Performance Indicators: Warra State School

This report is based on the performance of Warra State School. An assessment was based on the performance of the students and the information was gathered from the progress reports of the students, goal setting booklet and the basic standards and targets of the Warra State School. The report covers the school's history, performance measures, objectives, expectations, alignment process, safe learning environment, targeted instructions, evidence-based decision-making, effectiveness, service and efficiency indicators.

PERFORMANCE INDICATORS:
WARRA STATE SCHOOL
Name of the student:
Name of the university:

Introduction
This report is based on the performance
of Warra State School. An assessment was
based on the performance of the students and
the information was gathered from the
progress reports of the students, goal setting
booklet and the basic standards and targets of
the Warra State School. (Annesley 2016).

About the school
This multi- age co- educational school was
established in the year 1881. It is situated in the in the
Warra township which is at a distance of 45 km from
Dalby on the Warrego highway. This school has a principal
and teachers with specific expertise who provide quality
learning to the students from preparatory to class 7. The
school curriculum specifically focuses on science,
literature and mathematics and the rest is based on the
combined study units (Ballard 2013).

Continued…
The Warra School takes special care in spreading
knowledge and understanding among the students so
that they can take up challenges and get the support
in an extensive classroom. The school has a vision to
struggle for fostering confidence, literacy and
numeracy among age- old learners to gain a positive
learning outcome.

Performance measures of school
At Warra, we realize the importance of
establishing effective learning programs to enhance
talent and upcoming opportunities for the students.
We try to attain these measures by mapping,
reporting and recording individual performance of the
students in comparison to the expected knowledge of
the student and their capability.

Continued…
The parents are also encouraged to get involved in
the learning process of the students by using the
policy of ‘open- door’. The school acts as a significant
factor in the community by portraying obedient and
caring relationships among all the community
members of school (Ishak and Yusof 2014).

The objective-
• correlate the link the effectiveness of the school with the
competitors
• analyze the satisfaction level of the student in achieving
quality education from the a reputed institution
• incorporating intervention program to provide learning
strategies to the student
• use strategies for measuring the efficiency of cost ratio
in comparison to the effectiveness of the adopted
operational procedure
• build up high expectations of learning among the
students (Meek and Lee 2014)

Continued…
In order to achieve the above objectives we took up an
online assessment to modify the ability among
students. For the assessment process, we have utilized
online spaces and digital technologies to promote
student independence. There were different entry
points for various students and the implementation of
summative, diagnostic and formative assessment on a
daily basis informed a teaching pedagogy. Enrolment
interviews were considered in the student- based
planning assessment of the school (Meyer 2010).

Expectations
It was expected from the students that all of
them could attain regional standards as per the
DDSW. It was posed to be a comprehensive and
challenging learning objective for every student
based on the admitted set of data. It was expected to
provide quality bookwork and an improved level of
presentation in each classroom of Warra School.

Continued…
There were professional conversations among the teachers
and parents and a number of sources were open for
gathering feedback such as walkthroughs, classroom
profiling, coaching and mentoring. The main documents,
which were considered in this aspect, were DDSW Regional
Charter of Expectations, Assessment Targets, School
Induction, Goal Setting booklets, Individual learning plans,
Lesson observations and Bookwork policy (Suryadi 2017).

The alignment process
The course curriculum of the students was
aligned with the assessment procedure. It was
effective for our school because of the integration
with direct instruction, proper teaching and a creative
work of learning and teaching. The implementation of
teaching in the course curriculum was helpful for
every classroom due to the direct teaching procedure
in the form of handwriting, spelling, guided reading,
spelling and grammar conventions and explicit
teaching.

Continued…
The assessment was consisted in the process of plain teaching
programs. The alignment was conducted by gathering student
responses for the particular assessment. The instruction was
given to the students based on their literacy and numeracy
skills. The digital technology of coding was embedded in the
learning process to provide support to the students in their skill
development. In this way, consistency was followed in the
practice of teaching and learning. The required documents for
the process consisted of assessment and monitoring framework
with set standards, entire school curriculum plan, time- table,
curriculum- mapping documents and explicit teaching lesson
plan (Wang 2013).

Safe learning environment
A safe learning environment can exist with the
presence of effective student- teacher relationships.
The learning intentions were shared among the
parents and students to make the objectives clear. It
helped in the organization of the physical structure of
the classroom.

Continued…
A superior quality classroom gave way to quality
feedback by providing instant positive and accurate
feedback to the staff, students and parents. The principal
of our school and teachers participated in sharing
feedback with the staff and students. An organized and
purposeful staff meeting was followed by an efficient
open communication from all the ends. Digital
technologies were an added advantage in supporting
and including a connected learning environment.

Continued…
The documents used in this assessment procedure
were cyber safety unit, newsletter, website, social
media platforms, performance framework, and
protocols for classroom observation, homework policy
and a responsible behavior plan for the students
(Orozco et al. 2018).

Targeted instructions
It was required to supervise the learning
procedure and make use of the feedback on the
student to inform about teaching and learning. The
students were encouraged to involve in practice and
excavate their understanding of new knowledge. In
order to do so, content and strategy were provided
with a prescribed state of materials.

Continued…
A compact set of reading were provided at the
beginning of each lesson to emphasize on structure,
expectations and classroom routines. In this respect,
the differentiation in teaching was referred to as the
adjustable entry point for instruction. The primary
documents required for this process were Disability
Standards for Education 2005, reference to Archer
and Hughes 16 elements and EAP educational
adjustment program, if required (Parmenter 2015).

Evidence- based decision- making
The assessment at our school took care of the
decision based on the knowledge gained by students,
their previous learning and the performance data.
The data was collected by placing the students in the
specific groups according to their ability. Our school
used the student data to enhance their performance
at school with updated feedback practices among all
the stakeholders.

Continued…
The process of quality planning was conducted using 1
School 1 Plan to collect the evidence from the student
about their achievement as per the standard benchmark.
The decision was then tested by the teachers and staff to
focus on the research procedure. It was done because the
students lack in progress without the implementation of
their fundamental skills. This assessment procedure was a
reflection of our caring for the individuals to provide
superior quality teaching and learning and establish a
healthy relationship so that they can enjoy their work and
learning (Robers 2015).

Benefits of Warra School
Behind measuring the performance measure, our
school has intended to provide talented teachers and
administrators. The school staff section during 2017
displayed that there is only one efficient full- time staff so it
is required to recruit more teachers that are skilled. The
strategies that were implemented for this process included
the benefits of a focused and intensive coaching among the
students. Our school has allocated 14S funding to support
students who want to participate in impact projects such as
writing, thinking, numeracy and reading (Carson et al. 2016).

Effectiveness indicators
• Educational learning program- Participated in Index
of community socio- educational advantage program
• Retention program- Sufficient teachers helping our
school to retain the students (Nuttall 2017)
• Primary and secondary graduation rate- 47%
• Literacy achievement rate- 18%
• Numeracy achievement rate- 25%

Service indicators
• Primary education rate- 47%
• Secondary education rate- 25%
• Student satisfaction level- Least satisfied resulting in
only 11 students
• Student support services- no pick and drop facility
• Student participation- hardly any co- curricular activities
• Library services- provided
• Sports activities- nothing
• Health and recreational activities- medical facilities and
health check up is provided (Parmenter 2015).

Efficiency indicators
• Cost per student full time equivalent primary
education- $110
• Cost per student full time equivalent secondary
education- $80

Conclusion
It can be concluded from the information
gathered on Warra State School that the performance
indicators helped in decision- making process to
enhance our school performance. The views were
based on the information gathered from different
official documents.

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