Name Surname

T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3
Mila Bouhoris 6.8 20 25 33 11 51 24 1 2 4 6
Indiana Brunet 6.6 25 28 32 29 86 23 5 8 9 10
Thanh Do Ngoc Mai 6.90 18 24 30 12 51 24 1 2 5 5
Freya Dunleavy 6.10 26 29 32 22 83 25 2 4 8 13
Brodie Garrawurra 7.11 4 5 8 0 2 2 1 1 1 1
Lachlan Hopper 6.8 24 28 33 10 52 15 1 2 5 11
Gus Leadbetter 6.6 16 27 31 22 84 28 2 4 6 7
Ethan Morris 6.7 25 28 32 32 88 23 1 4 7 9
Sonia Nair 7.0 15 20 a 12 76 26 1 3 4 9
Raymond Nguyen 6.2 26 32 38 85 200 a 1 6 10 a
Elysia Olsen 6.4 21 24 27 25 50 13 1 2 4 7
Beau Teichelman 7.5 26 29 32 12 52 21 2 4 5 12
Elliot Williams 6.4 13 24 35 10 53 18 1 2 3 12
Student Tracking - 2014
Student Details
Year 1R-M
C
h
r
o
n
o
l
o
g
i
c
a
l

A
g
e
Knows Sound Waves sounds
43
Read Magic 300 Words
Literacy
Spell Magic 300 Words PM Reading Level Standardised Spelling Test
Grade Score
A 80% +
B 65-80%
C 50-64%
D 35-49%
E 34% -
100
100
42
14 12
Working in Phase 3 Working in Phase 3
12
10
25 50 75
Working in Phase 2 Moving into Phase 3
PM Reading Level
Writing Phase
Recognise, Write and Make Numbers to 1000
Knows Sound Waves sounds 43 34
86 Read Magic 300 Words
Spell Magic 300 Words
9
58
6
7
22
74
Descriptors
Demonstrates outstanding achievement
T4 T3
Demonstrates high achievement
Demonstrates sound achievement
Demonstrates limited achievement, adequate for progression but the student requires additional support
T2 T1
Demonstrates very limited achievement, student requires additional support to progress
T4 T1 T2 T3 T4 T1 T2 T3 T4 T1 T2 T3 T4
1 2 2 100 64
2 3 3 100 90
1 2 2 100 95
2 2 3 100 79
1 1 1 10 24
1 2 2 100 79
1 2 2 100 86
2 3 3 100 76
1 2 2 100 62
2 3 3 100 85
1 1 2 100 69
1 2 2 100 85
1 2 2 100 79
Student Tracking - 2014
Waddington Maths Test
Numeracy Literacy
Writing Phase /4
Recognise, Write and Make
Numbers to 1000
Standardised Spelling Test
Descriptors
Demonstrates outstanding achievement
Demonstrates high achievement
Demonstrates sound achievement
Demonstrates limited achievement, adequate for progression but the student requires additional support
Demonstrates very limited achievement, student requires additional support to progress