LITERACY 2014-11-25

2014 Literacy Plan Literacy Focus classes: PPEFOCUS PROCESS EVIDENCE REVIEWMake accelerated progress (= 30 plus e-asTTLE points from Term 1 to Term 4) in reading comprehension skills with bottom three girls Y9 bottom three girls Y10 7 differentiated boys Y9 4 differentiated boys Y10 Deans’ -selected Y11 Boys

and Girls

Improve teacher self-efficacy in literacy improving asTTle

knowledge linking literacy strategies

with differentiation

Gather reliable data (e-asTTle) about the current group and individual levels of reading comprehension; the current group and individual literacy leaning needs; any individual or group barriers to learning.Data gathering asTTle profiles created from

2013 exit data asTTle profiles from re-testing of

all target classes by end of Term 1

Target students informed of asTTle results

asTTle profiles created for target students from further testing end of Term 2. Y11 target students included this time

Student actions Target students informed of test

results by receiving the test, the test results, the summary of all tests and ILP where appropriate

Conversation with flat progress students and those going backwards

Literacy Facilitator actions Run sessions with teachers to

improve understanding of Tabular profile

Provide all target classes asTTle data from 2013 asTTle exit data

Provide all target classes asTTle data from 2014 Term 1 tests

Proviide all target Y9 and Y10 classes with GLP analyses and a range of strategies that address 4 identified weaknesses

Provide asTTle data to Deans Y9, Y10, Y11 from Term 2 testing

Improve knowledge of asTTle through workshops after school

Share best practice eg Kim Hill Share best practice at Stations

Staff meeting Observe teachers and give

feedback about effective use of strategies. Observations and feedback by PPE

Facilitate teachers observation of each other implementing strategies and give feedback.

Create strategy documents that are hyperlinked and based on asTTle evidence. One done T2 2014

Teacher actions

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Analysis of Time 1 and Time 2 data for individuals and groups - Disaggregated by Y9, Y10, Boys, Girls, Maori, Pakeha

Analysis of data from Term 1 testing

Analysis of data from Term 2 testing

Evidence in teacher planning of strategies to address literacy as indicated by asTTle evidence

Observation of teachers Interviews with teachers Lesson observation and

feedback meeting notes Interviews with students

both written and video

See rest of this document

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Download data from PPE into folders that include: Tabular profile Excel profile) GLP, ILPs, Summary of all tests and test results

This will include data from T4 2013, T1 2014 and T2 2014 where necessary

Create 4 strategies that are informed by the data for each class

Share strategies being used with the remaining core subject teachers.

Up skill fellow teachers to use literacy strategies effectively.

HOD actions Continue peer reading

programme with specific students

Share best practice and strategies at Department meetings and communications eg the Word

SLT actions Walk-throughs Conversations with teachers of

focus students Conversations with HOFs Staff meetings to facilitate

sharing of best practice using stations

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Introduction Literacy has been integrated as a focus with all that we do in the Junior School. This year it has been expanded to include students selected from Y11 and in some cases from Y12. This has been a positive move.Initial DataFor Y9 the initial data was gathered in DRK’s entry testing. It is a test to gather asTTle reading data with the whole cohort using the entry test which is one that uses one test across 3 curriculum levels. The purpose of this Y8 test is to rank students for class placement but we have found that its ‘one size fits all’ nature does not give accurate data for the Y9 cohort.

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At Y10 we use three differentiated tests during T4 and this ‘exit data’ becomes the entry data for the next year. For the most part this works well – even though it straddles the phenomenon of Summer lag. Fortunately the NNNN programme picks up those students for whom other evidence indicates that they are behind.

It is my recommendation that we test all of the Y9 cohort in March, using three differentiated tests so that we gain a more accurate picture of the cohort.

If we test Y9 in March, by then the timetable will have settled down and any new arrivals will have been initially tested. It allows for Summer lag, plus it overcomes any of the negatives from the whole cohort testing in the hall.

This year we:1. Distributed profiles for all classes that were the Focus classes (7 Boys, Y9 Differentiated classes, 3 Girls,

bottom stream Y9 classes, 4 Boys, Differentiated Y10 classes and 3 Girls ,Y10 bottom stream classes.Profiles for each class included:

2. Distributed profiles to all teachers that wanted them for their classes;

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3. Offered sessions by PPE in asTTle explanations – with particular reference to unpacking the Excel profiles. These explanations have been placed on Youtube. https://www.youtube.com/watch?v=Sh_5n29sb8o&list=UURJjIooYQAOz8a1JJO7vB-w https://www.youtube.com/watch?v=t1wIHrNz9mQ&list=UURJjIooYQAOz8a1JJO7vB-w

4. Distributed to all Focus classes the key aspects of each class’s ‘Group Learning Profile’ with suggestions for priorities and the example of Kim Hill’s approach

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5. Distributed lots of examples of Literacy activities and strategies

6. Participated in the Deans’ Checkpoint data which identified students who were behind from Y9, Y10, Y11 and Y12. This was very successful because while we know that asTTle is not a magic bullet it is important that teachers exercise their professional judgement to identify those students for whom the data that informs us that they need special attention

7. Observed teachers using Literacy strategies. (Too few done)8. Distributed NOT - EAT, PRAY, LOVE but - SPEAK, READ, WRITE. This was an attempt to get

teachers to get their students to read more, write more and speak about both with each other.

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9. The key numbers for progress in e-asTTle are: Going backwards needs a conversation Less than 15 points needs a conversation 20 points is Normal progress 30+ points is Good progress 40+ points is Very Good progress 60+ points is Excellent progress

10. The Peer Reading Programme was continued and extended under Elliot Lavey’s care and guidance. Her report is attached.

11. At this point I have interviewed 12 students. These are the ones who have made more than 100 points of progress. The overwhelming impression is that it is what they, they students have done that has contributed to their improvement. Some have indicated that the Wider Reading unit as part of Y9 English has acted as a stimulus for their reading over a range of genres.

Next year actions/recommendations1. Y9 asTTle results from the March testing can inform the second round of meetings between the Junior

school teachers. I have already suggested to MAC and WLM that these meetings need to be held of the core teachers and in particular of the differentiated classes and the lower girls classes.

2. Groups of teachers who teach a core class need to meet regularly 2 -3 times a term to talk about those students and share strategies. This needs to be part of the meeting plan.

3. A contractor could be employed to continue this literacy process with the specific brief to work with a staff member so that they would take over

4. There needs to be lots more observation of teachers5. Students need to have access to their own asTTle logon from the school website. This can be done

easily. Lots of schools have this link on their website6. Someone needs to be responsible for Literacy strategically. I can makes suggestions.

e-asTTle Norms and Curriculum Expectation by Quarter: Reading Comprehension

Quarter Year Mean Score Mean Curriculum

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Curriculum Level Expectation

3 7 1447 4B 3A4 7 1453 4B 4B1 8 1462 4B 4B2 8 1474 4P 4P3 8 1489 4P 4P4 8 1494 4P 4P1 9 1497 4P 4P2 9 1499 4P 4A3 9 1507 4A 4A4 9 1519 4A 5B Desirable

1 10 1529 4A 5B2 10 1539 4A 5P3 10 1545 4A 5P Desirable

4 10 1567 5B 5A More desirable

1 11 1590 5P 5A2 11 1612 5P 6B3 11 1621 5A 6B4 11 1628 5A 6P1 12 1636 5A 6P2 12 1643 6B 6P3 12 1652 6B 6A4 12 1657 6B 6A

The table above shows the NZ mean and the expectation By the end of the year, Year 9 nationally are just into 4A but ideally into 5B (4A = 1503-1556)

o Keep in mind that student in Y9 and Y10 should be operating at Curriculum level 5 By the end of Year 10 students are usually into 5B but ideally 5P or 5A

o Keep in mind that we need to triangulate this data against our other data

YEAR 9 GLOBAL Baseline T4 2013 cf T4 2014 (Pat’s data)Start End Net Shift

School Start End Net Shift

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UQ 1546 4A 1602 5P 87 Excellent

Median 1503 4A 1557 5B 58 Very Good

LQ 1466 4B 1511.25 4A 32 GoodWe still have a tail but the lower quartile is getting better

MALE Start End Net ShiftUQ 1531 4A 1589 5P 86 Excellent

Median 1491 4P 1548 4A 56 Very Good

LQ 1443 3A 1502 4A 28.75 GoodBoys still lagging behind the girls. Excellent upper quartile

FEMALE Start End Net ShiftUQ 1546 4A 1616 5P 87.75 Excellent

Median 1517 4A 1577.5 5B 63.5 Excellent

LQ 1468 4B 1538 4A 34 GoodGirls only narrowly ahead of girls in net shift. Excellent upper quartile

NZ European Start End Net ShiftUQ 1563 5B 1616 5P 86.25 Excellent

Median 1517 4A 1578 5B 60.5 Excellent

LQ 1478 4P 1538 4A 35.75 GoodConsistent progress

Maori Start End Net ShiftUQ 1531 4A 1577.25 5B 87 Excellent

Median 1491 4P 1542.5 4A 58 Very Good

LQ 1432 3A 1503 4A 25 OKThe Net shift is very impressive for Upper and Median. Those in the lower quartile make slightlybetter progress than the other levels but keep in mind that some have come from Kura and take alittle while to pick up reading literacy in English

Pacific Start End Net ShiftUQ 1494.75 4P 1567 5B 87.5 Excellent

Median 1466 4B 1521 4A 59.5 Very Good

LQ 1418 3P 1474.25 4P 32.5 GoodThese are very good statistics re progress – especially the upper Quartile and the Median. Even the lower quartile while their outcome is lower thane we want, their progress is good

OTHER Start End Net ShiftUQ 1546 4A 1595 5P 88 Excellent

Median 1503 4A 1557 5B 53 Very Good

LQ 1466 4B 1515.75 4A 18 OK

YEAR 9 FORM CLASSES T4 2013 cf T4 2014These are the streamed classes 1, 2 and 3

O9GIB Start End Net Shift

UQ 1608 5P 1659 6B 67 Excellent

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Median 1583 5B 1650 6B 51 Very Good

LQ 1583 5B 1627 5A 39 Good

09MKE Start End Net Shift

UQ 1583 5B 1634 5A 82 Excellent

Median 1563 5B 1602 5P 42 Very Good

LQ 1517 4A 1578 5B 26 Good

9ADM Start End Net Shift

UQ 1546 4A 1602 5P 71.25 Excellent

Median 1531 4A 1578 5B 45 Very Good

LQ 1517 4A 1557 5B 18.5 OK

These are the unstreamed classes (7)09ASH Start End Net Shift

UQ 1491 4P 1561 5B 79 Excellent

Median 1455 4B 1523 4A 47 Very Good

LQ 1419 3P 1446 4B 15 OK

09CLN Start End Net ShiftUQ 1491 4P 1557 5B 85.75 Excellent

Median 1466 4B 1543 4A 66 Excellent

LQ 1431 3A 1502 4A 48.25 Good

09DWS Start End Net ShiftUQ 1491 4P 1548 4A 83.5 Excellent

Median 1466 4B 1516 4A 58.5 Very Good

LQ 1419 3P 1483 4P 18.25 OK

09FLM Start End Net ShiftUQ 1491 4P 1557 5B 101 Excellent

Median 1466 4B 1538 4A 59 Very Good

LQ 1415 3P 1484 4P 34 Good

09FNK Start End Net ShiftUQ 1479 4P 1557 5B 92 Excellent

Median 1466 4B 1513 4A 76 Excellent

LQ 1406 3P 1493 4P 35 Good

09PLG Start End Net ShiftUQ 1478 4P 1562 5B 95 Excellent

Median 1467 4B 1520 4A 58 Very Good

LQ 1428 3A 1474.5 4P 21.5 OK

O9QNC Start End Net ShiftUQ 1491 4P 1548 4A 94.25 Excellent

Median 1466 4B 1494.5 4P 50 Very Good

LQ 1405 3P 1474 4P 23 OK

9 PUNAStart End Net Shift

9PNPAL Start End Net Shift Notes

UQ 1531 4A 1578 5B 86.75 Excellent

Median 1511 4A 1567.5 5B 72 Excellent

LQ 1472.25 4P 1557 5B 49.75 Very Good

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9PNTHP Start End Net ShiftUQ 1520.25 4A 1577.75 5B 124.25 Excellent

Median 1436.5 3A 1556 5B 100 Excellent

LQ 1421.75 3P 1519.25 4A 45 Very Good

Y9 Girls09GRN Start End Net Shift Notes

UQ 1583 5B 1645.75 6B 85.75 Excellent

Median 1554.5 4A 1616 5P 70 Excellent

LQ 1546 4A 1594.25 5P 33.5 Good

09BVD Start End Net ShiftUQ 1503 4A 1557 5B 93 Excellent

Median 1478 4P 1529 4A 57 Very Good

LQ 1443 3A 1503 4A 29 Good

09CVT Start End Net ShiftUQ 1531 4A 1602 5P 72 Very Good

Median 1517 4A 1577 5B 68 Excellent

LQ 1491.5 4P 1557 5B 38 Good

09DUN Start End Net ShiftUQ 1608 5P 1678 6B 76 Excellent

Median 1583 5B 1657 6B 55 Very Good

LQ 1563 5B 1626 5A 26 Good

09NHA Start End Net ShiftUQ 1517 4A 1589 5P 86.75 Excellent

Median 1503 4A 1567 5B 66.5 Excellent

LQ 1478 4P 1535.75 4A 43 Very Good

09ROB Start End Net ShiftUQ 1517 4A 1580.75 5B 92.75 Excellent

Median 1491 4P 1559 5B 70 Excellent

LQ 1466 4B 1538 4A 35.75 Good

YEAR 10 GLOBAL T4 2013 cf T4 2014 STATISTICSSchool Start End Net Shift Notes

UQ 1613.25 5P 1642 6B 47 Very Good

Median 1571 5B 1602 5P 29 Good

LQ 1534 4A 1548 4A 4 ConversationThis is still good. The students in the lower quartile and below will be picked up next year by the Y11Deans and they will be a special focus under NNNN

MALE Start End Net Shift

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UQ 1613.25 5P 1642 6B 49.75 Very Good

Median 1571 5B 1602 5P 30 Good

LQ 1534 4A 1548 4A 7 ConversationThe median and Upper quartile are making better progress than the girls. The median for the boys ishigher. This deserves more investigation.

FEMALE Start End Net ShiftUQ 1613 5P 1642 6B 44 Very Good

Median 1571 5B 1589 5P 27 Good

LQ 1534 4A 1548 4A 1 ConversationAs above. The Girls are matching the boys although the median is lower for girls.

NZ European Start End Net ShiftUQ 1629 5A 1659 6B 49 Very Good

Median 1594.5 5P 1630 5A 31 Good

LQ 1564 5B 1589 5P 9 ConversationEuropean have started off at 5B and ended at 5P even for the lower quartile

Maori Start End Net ShiftUQ 1592.5 5P 1616 5P 46 Good

Median 1556 5B 1557 5B 22 OK

LQ 1511.5 4A 1520.5 4A -13 ConversationLower quartile students will need focus next year. Other have done OK but need to continue their focusfor Y11

Pacific Start End Net ShiftUQ 1564 5B 1602 5P 49 Very Good

Median 1534 4A 1566 5B 22 OK

LQ 1498.5 4P 1502 4A 1.5 ConversationSimilar to Maori. Need to keep our focus on the Lower quartile

OTHER Start End Net ShiftUQ 1612 5P 1642 6B 43.5 Very Good

Median 1571 5B 1589 5P 29 Good

LQ 1526.5 4A 1548 4A 3.5 Conversation

Y19 Boys streamed10BOK Start End Net shift Notes

UQ 1629 5A 1668 6B 61 Excellent

Median 1614 5P 1659 6B 38 Good

LQ 1588 5P 1642 6B 13 Conversation

10COU Start End Net shiftUQ 1629 5A 1659 6B 55.5 Very Good

Median 1610 5P 1642 6B 38 Good

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LQ 1577.75 5B 1618 5A 16.75 Conversation

10GDR Start End Net shiftUQ 1659 6B 1690 6P 58.25 Very Good

Median 1643 6B 1678 6B 39 Very Good

LQ 1621 5A 1659 6B 24.5 OK

10SAL Start End Net shift

UQ 1610.5 5P 1626 5A 46.5 Very Good

Median 1588 5P 1597 5P 21 OK

LQ 1556 5B 1567 5B 0 Conversation

10SRN Start End Net shift

UQ 1580 5B 1626 5A 46 Very Good

Median 1564 5B 1589 5P 30 Good

LQ 1528 4A 1557 5B 16 Conversation

10STO Start End Net shift

UQ 1584 5B 1630 5A 44 Very Good

Median 1564 5B 1602 5P 25 OK

LQ 1544.5 4A 1543 4A 5.5 Conversation

10WHL Start End Net shift

UQ 1586 5B 1614.75 5P 30.5 Good

Median 1564 5B 1557 5B 7.5 Conversation

LQ 1528 4A 1525.25 4A -17.5 Conversation

Y10 Differentiated classes10HYT Start End Net shift Notes

UQ 1535 4A 1589.25 5P 70.25 Excellent

Median 1510 4A 1544.5 4A 34 Good

LQ 1480 4P 1492.25 4P -10 Conversation

10KNW Start End Net shiftUQ 1541 4A 1548 4A 38 Good

Median 1505 4A 1513 4A 3 Conversation

LQ 1480 4P 1483 4P -22 Conversation

10PNE Start End Net shiftUQ 1533.25 4A 1548 4A 41 Very Good

Median 1505 4A 1513.5 4A 24 OK

LQ 1458.5 4B 1478 4P 3.5 Conversation

10PRY Start End Net shiftUQ 1534 4A 1567 5B 60 Excellent

Median 1496 4P 1535 4A 40 Very Good

LQ 1469 4B 1504 4A 14 ConversationY10 Girls streamed

10CHA Start End Net shiftUQ 1524 4A 1557 5B 45 Very Good

Median 1510 4A 1529 4A 33 Good

LQ 1485 4P 1507 4A 8.5 Conversation

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10KNA Start End Net shiftUQ 1588 5P 1598.75 5P 17.5 OK

Median 1571 5B 1562 5B 7.5 Conversation

LQ 1548 4A 1538 4A -18Conversation

10LBY Start End Net shiftUQ 1607 5P 1632.25 5A 42.25 Very Good

Median 1571 5B 1616 5P 26 OK

LQ 1564 5B 1580.75 5B 6.25 Conversation

10MSM Start End Net shiftUQ 1564 5B 1578 5B 37 Good

Median 1541 4A 1538 4A 4 Conversation

LQ 1534 4A 1520 4A -28 Conversation

10PUL Start End Net shiftUQ 1577 5B 1616.5 5P 46.25 Very Good

Median 1556 5B 1589 5P 32 Good

LQ 1541 4A 1567 5B 8.5 Conversation

10UYS Start End Net shiftUQ 1628 5A 1650 6B 34.5 Good

Median 1597 5P 1634 5A 24 Ok

LQ 1575.5 5B 1595.5 5P 5 Conversation

10WLT Start End Net shiftUQ 1500 4P 1529 4A 55 Very good

Median 1500 4P 1513 4A 30 Good

LQ 1460.5 4B 1493 4P 2 Conversation

10WSN Start End Net shiftUQ 1663 6B 1690 6P 58.5 Very Good

Median 1636 5A 1678 6B 47 Very Good

LQ 1621 5A 1668 6B 24 OkNote: Theresa Boyd does a Y11 course, so not in these statistics

Using the Clean data sheets

I have shaded red all of the students who are behind average at the beginning of the year

I have shaded green all of the students who are average or better at the beginning of the year.

I have done the same for those students at the end of the year although the curriculum indicators have changed as they move through the curriculum levels.

I have also shaded the students net difference in score from beginning to end because some students make really good progress but are still behind

Best to use the data filter function to sort the Spreadsheet as you would like.

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Peer Reading at Mount Albert Grammar School 2014Grateful thanks to Elliot lavey

HistoryRichard Watkinson trialled a programme in 2013 involving 14 students and 16 tutors. They met twice a week at form time. The response from students and tutors was positive. Elliot Lavey was keen to continue with the programme and build participation during Richard’s leave in 2014. She used the systems set up by Richard in the previous year and aimed to increase the number of participants.

MethodJunior Students

- Asked for nominations from junior core English teachers and deans. - checked that the students were performing under national expectations for reading. - Fifty-five names were submitted and all were accepted.- Not all core teachers or deans responded to request but as we only had a capacity to take 55, a

first in first served approach was taken. - In theory 100 students across both cohorts would have benefitted from the programme and that is

a recommendation for 2015

Senior Student Tutors- LVY communicated with Senior Students through Sarah Crowhurst. She spoke at senior assemblies

and publicised the need for senior tutors through the student academic council and senior English Leaders.

- We started with a group of 55. This number altered slightly throughout the year as a few resigned and others joined. Generally though, the long term commitment of the programme was honoured by the majority.

- We held two workshops before pairing the tutors with junior students. They were advised to follow the ‘Pause/Prompt/Praise’ method. This is outlined in the attached pamphlet.

The SessionsMarlene and Elise allowed LVY to book the library at form time on Tuesdays and Thursdays for the whole year. The green room and red-room were allocated for form classes this year which was a pity because when all students and tutors were present it was a tight fit.

Reading materialMarlene provided us with a range of age appropriate short texts. They stayed in the Peer Reading box. The students reading record stayed with the book until they had finished and was then transferred to their next text.

Some students and tutors pairs chose longer books from the general library shelves. It was heartening that some of the students read their first substantial extended text with the support of their tutors during the year.

GainsResearch tells us that reading with a partner for short periods of time helps improve the reading skills of weak readers. The asttle data from the last round of testing is attached. It is difficult to know from this data what role the Peer Reading Programme might have had in each score as there are other educational influences at work.

Anecdotal EvidenceStudents interviewed thought that the programme was helping their reading skills. Many of them appreciated the relationship they built with their senior tutors. Others who had experienced several partner changes voiced that this had been overwhelming but that it was still a beneficial programme for them.

Some of the students were embarrassed about being chosen for the programme and needed reminding to attend.

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IssuesAttendance: Some of the partnerships were compromised because of absenteeism. Some of the junior students ended up with several tutors throughout the year. It was less rewarding. However, 65% of the partnerships established at the beginning of the year endured as the attendance of both parties was consistent.

Recommendations

Continue in 2015.

To build numbers perhaps. 2 cohorts could be established. This would mean that the programme would run for 4 form periods per. week.

It is vital that at least one teacher is there for each session – to prompt students, take roll, follow up on absences and make sure that the students are on task.

Junior Students on the programme

Name Raw Asttle Level Spread Notes

BVS Bevins

Lauren Hall plus 97 2A - 4BAllie Palmer plus 116 2A - 4PVaimoana Tu’itavake

Holly Marson-Wood plus 57 3P - 4PFotu Lavea

CHA Cham

Silia Siaki plus 42 4B - 4BMangatalo Taanaki plus 34 4P - 4AMaia Monteith minus 54 4B - 3PRutvi Patel plus 46 4B - 4P

MSM Marsom

Krutika Patel

Xiaoli (Sally) Zhang

Tia Zhang plus 76 3P - 4PSiepesi Fualalo minus 21 4P - 4P irregular attendanceCasarni Misiagi minus 41 4A - 4P

WLT Wiltshire

Ella-Jo Lui-Viti

Angela Ioane plus 13 4P - 4ALakita Lei-Sam plus 60 4B - 4ABlessing Mika plus 2 4P - 4AParis Pilisi plus 77 4B - 4ACarlee Collinson Khaine plus 30 4A - 5BTammy Fakalago WLT

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9FLM

Tyreke Nichols plus 53 3B - 3ABassilino (Lawrence) plus 40 3B - 3PHarlem Wickcliffe (Puna) plus 40 2A - 4ADan Bell minus 7 4B - 4B DyslexicDaniel Barlow plus 130 3P - 4A

10CVN (HYT)

David Otukolo plus 81 3P - 4PRoderick Puafisi minus 43 3B - 3P irregular attendanceWesen Tesefaye minus 123 2A - 4A irregular attendancePati Neli plus 68 4A - 5PDylan Harrison plus 17 3P - 4A

FNK FRANK

Nathaniel Anesone, plus 49 3B - 3ALouis Heath, plus 29 4B - 4ASamuel Love, plus 155 2A - 4AJayden Mann, plus 122 3B - 4AReuben Moshin, plus 66 3B - 4BKritesh Parmar, plus 25 4B - 4PDhruv Shah, plus 18 4B - 4BDylan Smith (New) plus 57 4P - 4A

9DWS

Viliami Malamala, plus 3 3B - 3BZach Morgan, plus 147 3B - 4AAntoni Vitale plus 70 2A - 3AEsera Lavea. plus 40 3A - 4P

10 SAL

Kenneth Zhu minus 80 4A - 4B Hearing impairment

Senior Tutors (November List)

Irene WuHannah LiellJennifer ChenEsther JiAlex McShaneCaitlyn Jelleyman

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Hamish JelleymanEthan HandAdeli LimElisabeth LyonShannon MurphySarah CrowhurstOlivia Morgan-DayGina HoldenJade XiaoPeter CampinDavid PeartJack MabusSameeha SulamanDunja VajsakovicGabby MarshSydney VariWitana SubritzkyRaymond SubritzkyIsaac McNickleAshwin JhaJohnson SunMelak Al DulaimiDerrian GodfreyLaura-Marie RodahlGabbie ButwellNikita MaheBreahna WardCeline PearnRohith NagulanLucy HollyAlexshana SivarajahShakib TokiLiam RuddAsheea ReadyNandini Bagnaniya

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