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)