Implementation

The following section provides information about the implementation process.

Schools will not be expected to develop a separate plan. They will need to identify the actions they will take to address the requirements to meet their targets for improving students’ literacy and numeracy performance and ensure this is incorporated in their School Plan. Directors, Public Schools NSW, will endorse the processes associated with developing the School Plan, including literacy and numeracy targets, actions to be taken and budgets.

From 2017, 22 Assistant Principals and 366 Deputy Principals, Instructional Leadership, Literacy and Numeracy, will support 531 schools to drive improvement in literacy and numeracy. The Instructional Leadership positions will be allocated to schools commensurate with average K-2 student enrolments. Schools will also be supported by 20 Deputy Principal, Instructional Leadership, Literacy and Numeracy Trainers.

Schools are required to:

  • Demonstrate within the 2017-2020 School Plan and Annual School Reports how student needs, Kindergarten to Year 2, are being addressed and literacy and numeracy targets met, through the use of diagnostic assessment, differentiated teaching and targeted interventions.
  • Starting with the Best Start Kindergarten Assessment, monitor and track K-2 student progress at 5 weekly intervals, against the Literacy and Numeracy Continuums/ Progressions.
  • Maintain K-3 student literacy and numeracy achievement data as well as any data required for the purposes of evaluation.
  • Participate in the external evaluation of EAfS Phase 2.  Maintain accurate financial records of funds expended.

Assistant and Deputy Principals, Instructional Leadership, Literacy and Numeracy will, with the school’s principal and teachers, lead local decision making regarding the choice of literacy and numeracy intervention strategies based on the analysis of student learning needs.

Targeted strategies will support:

  • Personalised learning delivered through classroom teaching.
  • Small group interventions by a class teacher and support staff.
  • Intensive, personalised assessment and intervention for students with more complex literacy/numeracy needs.

As a form of co-contribution, schools will be required to fund teacher professional learning and meet costs associated with the implementation of programs, initiatives and interventions identified to support student learning.

The Literacy and Numeracy Continuums will be used as tools for reporting student progress, Kindergarten to Year 2, every 5 weeks and submitted to the state coordinating team at the end of every term.

Kindergarten to Year 3 literacy and numeracy achievement data will need to be maintained and made available to the state coordinating team and Directors, Public School NSW, when required for the purpose of evaluation.

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