In this scenario, flexible socio-economic background (equity loading) and flexible low level adjustment for disability (equity loading) are combined to strategically resource a reading intervention activity at a primary school.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• Reading intervention
• Purpose: to support the delivery of targeted literacy programs for identified students from low socio-economic backgrounds and students performing below the expected level for their stage.

2. School Excellence Framework

• Learning - Student Performance Measures

3. Activities

Reading intervention through:

• engagement of additional teaching staff to provide an intensive small group reading intervention program
• engaging a speech pathologist to write an implementation program to support identified students who are at risk of not meeting minimum standards for literacy
• utilising a university student as a school learning support officer (SLSO) for 2 days a week to support the project
• pre and post testing allowing identification of students with specific need and target learning for these small groups of students with particular needs.

4. Resources - Scenario 1

5. Evaluation and evidence of impact

Improved engagement in learning has resulted from this intensive approach. Evidence can be seen in a combination of reading assessment, writing samples, teacher observation and NAPLAN data. The percentage of students attaining the lower bands in NAPLAN decreased and the students attaining the middle bands significantly increased from 2019 to 2021.

In this scenario, flexible socio-economic background (equity loading), school operational funding (SOF) and per capita funding are combined to resource a STEM (science, technology, engineering and mathematics) program within a secondary school with a high concentration of students from low socio-economic backgrounds.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• STEM program

2. School Excellence Framework

• Leading: School resources
• Learning: Curriculum
• Teaching: Effective classroom practice.

3. Activities

• Embedding teaching and learning units, including coding and problem solving strategies, into the technology mandatory curriculum (Stage 4) and embedding project-based learning strategies into the science curriculum (Stage 4).
• Creating a STEM hub (maker space) to provide greater opportunities for students to collaborate and become critical, creative thinkers and providing a wide range of opportunities to problem solve.
• Promoting and implementing a formula one (F1) competition.
• Holding a STEM fair to celebrate student work.

4. Resources - Scenario 2

5. Evaluation and evidence of impact

• The innovative ‘maker space’ initiative created a curious environment for students which led to an increased number of students interested in STEM and project-based learning (PBL) strategies. Participation in the F1 and STEM fair activities increased by 18% and 38% respectively compared to the previous year.
  
• Improved learning outcomes in STEM learning areas.
• An 8% increase of students studying science and mathematics subjects in Stage 6.

The following example shows how socio-economic background (equity loading), flexible Aboriginal background (equity loading) and per capita funding are combined to provide resources to support improved attendance and engagement for primary students.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• Support for students for improved attendance and engagement

2. School Excellence Framework

• Learning - Engagement
• Teaching - Learning and Development
• Leading - Attendance levels

3. Activities

Employment of a 0.25 FTE school-based home school liaison officer (HSLO) who will:

• target student attendance and engagement
• provide enrichment excursions for targeted student engagement
• manage a daily breakfast club.

4. Resources - Scenario 3

5. Evaluation and evidence of impact

• 6% improvement in overall school attendance between Term 1 and Term 2
• 4% improvement in school attendance of students from Aboriginal backgrounds between Term 1 and Term 2
• 18% decrease in at risk entries
• 80% of students have participated in enrichment excursions
• 40% of students attend breakfast club on a daily basis and are provided with a variety of healthy meal options as well as receiving instruction and modelling in practical life skills.

In this example, staffing and flexible socio-economic background (equity loading) are combined to resource support for students in a secondary setting.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• Support for students identified with additional learning needs

2. School Excellence Framework

• Learning - Wellbeing
• Leading - School Resources

3. Activities

Engage an additional deputy principal to oversee student learning and engagement, liaising with external agencies, families and care providers, to streamline support provided to students. The school will also establish a home study club to provide additional study skills and essay writing support for students identified as requiring additional support and students who may self-nominate due to lack of access to ideal study environments at home.

4. Resources - Scenario 4

5. Evaluation and evidence of impact

Provision of additional support has contributed to less behavioural referrals and incident reports. The program has contributed to:

• an increase in student attendance
• improved functional skills
• streamlined processes for student transition in and out of the specialised learning centre
• high quality interventions within the school setting
• reduced suspensions
• an increase in completion of homework and assessment tasks
• an increase in English language proficiency enabling engagement in the curriculum.

Additionally:

• a number of students have had improvements in attendance through experiencing success in areas such as reading
• senior multi-category students have engaged in regular work experience and community access resulting in employment opportunities being created.

Students are experiencing greater success in all areas of school life, which has led to positive school culture, greater inclusion and strong community relationships.

The following example shows how flexible socio-economic background (equity loading) and flexible low level adjustment for disability (LLAD - equity loading) are combined to engage an additional executive member to lead a numeracy program at a secondary school.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• Head teacher teaching and learning: numeracy mentor

2. School Excellence Framework

• Leading – Educational Leadership & School Resources
• Learning - Student Performance Measures

3. Activities

The development of a numeracy program across the school to:

• provide intensive support for students who didn’t achieve a set benchmark (Band 8 in their respective NAPLAN tests to enable students to successfully complete the online tests as part of the stronger HSC standards reform or Grade A9 in the course performance descriptors for mathematics)
  
• work with the school’s learning and support team to provide team teaching and other support in classrooms addressing key learning area and specific strategies for teachers
  
• model explicit teaching strategies to enable classroom teachers to support students to reach the set benchmark.

4. Resources - Scenario 5

5. Evaluation and evidence of impact

• All students identified from Year 9 NAPLAN have successfully achieved the minimum standard for numeracy.
  
• All students identified from Year 9 performance descriptors have successfully achieved Grade A9s.

The example shows how refugee student support (targeted funding) and flexible socio-economic background (equity loading) are combined to provide resources to support refugee students at a primary school.

Strategic direction: Year 1 implementation and progress monitoring

1. Initiative

• Support for refugee students

2. School Excellence Framework

• Learning - Wellbeing

3. Activities

Employment of a bilingual school learning support officer (SLSO) to support the school in fostering positive relationships with newly arrived migrant and refugee families and communities, and assist staff to support the transition and settlement needs of identified students and their families.

4. Resources - Scenario 6

5. Evaluation and evidence of impact

This activity has enabled:

• increased access to curriculum for students who have experienced trauma and are settling into school routines with minimal English language
• partnerships with key community support agencies and coordinated parent sessions on health services in the community
• coordinated weekly food bank deliveries to the school and working closely with the playgroup program hosted at the school
• improved transition programs to support a strong start to Kindergarten.