LITERACY AND NUMERACY NATIONAL PARTNERSHIP

In reply to Mr GARDNER (Morialta) (7 October 2010).

The Hon. J.W. WEATHERILL (Cheltenham—Minister for Education, Minister for Early Childhood Development):

How were the 31 schools selected?

Selection of schools to benefit for the Literacy and Numeracy National Partnership funding was an evidence-driven process.

Officers from the Department of Education and Children's Services analysed the state Literacy and Numeracy (LAN) testing data from 2006-07 and the national NAPLAN test results from 2008. From this analysis a shortlist of schools that would benefit from coaching intervention by a teacher with specialist knowledge of literacy or numeracy improvement was developed. It was determined that this list would comprise of schools generally not identified in the Communities Making a Difference National Partnership (also referred to as the Low SES School Communities National Partnership) providing resources to a wider number of schools.

This shortlist was provided to regional directors who, using their in-depth knowledge of the strategic directions and challenges facing these schools, made the final decisions about which schools in their regions would be finally included in the coaching program. In terms of sharing expertise across schools, coaches have partnered with a nearby school particularly in the provision of professional learning in data analysis, pedagogy, teaching programs and targeted interventions.

Support for students falling behind in literacy

To support literacy and numeracy improvement, schools use a coherent whole of school approach to the teaching of literacy and numeracy. In addition, schools analyse literacy and numeracy student achievement data such as NAPLAN and other diagnostic measures to strategically inform and support the literacy and numeracy needs of students particularly those in need of support.

Students who achieved below the national minimum standard in these tests will be supported through their individual learning plans, which ensures ongoing targeted support at the school.

In 2009 the Literacy Secretariat was formed to promote high quality literacy teaching, learning and leadership by coordinating and supporting a focused approach to literacy improvement birth to year 12 for sites and regions.

In addition, the Government has committed to the establishment by 2012 of mandatory weekly teaching times for primary school students in literacy.

In 2010 to support a whole school literacy and numeracy approach ,a range of grants were grouped together for each school into a Single Literacy and Numeracy allocation. This allowed schools to clearly identify the quantum of resources available for literacy and numeracy both for the whole school approach and targeted support. Included in this funding are grants to support students with learning difficulties.

The Principals as Literacy Leaders (PALL) program further assists principals to lead an effective whole school approach to literacy as well as support them identify and implement evidence based interventions and strategies for those students in need of support.