Under this agreement for 2014: Report of Outcomes Greenslopes State School will receive $126,824* This funding will be used to Increase the percentage of students meeting NAPLAN national minimum standards in Year 3: Reading maintain at 100% Writing from 98% to 100% Numeracy from 94% to 97% Outcomes: Students in Year Two were tracked in Literacy using PM Benchmarks, Magic Words, Jolly Phonics, Words Their Way Diagnostic Tests and Reading to Learn Writing Criteria Sheets. In Numeracy they were tracked using First Steps Diagnostic tasks as well as the Numeracy Indicators. This data was entered in One School and discussed each term with every class teacher to devise an improvement plan for each group of students. Individualised support was given by teachers and teacher-aides across Terms 2 to 4 to 7 students. Five of these students showed very high levels of improvement in reading gaining on average 10 reading levels for each term they participated in the program. Diagnostic literacy and numeracy testing of Year 2 students was undertaken at the end of the school year and this data will be used for class, group and individual intervention from the commencement of the 2015 school year. Increase the percentage of students in Prep to 2 achieving at or above year level standards in school-based assessment tools for: Prep English from 70% to 85% Prep Maths from 77% to 85% Yr 1 English from 79% to 85% Yr 1 Maths from 80% to 85% Yr 2 English from 81% to 86% Yr 2 Maths from 86% to 91% Outcomes: Teachers were released early in the year to assess Prep students using the early start literacy and numeracy indicators. This was used to devise class, group and individual intervention throughout the school year. Students in Year 1 were tracked in Literacy using PM Benchmarks, Magic Words, Jolly Phonics, Words Their Way Diagnostic Tests and Reading to Learn Writing Criteria Sheets. In Numeracy they were tracked using First Steps Diagnostic tasks as well as the Numeracy Indicators. This data was entered in One School and discussed each term with every class teacher to devise an improvement plan for each group of students. Individualised support was given by teachers and teacher-aides across Terms 2 to 4 to 6 students. 3 of these students gained an average of 15 reading levels over the three terms of the program. A student left the school to live overseas and was replaced by a student who gained nine reading levels across two terms. One of the students gained 17 reading levels across two terms enabling him to achieve year level standards and thus his place in the program was given to another student who gained five reading levels in Term 4. Our strategy will be to Utilise school and systemic assessment tools (from the school’s Assessment and Monitoring Schedule) and their associated year level standards to identify “at risk” students in Prep to 2; using assessment for learning to pinpoint learning goals which target their identified areas of weakness; prepare implement, re-assess and review individual learning plans which are based on effective evidence-based practice; provide expertise and resources to their families to reinforce the importance of the home-school partnership in the improvement of the student’s outcomes. Outcome: Individual student progress was monitored every five weeks with whole class monitoring occurring through curriculum and data conversations with the Principal once each term. A Literacy and Numeracy Workshop was run for parents by the Support Teacher Literacy and Numeracy which provided some useful “take-away” resources to assist parents to enhance their children’s literacy and numeracy outcomes in the home. In 2015, more parent workshops encompassing Reading to Learn will take place and a review on the identification and tracking tools for Numeracy will take place. More emphasis on the Reading to Learn Marking Criteria will enable increased definitive progress data for Writing. Continue, enhance and review the implementation and embedding of existing whole-school programs such as Reading to Learn across the curriculum (whole staff trained in 2013), Words Their Way, Oracy, Phonemic Awareness, Sight Word Programs and First Steps in Mathematics to ensure whole staff consistency in the use of those pedagogies where they have been proven to improve student’s literacy and numeracy outcomes. Outcome: The Pedagogical Framework was further embedded with a particular emphasis on Reading to Learn to enhance Reading and Writing across the curriculum which has contributed to significant improvement to the school’s systemic literacy and numeracy results in 2014. New staff joining the school were trained in 2014, a number of staff participated in planning and assessment projects as well as the mini-conference where a number of them presented in November. More work on First Steps will take place in 2015. Our school will improve student outcomes by Employing an expert teacher practitioner/s for 30 school weeks with proven high level skills in data analysis, educational research and the development, implementation and assessment of individual differentiated learning plans to work with identified students in Prep to 2. Outcome: 3 teachers were released who provided tracking data every 5 weeks and developed programs for teacher-aide implementation. Employment of a highly-skilled teacher aide/aides for 30 school weeks to provide additional face-to-face support and intervention time to identified students in working towards their learning goals as directed by the expert teacher. Outcome: Teacher-aides provided intervention in Terms 2 and 3. Due to staff illness, this did not occur in Term 4. Improved teacher practice through specific professional development, coaching and mentoring and planning activities aligned to identified evidence-based practices/programs which directly improves student literacy and numeracy. Outcome: Three teachers participated in the regional coaching program and provided coaching and mentoring opportunities for other staff on Reading to Learn and Explicit Teaching. Staff in Years Two to Seven attended professional development in tiered tasks in Mathematics Problem-Solving which led to a number of schoolbased projects taking place. The provision of parent workshops and resources (such as books, concrete materials, online activities and kits) to ensure parents have what is needed to assist their children in the home environment to support their literacy and numeracy improvement. Outcome: Support Teacher Literacy and Numeracy ran workshops for parents. Providing access for identified students to after-school programs designed to improve their literacy and numeracy outcomes. Outcome: This did not occur due to decreased funding levels. Kathy Canavan Principal Greenslopes State School Dr Jim Watterston Director-General *Based on 2013 data. To be updated when 2014 enrolment data is finalised. $ 45 000 (calculated on $3000 per f/n teacher salary) $ 29 363 (calculated on t/aide salary of $27 p/h) $30 000 (ongoing participation in planning, assessment and PD activities (including Metro Regional Reading to Learn Network Activities) requires teacher release funding and course fees. $10 000 $12 461 (Teacher and t/aide hrs)