 1 and 2 ESOL (English Speakers of Other Languages) – Terms 1 & 2 Number of Tuition Times Year Levels Programmes Students Programmes Monday to Thursday as follows: 6 2.00pm-3.00pm Years 1 to 3 Listening / Speaking 7 2.30pm-3.00pm Years 3 & 4 Reading 7 2.00pm-3.00pm Years 2 to 3 Written Language 7 2.30pm-3.00pm Years 4 to 6 Written Language 12 Roving Years 1 to 6 Monitoring in-class progress Total 39 students: Tutored between 2.00pm-3.00pm, Monday – Thursday Listening, Speaking, Reading and Writing (3 of the 39 left throughout terms 1 & 2).
  17. 17. Assessment: Goal 1: To improve students’ Listening, Speaking, Reading and Writing(Written Language). NZ Born ESOL Students Listening Results 120 100 P 80 e r c e 60 n February 2012 Listening - % t a July Listening - % g 40 e 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Number of Pupils
  18. 18. Progress Terms 1 and 2Student 1: 0% Student 2: 11% Student 3: 8% Student 4: 26%Student 5: 59% Student 6: 30% Student 7: 48% Student 8: leftStudent 9: 0% Student 10: 4% Student 11: 26% Student 12: leftStudent 13; 0% Student 14: 0%
  19. 19. New Zealand Born ESOL Students – ListeningProgressFourteen students at the commencement of the year withtwo students (No.8 & No.12) leaving school during firstterm.Percentile progress range from 0% to 59%Total percentile progress 212%; average percentileprogress per student (12 students) 17.66%8 students progressed; 4 students stayed the same.
  20. 20. Migrant ESOL Students Listening Results 120 100 80Perce 60n February 2012 Listening - %ta July 2012 Listening - %ge 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Number of Pupils
  21. 21. Progress Terms 1 and 2Student 1: 11% Student 2: left Student 3: -7% Student 4: -7%Student 5: 3% Student 6: 33% Student 7: 29% Student 8: 29%Student 9: 15% Student 10: 8% Student 11: -3% Student 12: 15% Progress Terms 1 and 2:Student 13: 22% Student 14: -4%; Student 15: 15% Student 16: 22%Student 17: 0% Student 18: 0% Student 19: 19% Student 20: -1%Student 21: 15% Student 22: 11% Student 23: 0% Student 24: 24%Student 25: 15%
  22. 22. Migrant ESOL Students – Listening ProgressTwenty five students at the commencement of the year with onestudent (No.2) leaving school during first term.Percentile progress range from -7% to 33%Total percentile progress 246%; average percentile progress perstudent (24 students) 10.25%16 students progressed; 3 students regressed; 5 students stayedthe same
  23. 23. NZ Born ESOL Students Speaking Results 120 100P 80erce 60nt February 2012 Speaking - %age 40 July 2012 Speaking - % 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Number of Pupils
  24. 24. Progress Terms 1 and 2Student 1: -9% Student 2: -8% Student 3: 10% Student 4: 24%Student 5: 61% Student 6: 36% Student 7: 27% Student 8: left Progress Terms 1 and 2:Student 9: 3% Student 10: 9% Student 11: 3% Student 12: leftStudent 13: 3% Student 14: 0%
  25. 25. New Zealand Born ESOL Students – Speaking ProgressFourteen students at the commencement of the year with twostudents (No.8 & No.12) leaving school during first term.Percentile progress range from -9% to 61%Total percentile progress 193%; average percentile progress perstudent (12 students) 16.08%9 students progressed; 1 student stayed the same; 2 studentsregressed
  26. 26. Migrant ESOL Students Speaking Results 120 100 80Perce 60nt February 2012a Speaking - %ge 40 July 2012 Speaking - % 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25
  27. 27. Progress Terms 1 and 2:Student 1: 15% Student 2: left Student 3: -6% Student 4: 0%Student 5: 0% Student 6: 12% Student 7: 24% Student 8: 9%Student 9: 19% Student 10: 15% Student 11: 0% Student 12: 10%Student 13: 30% Student 14: 6%; Student 15: 30% Student 16: 24%Student 17: 0% Student 18: 0% Student 19: 3% Student 20: 0%Student 21: 21% Student 22: 15% Student 23: 0% Student 24: -10%Student 25: 15%
  28. 28. Migrant ESOL Students – Speaking ProgressTwenty five students at the commencement of the year with onestudent (No.2) leaving school during first term.Percentile progress range from -10% to 30%Total percentile progress 232%; average percentile progress perstudent (24 students) 9.66%15 students progressed; 6 students stayed the same; 3 studentsregressed;
  29. 29. NZ Born ESOL Students Reading Results 120 100 80Perce 60n February 2012 Reading - %ta July 2012 Reading - %ge 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Number of Pupils
  30. 30. Progress Terms 1 and 2:Student 1: 0% Student 2: 6% Student 3: 5% Student 4: 31%Student 5: 67% Student 6: 31% Student 7: 47% Student 8: left Progress Terms 1 and 2:Student 9: 3% Student 10: 6% Student 11: 29% Student 12: leftStudent 13: 0% Student 14: 0%
  31. 31. New Zealand Born ESOL Students – Reading ProgressFourteen students at the commencement of the year with twostudents (No.8 & No.12) leaving school during first term.Percentile progress range from 0% to 67%Total percentile progress 225%; average percentile progress perstudent (12 students) 18.75%9 students progressed; 3 students stayed the same
  32. 32. Migrant ESOL Student Reading Results 120 100 80Perce 60n February 2012 Reading - %ta July 2012 Reading - %ge 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Number of Pupils
  33. 33. Progress Terms 1 and 2:Student 1: 33% Student 2: left Student 3: 0% Student 4: 9%Student 5: 3% Student 6: 19% Student 7: 33% Student 8: 20%Student 9: 8% Student 10: 14% Student 11: 0% Student 12: 6% Progress Terms 1 and 2:Student 13: 26% Student 14: -2%; Student 15: 25% Student 16: 23%Student 17: 3% Student 18: 0% Student 19: 0% Student 20: 25%Student 21: 13% Student 22: 9% Student 23: 0% Student 24: -2%Student 25: -6%
  34. 34. Migrant ESOL Students – Reading ProgressTwenty five students at the commencement of the year with onestudent (No.2) leaving school during first term.Percentile progress range from -6% to 33%Total percentile progress 259%; average percentile progress perstudent (24 students) 10.79%16 students progressed; 3 students regressed; 5 students stayedthe same
  35. 35. NZ Born ESOL Students Writing Results 120 100 80Perce 60n February 2012 Writing - %ta July 2012 Writing - %ge 40 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Number of Pupils
  36. 36. Progress Terms 1 and 2:Student 1: 0% Student 2: 6% Student 3: 11% Student 4: 21%Student 5: 29% Student 6: 41% Student 7: 41% Student 8: leftStudent 9: 5% Student 10: 18% Student 11: 10% Student 12: leftStudent 13: 2% Student 14: 5%
  37. 37. New Zealand Born ESOL Students – Writing ProgressFourteen students at the commencement of the year with twostudents (No.8 & No.12) leaving school during first term.Percentile progress range from 0% to 41%Total percentile progress 189%; average percentile progress perstudent (12 students) 15.75%11 students progressed; 1 student stayed the same
  38. 38. Migrant ESOL Student Writing Results 120 100P 80erce February 2012 Writing 60n -%ta July 2012 Writing - %g 40e 20 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 Number of Pupils
  39. 39. Progress Terms 1 and 2:Student 1: 48% Student 2: left Student 3: -3% Student 4: 4%Student 5: 0% Student 6: 15% Student 7: 38% Student 8: 26%Student 9: 0% Student 10: 2% Student 11: 5% Student 12: 8% Progress Terms 1 and 2:Student 13: 22% Student 14: 2% Student 15: 10% Student 16: 11%Student 17: 0% Student 18: 0% Student 19: 0% Student 20: 25%Student 21: 27% Student 22: 5% Student 23: 0% Student 24: -6%Student 25: 3%
  40. 40. Migrant ESOL Students – Writing ProgressTwenty five students at the commencement of the year with onestudent (No.2) leaving school during first term.Percentile progress range from -6% to 48%Total percentile progress 242%; average percentile progress perstudent (24 students) 10.08%16 students progressed; 2 students regressed; 6 studentsstayed the same
  41. 41. Behavioural ReportMid-Year 2012Goals:To monitor student behaviour both In-classrooms and in Playground.To identify Number of Incidents by Location.To identify number of Incidents by Class and Playground.To introduce a monitoring system that identifies student withbehavioural issues.
  42. 42. Method:Each classroom teacher, and each teacher on playground duty, has a Behaviour Bookfor recording incidents, daily, under the seven heading of:Defiance / Attitude; 2) Physical; 3) Verbal; 4) Property; 5) Theft;Boundaries and 7) BullyingThese seven headings were identified by class teachers as the main areas whereincidents should be categorised. Each heading has several sub-headings to easeidentification of an incident.Once students have three incidents recorded against them, under any of the seven(above) headings, parents are informed of pending lunchtime detention (which occursafter fourth misdemeanour). After fourth incident, students are retained in detentionclassroom from 1 to 4 days depending on their year level, eg Year 1, one day; Year 2,two days, Year 3, three days, and Years 4, 5, & 6, four days.Both In-class and Playground Booklets are collected each Friday and each offender forthat week (and his / her incident) is recorded. All class teachers are e-mailed on thesame day, the names of those students with three incidents. Class teachers thencontact parent andinform them of this third incident (and pending detention on fourth). Some teacherscontact parents on first and second incidents. Associate Principal contacts parents ofstudents who have a fourth incident recorded against them, and therefore detention thefollowing week. The offending child’s list of incidents is printed out and sent home withchild. Parents are generally well accepting of this system.
  43. 43. Number of Incidents - By Location Half Year Report100 90 80 70 60 Field 1 50 Field 2 Junior 1 40 Junior 2 30 Classroom 20 10 0 Years 0-1 Year 2 Year 3 Year 4 Year 5 Year 6
  44. 44. Analysis of Incidents by Location:Field 1 is the domain of Years 4, 5 and 6.Field 2 is the domain of Years 1, 2, 3 and 4.Junior 1 covers the mostly grassed area between A, L and M Blocks, andJunior 2 covers the area parallel to hall (L1 to L4).Classroom refers to each and every individual classroom throughout theschool from the newest K3 (Year 0), to the four classes of B5, B6, B7 andB8, all Year 6 students.It is pleasing to note that all Field 1 incidents (from old, large, woodenclimbing frame to Ladies Mile boundary) were indeed carried out by Years4, 5 and 6 students, indicating these students were staying in their owndelegated area.Again Field 2 incidents (from old, large, wooden climbing frame to areabehind Tindalls and M2) were mainly carried out by Year 0 to Year 3students, though a small number of Year 5 student’ incidents were recordedin this area that is out-of-bounds to them (Field 2 being the domain of Years1 to 4).
  45. 45. Junior 1 and Junior 2 areas, both delegated as years 1 to 4areas, show incidents occurring here were mainly carried out by Years1 to 3 students, though Year 5 had a couple of incidents recorded inthis area which is out-of-bounds to them.Classroom incidents recorded were Year 6 with 24 for terms 1 and2, Year 5 with 23, Year 4 with 34, Year 3 with 86, Year 2 with 29 andYear 1 with 30 incidents for the two terms.Research informs us that 8 year old students, generally Year3’s, arenotorious for ‘flexing their muscles’ at this level whilst readjusting to themove from junior to middle school behavioural expectations.
  46. 46. Number of Incidents By Location/Year Level100 90 80 70 60 Year 0-1 Year 2 50 Year 3 Year 4 40 Year 5 Year 6 30 20 10 0 Field 1 Field 2 Junior 1 Junior 2 Classroom
  47. 47. Analysis of Incidents - Combined Classroom and Playground:Defiance / Attitude:Lack of respect / manners to ANY adults / peers; rudeness towards ANYadults / peers;Non-compliance in class or group activities (indoors / outdoors).Of the total 372 incidents recorded school-wide, Defiance / Attitudescored 190.Physical:Physically harming others that includes:Fighting / hitting / punching / slapping / foot tripping shoving / choking /striking / spitting (whether at others, onto the ground, onto objects, etc)Of the total 372 incidents recorded school-wide, Physical scored 147.Verbal:Answering back; Always having last word; Interrupting with negativecomments; Unacceptable language; Verbal put-downs; Constant arguing /back-chatting peers / teachers; Calling out / shouting across room;Swearing (whether aimed towards others, or in general).Of the total 372 incidents recorded school-wide, Verbal scored 13.
  48. 48. Property:Lack of respect for books; Lack of respect for people’s property; Lack ofrespect for school’s property or equipment (including toilets / cloak bays).Of the total 372 incidents recorded school-wide, Verbal scored 15.Theft:Taking anything that does not belong to you (includes lunches and PEequipment)Of the total 372 incidents recorded school-wide, Theft scored 6.Boundaries:Out of school boundaries (including in the creek) without adult permission.Of the total 372 incidents recorded school-wide, Boundaries scored 1.Bullying:On-going intimidation; On-going threats; On-going stand-over tactics; On-going teasing;On-going deliberately making fun of othersOf the total 372 incidents recorded school-wide, Boundaries scored 0.
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