gray_matters_sample_school

GRAY MATTERS
SCHOOL ASSESSMENT REPORT
Report by
Gray Matters School Ratings & Improvement Solutions
JULY 2013
SAMPLE SCHOOL REPORT
HYDERABAD
Assessment & Research Partner
Australian Council for Educational Research

Contents
ASSESSMENT PERFORMANCE SUMMARY
ASSESSMENT RESULTS
APPENDIX
Assessment Outcome 1
Learning Inputs 2
Key Levers of Change 3
Recommendations 4
Student Performance: English 5
Student Performance: Mathematics 6
Student Performance: Logical Reasoning 7
Parent Satisfaction 8
Teaching Quality 9
School Management 11
Descriptors for Student Test 12
Parents' Survey Results 15
Descriptors for Teacher Test 16
Teachers' Survey Results 19
Sample School Report, Hyderabad
GRAY MATTERS GREEN SCHOOL

ASSESSMENT
PERFORMANCE
SUMMARY
Assessment Outcome 1
Learning Inputs 2
Key Levers of Change 3
Recommendations 4

Assessment Outcome
148 GREEN SCHOOLYour school has scored and is rated as
Score: Score:74 74
was assessed by Gray Matters on 27th July 2013 across 5 modules:
Score Score Score
Your school score is composed of:
Learning
Outcome
Parent
Satisfaction
Learning Objectives Comparison Satisfaction Levels Parent Confidence
Percentage of students
who meet class specific
objectives
Percentage of students
who scored above
average in tests compared
to other schools
+ Student Development
+ Teaching Quality
+ Parent Engagement
+ Learning Infrastructure
Would parent
recommend this school
to others
More than
of students
50% More than
of students
60% Majority of the parents
are satisfied across
all aspects4
Most parent are
confident to
recommend
this school
30% to 50%
of students
40% to 60%
of students
Parents are satisfied
with atleast
out of aspects3 4
Some parents might
recommend this school
but expect more
value for money
Less than 30%
of students
Less than 40%
of students
Parents are dissatisfied
with atleast
out of aspects2 4
Most parents not
confident to
recommend this
school to others
Gold
School
Green
School
Blue
School
Learning Outcome Parent Satisfaction
Teaching Quality School Management Learning Infrastructure
181 to240 140 to 180 below 140
1GRAY MATTERS GREEN SCHOOL

Learning Inputs
The inputs in a school such as Teaching Quality, School Management and Learning Infrastructure contribute to the
overall outcome. Based on the assessment conducted by Gray Matters, the rating for each of these factors is
mentioned below:
Teaching Quality
PEDAGOGY
TEACHER TEST PERFORMANCE
School Management
STUDENT DEVELOPMENT
TEACHING MANAGEMENT
PARENT ENGAGEMENT
Learning Infrastructure
Library Digital Class Computer Lab Science Lab
Teacher Student
Interaction
Teaching Learning
Methodology
Assessment Technique Lesson Planning
Reading Comprehension Numeracy Logical Reasoning Spoken English
Academics Remedial
Education
Extra-Curricular
Activities
Teacher
Involvement
Performance
Monitoring
Teacher
Incentive
Communication
Effectiveness
Grievance
Redressal
Parent
Involvement

Key Levers of Change
The Gray Matters assessment identifies the root cause to problems being faced by the school through its
proprietary analytics methodology. The impact factors identified should lead to
maximum improvement in learning outcome and parent satisfaction for the school.
Key Levers of Change©
Learning Outcome
Impact Factor 1 Impact Factor 2 Impact Factor 3
Remedial education
1 Concepts from current class are being
taught to students while a significant
number of them have gaps in
understanding concepts from previous
classes and require remedial attention
2 Extra classes or remedial classes
planned for students focus only on
concepts from current class but not
from previous classes
Teaching methodology
adopted by teachers
inside the classroom
1 The teachers do not relate concepts to
real life examples to help students
understand their application
2 The teachers do not engage students
in peer learning activities in the class
though there is adequate scope for the
same
Lesson planning by
teachers
1 The management has not provided
sufficient training to teachers on
effective implementation of lesson
plans
2 The recapitulation of previous
concepts taught as part of lesson plan
is not effective
Key Insights
1 With significant number of primary students below current grade level, the school needs to emphasize on remedial
classes with proper monitoring mechanism.
2 Lack of effective lesson plan and teaching methodology has resulted in low pedagogy scores of the teachers. The
management needs to organize frequent training to improve the classroom teaching along with spoken English skills of
the teachers.
Parent Satisfaction
Impact Factor 1 Impact Factor 2 Impact Factor 3
English comprehension
of child
1 Parents believe that the school doesn’t
encourage students to improve their
writing skills through written
assignments
2 Parents believe that the school doesn't
promote students to read books to
improve their reading skills
Quality of teaching
1 Parents believe that teachers do not
make an extra effort to explain
concepts to students and do not use
innovative teaching methods
2 Parents are not satisfied with the
teachers because they do not possess
good communication skills
Management
communication
1 Parents believe that there is no proper
process for recording their grievances
2 Parents highlight that the school does
not organize parent teacher meeting
with clear agendas
Key Insights
1 Majority of the parents expressed their dis-satisfaction with respect to their child's English skills. The management can
upgrade its library and introduce an English lab to improve the comprehension skills of the students.
2 The school management should meet parents on a regular basis to keep them abreast of the activities in the school.
Further, the management can seek parents' opinions on various aspects to improve the overall development of the
students.

20 points
Based on the performance of the schoool for this academic year and the Key Levers of Change identified by
Gray Matters, the following recommendations will help increase the school's score by in a year's
time.
Recommendations
+20points
+20points
188
168
SCHOOL SCORE AFTER 2 YEARS
2 Year Target
SCHOOL SCORE AFTER 1 YEAR
SCHOOL SCORE TODAY 148
1 Year Target
Learning Outcome
Recommendations:
1 The school should plan to introduce
remedial classes to cover gaps in
student learning levels
2 The teachers must use contextual
examples from the real world wherever
applicable and connect the lesson to
enhance students learning levels
3 The management needs to train
teachers to prepare lesson plans and
maintain them
Parent Satisfaction
Recommendations:
1 The school should give writing
assignments and organize competitions
to improve their writing skills
2 The teachers should take up innovative
teaching methods in the classroom for
students better understanding. Any
such activity implemented should be
communicated to parents
3 The school should have a
register/database to record all
grievances shared by the parents and
to keep track of their complaints
Score Score Score
181 to240 140 to180 below 140

ASSESSMENT
RESULTS
Student Performance: English 5
Student Performance: Mathematics 6
Student Performance: Logical Reasoning 7
Parent Satisfaction 8
Teaching Quality 9
School Management 11

Student Performance: English
Students are the key drivers to change in a school and form an integral part of the school's overall development.
Students were tested in English on the day of the assessment. The test instruments are developed in collaboration
with ACER to identify the performance of the students on the Indian Progressive Achievement Scales (IPAS). Each
band in the scale has descriptors to explain the characteristics of a student lying in that band.
Key Insights
1 The performance of secondary students is in tune with the Gray matters average. Further, it is commendable to see
a smaller spread among students.
2 The performance spread of students in classes 3 & 4 is large. This indicates disparity in their performance and calls
for effective remedial classes.
English Note:The descriptors are shown in the appendix
Scale
Score (enip)
Achievement
Level
Class
Middle 68% scale score of this class Average scale score of this class Average scale score for GMC sample
180
170
160
150
140
130
120
110
100
90
80
70
60
186
140
125
115
110
105
95
55
7
6
5
4
3
2
1

Student Performance: Mathematics
Students were tested in Mathematics on the day of the assessment. The test instruments are developed in
collaboration with ACER to identify the performance of the students on the Indian Progressive Achievement Scales
(IPAS). Each band in the scale has descriptors to explain the characteristics of a student lying in that band.
Mathematics Note:The descriptors are shown in the appendix
Scale
Score (maip)
Achievement
Level
Class
180
170
160
150
140
130
120
110
100
90
80
70
60
180
135
125
115
105
95
57
6
5
4
3
2
1
Key Insights
1 The performance of secondary students is lower than the Gray Matters average except class 10. It is recommended
that students of classes 8 & 9 undergo remedial education.
2 The teachers need to focus more on primary classes, especially classes (3,4 & 5), as their performance is significantly
lower that the Gray matters average.

Student Performance: Logical Reasoning
Students were tested in Logical Reasoning on the day of the assessment. The test instruments are
developed in collaboration with ACER to identify the performance of the students on the Indian Progressive
Achievement Scales(IPAS). Each band in the scale has descriptors to explain the characteristics of a student lying in
that band.
Logical Reasoning Note:The descriptors are shown in the appendix
Scale
Score (gaip)
Ability
Level
Class
Key Insights
1 Except class 10, the average performance of students across other classes is lower than the Gray Matters average.
The school needs to help students develop overall reasoning skills.
2 Classes 4 & 6 have a larger spread of student scores with almost all the students scoring below the Gray Matters
average, indicating lot of room for improvement. This has to be addressed by effective implementation of remedial
classes.
180
170
160
150
140
130
120
110
100
90
80
70
60
186
140
130
120
110
100
59
6
5
4
3
2
1

Parent Satisfaction
Parents play a key role in the development of the child and the school needs to recognize their role and importance. They
also form an important part of the school's overall growth and development. Gray Matters surveyed parents on the day(s)
of assessment and a rating has been given for the school in the following areas based on their feedback:
Overall Parent Satisfaction: MEDIUM
Student Development % parents satisfied with
English Skills Maths Skills Remedial
Classes
Extra Curricular
41% 60% 57% 78%
Teaching Quality % parents satisfied with
Teacher
Attitude
Teacher
Involvement
Teacher
Qualification
Teacher
Competency
86% 69% 60% 51%
Parent Engagement % parents satisfied with
Communication New
Initiatives
Grievance
Redressal
Student
Updates
74% 45% 57% 38%
below 50% 50% to 80% above 80%
Key Insights
1 The satisfaction levels of parents is low with respect to parent engagement, especially with new initiatives and
student updates. The management can be more forthcoming by updating parents on these aspects regularly so as
to enhance their satisfaction levels.
2 Parents expressed their concern with respect to the spoken English skills of their kids. It is therefore suggested that
the teachers inculcate the habit of speaking in English.
Key Insights on Learning Infrastructure
Library
Parent
Satisfaction
Gray Matters Rating
13%
Feedback
The school has a library with
sufficient books for all the
students. However, the same is
not integrated in the time table.
Digital Class
Parent
Satisfaction
Gray Matters Rating
33%
Feedback
The school has 6 digital class,
which is availed by all the
students twice a week.
Computer Lab
Parent
Satisfaction
Gray Matters Rating
43%
Feedback
The school has a functional
computer lab with a dedicated
computer period in the time
table.
Science Lab
Parent
Satisfaction
Gray Matters Rating
NA

Teaching Quality
Quality of teaching in the school is an important input to achieve good learning outcome. Moreover, overall
parent satisfaction with the school is dependent on the satisfaction with the teachers and the teaching quality.
Based on the pedagogy and teacher test results, the Gray Matters rating is as follows:
Teaching Quality : MEDIUM
Pedagogy Teacher Test Performance
Teacher Student
Interaction
Teaching Learning
Methodology
Assessment
Technique
Lesson Planning
Reading
Comprehension
Numeracy
Logical
Reasoning
Spoken English
Note: High, Medium and Low descriptors are defined in
the appendix
bottom
20%ile
middle
60%ile
top
20%ile
Key Insights
1 The teachers are well qualified and have performed well in the standardized test. It is remarkable to see a "High"
rating in their performance in reading comprehension and numeracy. Teachers can however improve their spoken
English skills, which was also a concern raised by parents.
2 Despite good performance in the standardized test, the pedagogy adopted by teachers is low. This could be a reason
for the below average performance of students in the standardized test. The management should take necessary
measures in helping teachers prepare effective lesson plans and adopting better teaching techniques.
Pedagogy Results
LOW
Teachers do not give equal
attention to all students
Teachers are not able to maintain
discipline in the class
Teachers do not have lesson
plans
Teachers do not use visual
learning aids
Teachers don’t engage students
through activities
100%
50%
0%
School Score
Gray Matters
Average

It is important that teachers need to be adept in pedagogy. Further, Gray Matters believes in testing their concepts and
their ability to articulate the same in a classroom environment. The results for the teacher tests conducted on the day of
assessment are shown below:
Teaching Quality
Test Results
Reading
Comprehension
Numeracy Logical
Reasoning
Your School Score Gray Matters Average
Spoken English Results
Overall Score Breakup
Your School Score
Gray Matters Average
150
129
96
75
High
Medium
Low
Achievement
Level
Scale
Pronunciation Fluency Word
Recognition
Word
Meaning
Sentence
Structure
178
129
99
67
High
Medium
Low
Achievement
Level
Scale
Score (enip)
173
137
106
72
High
Medium
Low
Achievement
Level
Scale
Score (maip)
177
135
103
66
High
Medium
Low
Ability
Level
Scale
Score (gaip)

The School Management and the culture it creates in the school is the prime driver for improvement in student learning and in
parent satisfaction. The management of a school has multiple priorities and Gray Matters assesses it on four broad areas. The
descriptors given below describe the typical characteristics of the band the school belongs to:
School Management
School Management Assessment : LOW
Student Development
Management has effective mechanisms
to monitor student performance and
develop data based performance
improvement plans. It is
progressive to invest in new
learning techniques and encourages
new ways of teaching
Academics
Management does not organize
remedial classes. The extra classes
organized focus on concepts covered
in the current class and not from
previous classes
Remedial Education
Management does not invest in
providing a good environment for
student development through extra
curricular activities
Extra-Curricular Activities
Teacher Management
Management involves teachers in
academic decisions, however this is
not effective
Teacher Involvement
Management has subjective teacher
evaluation mechanisms that identify
good teachers based on inputs from
senior teachers, students &
parents. Teacher training needs,
however are not well identified
Performance Monitoring
Management does not have sufficient
mechanisms to reward teacher
performance and recognize their
efforts
Teacher Incentive
Parent Engagement
Management has no proper channel to
communicate with parents. Further,
communication with parents is
mostly unplanned
Communication Effectiveness
Management has no formal channel
for grievance redressal. All
parents' grievances are addressed
by the school in an unplanned
manner
Grievance Redressal
Management interacts with parents
regarding key decisions made in the
school, however parents don't have
a say in decision making
Parent Involvement
GRAY MATTERS 3
Key Insights
1 The management does not have systematic channels to communicate with parents, which has resulted in low
satisfaction levels among parent's. The management can adopt the practice of meeting parents on a weekly basis to
keep them abreast of various initiatives.
2 School management should implement effective remedial program, especially for primary classes and ensure regular
monitoring of the same.

APPENDIX
Descriptors for Student Test 12
Parents' Survey Results 15
Descriptors for Teacher Test 16
Teachers' Survey Results 19

Student Test: English
Descriptors
Strand
WiseOverall
Retrieval of
Information
Interpretation &
Vocabulary
Inference &
Reflection
7
Students reflect on form & meaning in
a range of longer dense & complex
description & persuasive texts.
Students clearly state
information from dense,
complex texts in the presence
of closely competing
information.
Students interpret information
by linking across sections of
text or parts of a table. They
identify sides of an argument in
a range of dense & complex
texts.
Students reflect on form &
meaning in complex
information & persuasive texts.
6
Students find information using
linking skills, & understand it at a
deeper level, in increasingly complex
narrative, information & persuasive
texts.
Students gather stated
information from a range of
increasingly complex texts
including narrative, persuasive,
procedural & information texts.
Students link information to
gain meaning in a range of
increasingly complex texts.
They can interpret the meaning
of words & phrases from
context.
Students use a range of
interpreting skills to gain a
deeper understanding of
5
Students use clues in the text & subtle
reasoning to comprehend meanings
below the surface in simple & dense
narrative, information & persuasive
texts.
Students gather explicitly
stated information from
various types of texts such as
procedural, information &
narrative texts. They are able to
locate information in dense
texts by making synonymous
matches.
Students interpret clues & main
ideas to understand a range of
texts such as narrative,
persuasive, procedural &
information texts. They can
interpret words & ideas in
context to gain meaning.
Students reflect on main ideas
& characters’ actions in
narrative texts. They can
interpret subtle reasoning in a
range of texts.
4
Students use explicit clues to link
information in order to differentiate
between facts & opinion in
information & persuasive texts based
on subtle clues.
Students retrieve explicitly
different types of texts such as
narrative, information &
persuasive texts. They are able
to retrieve information by
linking references across
sentences or making
synonymous matches.
Students link information
across paragraphs or sections of
simple texts & infer the
meaning of difficult words from
context.
Students identify factual
information & the effect
achieved by literary devices or
ideas. They can infer the reason
for an opinion & can identify
authorial attitudes in
persuasive & information texts.
3
Students use linking to understand
main ideas & messages of texts &
understand the significance &
sequence of events in narrative &
information texts.
information texts using
strategies such as linking
pronoun references across
adjacent sentences.
Students make generalisations
across several sections of a
simple text, link pronoun
references across adjacent
sections of texts & interpret the
sequence of events in a
narrative text.
Students identify text type,
infer character’s attitudes,
reasons for events & the
message in narrative texts &
infer the main idea in
information texts.
2
Students identify appropriate
information & draw conclusions by
comparing information & disregarding
competing information in short texts.
stated information despite the
presence of competing
information from both
continuous & non-continuous,
short information texts.
Students draw conclusions
based on explicit information,
compare & identify different
types of information. They can
identify the purpose of an
illustration & the meaning of
words based on prior
knowledge or contextual clues.
Students infer the author’s
attitude in information texts &
infer the reason for a
character’s behaviour in short
narrative texts.
1
Students retrieve explicitly stated
information & identify explicitly
stated main ideas from short texts.
stated information from short
narrative texts & short
information texts such as lists &
tables.
Students identify the main
ideas of short pieces of text or
subsections of longer texts &
link ideas to the author, based
on obvious clues.
Students make simple
inferences in short narrative
texts.

Student Test: Mathematics
Descriptors
Strand
WiseOverall
Numbers /
Algebra
Measurment /
Geometry
Statistics /
Probability
They recognise the multiplication
process that involves percentages &
fractions. They are able to recognise
equivalent forms of a linear equation.
They calculate the area of compound
shapes made from rectangles &
triangles. Find the area of a circle &
annulus given its diameter & area. They
are able to recognise a 3D object.
Interpret information from a line graph.
Interpret decimal fractions. Able to
round a 5-digit 3-place decimal to
1 decimal place. Identify an
estimation method. Work out the
decimal fraction half way between
two decimals. Recognise an
equivalent form of a linear
equation & describe what a given
symbol stands for in a complex
problem.
Calculate the area of compound
shapes made from rectangles or
triangles. Estimate the area of a
circular object given its diameter.
Find the area of an annulus.
Recognise the reflection of a given
drawing. Use the angle properties
of triangles to decide which of the
given angles can be calculated.
Recognise a 3D object given its
number of faces, vertices & edges.
Interpret information from
a line graph. Choose the
true statement about a
data set given its median &
other information. Identify
the number of different
pairs that can be selected
from two sets of objects.
They are able to read a decimal value.
They are able to compare decimal
fractions. They can write a surd. They
calculate & compare the areas of simple
compound shapes & compare the
volumes of given cuboid. Find an angle
using the angle properties of rectangles
or triangles or lines meeting at a point.
Recognise the family of quadrilaterals
that always has equal diagonals. They
are able to use Pythagoras’ Theorem.
They are able to read pictograph &
information from column graphs. They
can find the mean of a small set of
numbers, data from a column graph.
Work out & compare probabilities for a
variety of simple random selections.
Work out the tens digit of the
largest 3-digit number. Read a
decimal value from a partly
labelled number line. Find the
missing number in an addition
number sentence & interpret a
subtraction shown as two steps on
a number line. Calculate rupee
conversion. Match & compare
decimal fractions with common
fractions; write a surd with a
rational denominator. Compare
rates to solve a problem &
numbers written in exponential
form with different bases.
Recognise the equation that
matches a description in words &
the expansion of a cubic of the
form (a – x)^3 & recognise the
degree of a polynomial having 5
terms.
Read a scale value that is half way
between labelled values & are able
to convert between metric units of
length. Find the area of a rectangle
given its perimeter & one side &
the diameter of a circle given its
circumference. Calculate &
compare the areas of simple
compound shapes the volumes of
given cuboids. Find the surface
area of an open cylindrical
container & rotate a 2D shape a
quarter turn anticlockwise.
Recognise quadrilaterals that
always has equal diagonals &
recognise the back, front & side
views of a 3D object.
Find the total for a range
of categories given in a
table & read a pictograph
that uses a symbol for
multiple units & includes
half symbols. Convert
information from a pie
chart to a percentage.
Find the mean of a small
set of numbers, including
data from a column
graph; compare
information obtained
from two distance-time
graphs. Work out &
compare probabilities for
a variety of simple
random selections.
They recognise three, four digit numbers
& decimal numbers. They are able to
solve variety of problems in addition,
subtraction, multiplication & division.
The can solve ratio & proportions,
exponential forms, quadratic
expressions. They can solve linear
equation & number patterns. They are
able to understand time & the mass of
an object. They can calculate area of
various sizes & objects. They can solve
map scales to find real distance. They
are able to understand tables & can read
pictographs & pie charts.
Recognise that doubling one
number in a multiplication doubles
the answer. Solve word problems
involving proportions also
recognise an alternative form of a
number in exponential form with a
negative index. Expand brackets or
factorise quadratic expressions;
match a table of values to a given
rule or equation. Find the next
terms in a variety of number
patterns shown visually or as
counting patterns; & are able to
locate a given point on a four-
quadrant grid.
Choose the appropriate unit for
the mass of a familiar object.
Identify the difference between
the times shown on a digital clock
& an analogue clock. Calculate the
edge length of a cube from its
capacity in litres. Recognise the
half-turn image of a 2D shape;
match a 3D object (triangular
prism) to a given net. Follow a path
using left turn, right turn or
compass points (NSEW).
Read information from
tables, including complex
tables with subtotals &
totals for categories.
Compare two values from a
column graph. Choose the
pie chart that shows given
amounts & interpret a
distance-time graph.
Understand probabilities.
They understand decimal fractions. They
are able to solve addition, subtraction,
multiplication & division. They
understand the time on clocks & a
calendar. They understand & recognise
symmetry. They are able to choose
shapes & find the size of the angles.
They understand decimal fractions. They
are able to solve money related
problems. They can recognise the
fractional equivalence & an expression
to find the exponent form. They can also
understand algebraic expression.
Order positive & negative decimal
fractions. Locate a negative
number on a scale. Use given
symbols for hundreds, tens, ones
to work out a total. Add two
negative 2-digit integers. Solve a
multi-step word problem requiring
addition & subtraction of 2-digit
numbers. Match a ‘+’ or ‘–’ or ‘×’
number sentence to a picture or a
simple story. Recognise the
fractional equivalent of a decimal
number.
Choose an appropriate length for a
familiar object. Read the time to
the half hour on a clock face. Work
out the day for a given date in the
next month using a monthly
calendar. Recognise a line of
symmetry (fold line) on a simple
2D shape. Find the size of an angle
in a triangle or between
intersecting lines. Recognise a
cube among other 3D objects.
Recognise the column
graph that shows the
same information as a
given pie chart.
They identify numbers. They know how
to use a number line. They solve simple
multiplication & addition problems.
They are able to identify pictures &solve
problems. They are able to read time &
understand the calendar. They can
identify shapes of objects. They
understand & are able to interpret
graphs.
Place a 3-digit number on a partly
labelled number line & use ordinal
numbers.Solve a variety of simple
multiplication problems including
with regrouping. Add two or three
1-digit or 2-digit numbers &
attempt problem in words or a
picture. Find the value of a given
number 'raised to the power of 3’.
Recognise a half of a group & that
half is doubled to make a whole.
Read time from a digital clock.
Read the day for a given date from
a monthly calendar. Select the
shape with curved sides only &
recognise a square &a triangle
among other 2D shapes.
Match simple column
graphs to given data
including pictures of
objects & tally charts.
They recognise numbers. Match number
sentences. They understand object size.
Recognise a 2-digit number written
in words. Match a ‘+’ or a ‘–’
number sentence to a picture or a
simple story.
Select the longest object when
objects are side-by-side.
n/a

Student Test: Logical Reasoning
Descriptors
Strand
WiseOverall Abstract Numerical Verbal
6
Students identify two sentences
that prove a statement. They also
recognise relationship between two
words.
n/a n/a Identify two sentences that
prove a statement. Recognise
relationship between two
words.
5
Students identify uncommon words
with similar & opposite meaning.
They can identify which sentence is
logical based on the information
provided. Solve multi-step word
problems also they are able to
compare fractions. Students can
also identify patterns.
Students identify non-routine
patterns in a sequence in
which the steps are non-
constant. They are able to
complete patterns with six
sectors in which there are
three separate details to
consider.
Students solve multi-step word
problems involving fractions or
proportions. They can compare
fractions with different
denominators.
Identify uncommon words
with similar & opposite
meaning. They identify
which sentence is logical
based on the information
provided.
4
Students solve logical word
problems. Identify pairs of words at
the same time solve multi-step
multiplication problems. They are
able to identify patterns when set
of objects are given.
patterns in a sequence with
two variables in which the
steps are constant. They also
identify the ‘odd one out’
from a set of objects that
have been rotated and
reflected.
Students solve word problems
involving fractions & square
numbers. They solve
problems with double-digit
numbers & multiplication.
Also they can solve multi-step
problems without pictures.
Solve logical word problems.
Identify pairs of words
formed from the same set of
letters.
3
Students solve logical word
problems. They are able to solve
decimal, multiplication & division
related problems. They can identify
patterns and the difference
between patterns.
one variable in which the step
is constant. They can identify
the ‘odd one out’ from a set
of objects in which there is
one routine difference.
Solve routine word problems
involving decimals. They can
find the missing term in
sequences involving
multiplication or division.
Students solve problems
involving information that has
been represented graphically.
Solve logical word problems
through a process of
elimination. They can
rearrange nine words to
make a sentence.
2
Students spot word difference.
Rearrange five words to make a
sentence. Find the value of symbols
in addition and subtraction.
Understand the missing terms.
Identify patterns in a sequence.
Identify routine patterns in a
sequence with one variable in
which the step is clear &
constant. Complete very
simple patterns with four
one or two obvious details to
consider.
Find the value of symbols in
single-digit addition &
subtraction problems. Solve
routine word problems with
subtraction; find the missing
term in sequences involving
repeated subtraction.
Spot the word that differs in a
set of words with similar
meanings. Rearrange five
words to make a sentence.
1
Students are able to complete
sentences and recognise common
words with the same meaning. Find
the next term in sequences.
Find the shape which best
matches three given shapes.
Identify the ‘odd one out’
from a set of objects in which
there is one obvious
difference.
Add single-digit numbers in
simple word problems. Find
the next term in sequences
involving addition of single-
digit numbers.
Complete simple sentences
by selecting the correct word.
Recognise common words
with same meaning.

Parent Survey
How was the survey conducted?
Parents were informed few days before the assessment about the survey.
On the assessment day, analysts from Gray Matters enabled the survey by
guiding them through the survey and conducted in the language of their
convenience.Parents were ensured about the confidentiality of their
responses and the survey was conducted in a conducive atmosphere for the
same.
How many parents were
surveyed?
Total
Primary
Secondary
217
107
110
SURVEY KEY TAKEAWAYS
STUDENT DEVELOPMENT
1. Parents expect the school to improve their child's reading ability and spoken English skills.
2. Low student performance in the standardized tests might be a reason for low satisfaction levels among
parents. Effective remedial classes would help students to cope up in academics.
TEACHER MANAGEMENT
1. Parent satisfaction with teacher competency is low. The Gray Matters team has also observed teaching
quality in the school is below average. The management should look into this matter.
2. Parents expect the teachers to be more involved with students to identify slow learners and take up
effective remedial program for the students.
PARENT ENGAGEMENT
1. Parents expect the school to update them regularly regarding new initiatives in a proper forum.
2. Parents want more forums to discuss their issues and complaints raised and give feedback.
LEARNING INFRASTRUCTURE
1. Parents expect the library periods to be integrated with the timetable to inculcate the reading habits
amongst the students.
2. Despite an effective computer lab, parents are not satisfied with the same. This could be due to lack of
awareness. The management should inform parents about the investment made in the computer lab

Teacher Test: Reading Comprehension
Strand
WiseOverall
Retrieval of
Information
Interpretation &
Vocabulary
Inference &
Reflection
Teachers reflect on form & meaning
in a range of longer dense &
complex description & persuasive
texts. They find information using
linking skills, & understand it at a
deeper level, in increasingly
complex narrative, information &
persuasive texts.
Clearly state information
from dense, complex texts in
the presence of closely
competing information.
Gather stated information
from a range of increasingly
complex texts including
narrative, persuasive,
procedural & information
texts.
Interpret information by
linking across sections of text
or parts of a table. Identify
sides of an argument in a
range of dense & complex
texts. Link information to gain
meaning in a range of
Interpret the meaning of
words & phrases from context
given.
Reflect on form & meaning in
complex information &
persuasive texts. Range of
interpreting skills to gain a
deeper understanding of
Teachers use clues in the text &
subtle reasoning to comprehend
meanings below the surface in
simple & dense narrative,
information & persuasive texts.
They use explicit clues to link
information in order to
differentiate between facts &
opinion in information &
persuasive texts based on subtle
clues. They use linking to
understand main ideas & messages
of texts & understand the
significance & sequence of events in
narrative & information texts.
Gather explicitly stated
information from various
types of texts such as
procedural, information &
narrative texts. Locate
information in dense texts by
making synonymous matches.
Retrieve explicitly stated
information from different
types of texts such as
narrative, information &
persuasive texts. Retrieve
information by linking
references across sentences
or making synonymous
matches. Retrieve explicitly
information texts using
strategies such as linking
pronoun references across
adjacent sentences.
Interpret clues & main ideas
to understand range of texts
such as narrative, persuasive,
procedural & information
texts. Interpret words & ideas
in context to gain meaning.
Link information across
paragraphs or sections of
simple texts & infer the
meaning of difficult words
from context. Generalisations
across several sections of a
simple text, link pronoun
references across adjacent
sections of texts & interpret
the sequence of events in a
narrative text.
Reflect on main ideas &
characters’ actions in
narrative texts. Interpret
subtle reasoning in a range of
texts. Identify factual
information & the effect
achieved by literary devices
or ideas. Infer the reason for
an opinion & can identify
authorial attitudes in
persuasive & information
texts. Identify text type, infer
character’s attitudes, reasons
for events & the message in
narrative texts & infer the
main idea in information
texts.
Teachers identify appropriate
information & draw conclusions by
comparing information &
disregarding competing information
in short texts. They retrieve
explicitly stated information &
identify explicitly stated main ideas
from short texts.
Retrieve explicitly stated
information despite the
presence of competing
information from both
continuous & non-
continuous, short information
texts. Retrieve explicitly
stated information from short
narrative texts & short
information texts such as lists
& tables.
Draw conclusions based on
explicit information, compare
& identify different types of
information. Identify the
purpose of an illustration &
the meaning of words based
on prior knowledge or
contextual clues. Identify the
main ideas of short pieces of
text or subsections of longer
texts & link ideas to the
author, based on obvious
clues.
Infer the author’s attitude in
information texts & infer the
reason for a character’s
behaviour in short narrative
texts. Simple inferences in
short narrative texts.

Teacher Test: Mathematics
Descriptors
Overall
Strand
Wise
Numbers /
Algebra
Measurement /
Geometry
Statistics /
Probability
Teachers recognise the multiplication
process that involves percentages &
fractions. Able to recognise equivalent
forms of a linear equation. Calculate the
area of compound shapes made from
rectangles & triangles. Find the area of a
circle & annulus given its diameter & area.
Able to recognize rotation in degrees. Use
the angle properties & are able to
recognise a 3D object. Interpret
information from a line graph. Identify the
number of different pairs .
Interpret decimal fractions. Able to
round a 5-digit 3-place decimal to 1
decimal place. Identify an estimation
method. Work out the decimal fraction
half way between two decimals.
Recognise the multiplication process
equivalent to a 50% increase. Recognise
an equivalent form of a linear equation
and describe what a given symbol stands
for in a complex problem.
Calculate the area of compound
shapes made from rectangles or
triangles. Estimate the area of a
circular object given its diameter.
Find the area of an annulus.
Recognise that fewer of the heaviest
object are needed for a given total
mass. Recognise the reflection of a
given drawing. Recognise the rotation
that leaves a given shape looking the
same. Use the angle properties of
triangles to decide which of the given
angles can be calculated. Recognise a
3D object given its number of faces,
vertices and edges.
Interpret information
from a line graph.
Choose the true
statement about a data
set given its median
and other information.
Identify the number of
different pairs that can
be selected from two
sets of objects.
Teachers are able to read a decimal value &
compare decimal fractions. Calculate &
compare the areas of simple compound
shapes & the volumes of given cuboid. Find
an angle using the angle properties of
rectangles or triangles or lines meeting at a
point. Able to use Pythagoras’ Theorem.
Able to read pictograph and information
from column graphs. Convert information
from a pie chart to a percentage. Find the
mean of a small set of numbers, data from
a column graph, work out & compare
probabilities for a variety of simple random
selections. Able to solve variety of
problems in addition, subtraction,
multiplication & division. Solve ratio and
proportions, exponential forms, quadratic
expressions & can solve linear equation &
number patterns. Able to understand time
& the mass of an object. Calculate area of
various sizes and objects. Solve map scales
to find real distance. Understand the time
on clocks and read a monthly calendar.
Understand & recognise symmetry. Able to
choose shapes & find the size of the angles.
Able to solve money related problems.
Able to understand integers. Recognise the
fractional equivalence & an expression to
find the exponent form.
Work out the tens digit of the largest 3-
digit number that can be made using four
given numbers. Find the missing number
in an addition number sentence &
interpret a subtraction shown as two
steps on a number line. Calculate rupee
conversion. Express a given price
reduction as a percentage. Match &
compare decimal fractions with common
fractions; write a surd with a rational
denominator. Compare rates to solve a
problem & numbers written in
exponential form with different bases.
Rrecognise the equation that matches a
description in words & the expansion of a
cubic of the form (a – x)^3 & recognise the
degree of a polynomial having 5 terms.
Recognise that doubling one number in a
multiplication doubles the answer. Solve
word problems involving proportions, also
recognise an alternative form of a number
in exponential form with a negative index.
Expand brackets or factorise quadratic
expressions; match a table of values to a
given rule or equation. Find next terms in
a variety of number patterns shown
visually or as counting patterns; & are able
to locate a given point on a four-quadrant
grid. Order positive & negative decimal
fractions. Solve a multi-step word problem
requiring addition & subtraction of 2-digit
numbers. Match a ‘+’ or ‘–’ or ‘×’ number
sentence to a picture or a simple story.
Choose expression equal to a number in
exponent form; match an algebraic
expression to a two-step statement in
words.
Read a scale value that is half way
between labelled values & are able to
convert between metric units of
length. Find the area of a rectangle
given its perimeter & one side & the
diameter of a circle given its
circumference. Calculate & compare
the areas of simple compound shapes
the volumes of given cuboids. Find
the surface area of an open cylindrical
container & rotate a 2D shape a
quarter turn anticlockwise. Recognise
quadrilaterals that always has equal
diagonals & recognise the back, front
& side views of a 3D object. Choose
the appropriate unit for the mass of a
familiar object. Identify the difference
between the times shown on a digital
clock & an analogue clock. Calculate
the edge length of a cube from its
capacity in litres. Recognise the half-
turn image of a 2D shape; match a 3D
object (triangular prism) to a given
net. Follow a path using left turn,
right turn or compass points (NSEW).
Read the time to the half hour on a
clock face. Recognise a line of
symmetry (fold line) on a simple 2D
shape. Size of an angle in a triangle or
between intersecting lines &
recognise a cube among other 3D
objects.
Find the total for a
range of categories
given in a table & read
a pictograph that uses a
symbol for multiple
units and includes half
symbols. Find the mean
of a small set of
numbers, including
data from a column
graph; compare
information obtained
from two distance-time
graphs. Work out and
compare probabilities
for a variety of simple
random selections.
Read information from
tables, including
complex tables with
subtotals & totals for
categories. Compare
two values from a
column graph.
Interpret a distance-
time graph. Understand
probability. Recognise
column graph that
shows the same
information as a given
pie chart.
Teachers identify numbers. They know how
to use a number line. Solve simple
multiplication & addition problems. Able to
identify pictures and solve problems. Able
to read time & understand the calendar.
Identify shapes of objects. Understand &
are able to interpret graphs. Recognise
numbers & match number sentences.
Understand object size.
Place a 3-digit number on a partly labelled
number line & use ordinal numbers .
Recognise a 3-digit number written in
words. Recognise the hundreds digit in a
3-digit number. Solve a variety of simple
multiplication problems including with
regrouping. Odd two or three 1-digit or 2-
digit numbers & attempt problem in
words or a picture. Find the value of a
given number 'raised to the power of 3’.
Recognise numbers & match number
sentences. Understand object size.
Read time from a digital clock. Read
the day for a given date from a
monthly calendar. Select the shape
with curved sides only & recognise a
square & a triangle among other 2D
shapes. Select the longest object
when objects are side-by-side.
Match simple column
graphs to given data
including pictures of
objects and tally charts.

Teacher Test: Logical Reasoning
Descriptors
Strand
WiseOverall Abstract Numerical Verbal
Teachers identify two sentences
that prove a statement. They also
recognise relationship between two
words.
n/a n/a Identify two sentences that
prove a statement. Recognise
relationship between two
words.
Teachers identify uncommon words
with similar and opposite meaning.
They can identify which sentence is
logical based on the information
provided. They are able to solve
multi-step word problems &
compare fractions. They can also
identify patterns & solve logical
word problems. Also can identify
pairs of words at the same time &
solve multi-step multiplication
problems. They are able to solve
decimal, multiplication & division
related problems.
Identify non-routine patterns
in a sequence in which the
steps are non-constant. Able
to complete patterns with six
three separate details to
consider. Identify non-routine
two variables in which the
steps are constant. Identify
the ‘odd one out’ from a set
of objects that have been
rotated & reflected. Identify
non-routine patterns in a
which the step is constant.
Identify the ‘odd one out’
from a set of objects in which
there is one routine
difference.
Solve multi-step word
problems involving fractions
or proportions. Compare
fractions with different
denominators. Solve word
problems involving fractions
& square numbers. Solve
problems with double-digit
numbers & multiplication.
Solve multi-step problems
without pictures & routine
word problems involving
decimals. Find the missing
multiplication or division.
Solve problems involving
information that has been
represented graphically.
Identify uncommon words
with similar & opposite
meaning. Identify which
sentence is logical based on
the information provided.
Solve logical word problems
& identify pairs of words
formed from the same set of
letters. Solve logical word
problems through a process
of elimination & can
rearrange nine words to
make a sentence.
Teachers spot word difference &
can rearrange five words to make a
sentence. Find the value of symbols
in addition and subtraction &
understand the missing terms. They
can identify patterns in a sequence.
They are able to complete
sentences & recognise common
words with the same meaning. Also
are able to find the next term in
sequences.
Identify routine patterns in a
which the step is clear &
constant. Complete very
simple patterns with four
one or two obvious details to
consider. Find the shape
which best matches three
given shapes. Identify the
‘odd one out’ from a set of
objects in which there is one
obvious difference.
Find the value of symbols in
single-digit addition &
subtraction problems. Solve
routine word problems with
subtraction; find the missing
repeated subtraction. Add
single-digit numbers in simple
word problems. Find the next
addition of single-digit
numbers.
Spot the word that differs in a
set of words with similar
meanings. Rearrange five
words to make a sentence.
Complete simple sentences
by selecting the correct word.
Recognise common words
with same meaning.

Teacher Survey
How was the survey conducted? How many teachers were
surveyed?
Total 78
Primary 36
Secondary 42
Teachers in the school were surveyed to understand their perceptions of
the school managerial practices in student development, parent
engagement, teaching methodology and training. Analysts from Gray
Matters helped teachers understand the importance of the survey and
assured to them the confidentiality of their responses. The survey was
conducted in a conducive atmosphere for the same.
SURVEY KEY TAKEAWAYS
STUDENT DEVELOPMENT
1. Teachers feel that grade appropriate remedial classes needs to conducted for students in order to
strengthen their concepts.
2. The teachers need to devise student specific improvement plans, especially week students based on the
tests/exam conducted.
LESSON PLANNING AND TRAINING
1. Teachers expect more trainings on teaching methodology and classroom management so as to improve
their pedagogy.
2. Teachers expect the management to provide more visual aids so as to implement activity based learning
among students.
MANAGEMENT
1. Though teachers get regular feedback about their performance, they expect an objective annual
assessment along with incentives for high performers.
2. Regular teacher meetings to discuss their concerns and issues.

About this report
The school assessment report comprises of a set of recommendations which are derived by Gray Matters’
advanced data analytics methodology based on the data collected on the assessment day. It gives a
detailed view of the school's performance in light of various parameters such as student learning outcome,
parent satisfaction, teaching quality, school management and learning infrastructure.
Based on the two output factors – learning outcome and parent satisfaction, the school is rated as either a
Gold, a Green or a Blue school. The other three factors - teaching quality, school management and
learning infrastructure are analysed and form the basis for the key levers of change methodology. Further,
key insights for each of the modules are presented to the school leader apart from a holistic
recommendation. Specific recommendations are also given to help the school leader address the top
most action items in order to reach a higher score in a stipulated time frame.
About Gray Matters
Gray Matters is a school assessment and accreditation organization that works towards improving the
quality of education in schools. The assessment process includes a measurement of the five parameters
mentioned above and our goal is to help schools work towards improving learning outcome and parent
satisfaction.
Through the school rating system, we intend to demonstrate that in this unique market we can create
social value that will increase school and sector performance by increasing sector transparency,
stimulating market growth, and ultimately attracting more resources to this sector. Although schools are
managed by committed and driven school leaders; lack of sufficient information, exposure and innovation
often handicap them. Gray Matters aims to bridge this gap through its unique 'School Rating' system,
which establishes quality standards for schools and provides parents and school leaders with information
on school performance with a focus on quality and learning outcome.
Our Partners
Gray Matters partnered with renowned organizations to develop and enable the assessment
methodology & framework. The test papers used for the assessment are developed by our partner,
Australian Council for Educational Research (ACER), an internationally renowned educational research
body. Further, classroom observation and spoken English tests were administered in collaboration with The
Teacher Foundation and Pearson respectively.

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