01 - Department of Education and Communities - NSW Government

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GETTING THE FOUNDATION RIGHTExamples of Excellence in SchoolLiteracy ProgramsThe following schools won the Director-General’s School Achievement Award fortheir innovative literacy programs:Bayldon Primary School: ❝a strongcongruence between home and school isachieved through whole school commitment,intensive school-based training anddevelopment, and strong partnerships withthe community.❞Birrong Girls High School: ❝acommitment to improving the literacystandards for all its students has resulted insignificant levels of achievement across theschool’s population.❞Boorowa Central School: ❝Majorachievements have occurred in areas relatedto the enhancement of literacy outcomesacross the school.❞North Ryde Public School: ❝The wholeschool program aims to support the needs ofall students, from those who have specialneeds to those who are excellent readers.❞Vincentia Public School:} Their program,RAP (Reading Action Program)… is anoutstanding, unique combination programwhich is specifically related to achievementof individual outcomes for Years 1-6students ❞Yarrawarrah Public Schools: ❝Since1992, Yarrawarrah has developed andimplemented exemplary programs in earlyliteracy. The outcomes achieved by thestudents are at the highest level possible.❞Meeting Students’Literacy NeedsA Distance Education LiteracyDevelopment Package wasdeveloped to give greater supportto students with learningdifficulties. The production ofvideo support materials enableddistance education teachers tocreate a closer bond with theirisolated students as they taughtfunctional literacy.Distance education studentsusually send their work in everyfour weeks but students with lowliteracy skills worked with theirteacher weekly, home visitsincreased and special training wasprovided for the students, parentsor supervisor.The Disadvantaged SchoolsProgram in NSW focused onimproving literacy outcomes in 481schools. The program wasreviewed and will subsequentlyfocus on three interrelated areasof action to improve literacyoutcomes:• quality teaching and learning,to implement and investigatethose practices which arethe most effective inimproving students’ learningoutcomes• classroom school organisation• congruence of home andschool – supporting schoolcommunities to develop analignment between the culturallanguage and literacyexperiences of the home andthose of the school.Support materials were alsodeveloped for schools servingstudents from Aboriginalcommunities. The ESL programwas focused to meet the Englishlanguage and literacy needs ofNESB students.Parents were given opportunitiesto join in the teaching and learningpartnership through increasedparticipation in school activitiesand through the provisionof support for home readingprograms.Support for literacy developmentbefore students entered school wasprovided by programs such asParents as Teachers and the Inter-Agency Community Centres. TheParents as Teachers Program isdesigned to help parents to provideactivities which promote thelanguage development of childrenup to three years. At June 1996,571 families were full members,receiving regular home visits.Approximately 500 additionalfamilies attended monthly groupmeetings and received printedinformation.Training programs for parents, suchas the Talk to a Literacy Learner(TTALL) program, provided linksbetween home and school practicesin the development of literacy.Schools worked with parentsto enhance students’ literacydevelopment by:• providing parents withinformation about literacyteaching and learning• assisting parents andcaregivers in their support ofstudents’ literacy at home• promoting access to qualityliterature at home and atschool• training parents and caregiversto assist as tutors in theclassroom.20 DSE Annual Report 1997
GETTING THE FOUNDATION RIGHTStudent LiteracyOutcomesThe Basic Skills Test for Years 3and 5 was an important part of theoverall Literacy Strategy as itprovided two snapshots of students’achievements in the primary yearsof schooling. The BST provideddetailed information aboutindividual student performance aswell as summary information abouthow the school performed inaspects of literacy. The results arereported in five skill bands for Year3 and six skill bands for Year 5.Skill Band 1 is the lowest level ofachievement.Students are tested in the areasof reading and language. Animportant feature of the literacytest is that, while it is largely basedon the English K-6 syllabus, itdraws upon the literacy skillsrequired in all KLAs of the primarycurriculum. This ensures that theprogram is a test of basic skillsrather than a set of tests in Englishand mathematics.An example of a literacy questionin the 1997 Basic Skills Test isshown in the box below.Analysis of 1995 and 1997 resultsshows that more than half of Year3 students who were placed in thelowest skill band in 1995 moved tohigher levels after being tested in1997. At Year 5 in 1997, ten percent of students needed additionalassistance in literacy compared to16 per cent requiring intensivesupport in Year 3 in 1995.Because the results from every yearof testing have been placed on thesame scale, it is possible and validto look at trends over time. For bothYears 3 and 5, the results can beseen to be fairly stable. The 1997scores are the highest in the fouryears since both Years 3 and 5 havebeen tested.Detailed results of the Basic SkillsTests can be found in the sectionMonitoring Student Progress laterin this volume.Examples of Student Performance inthe 1997 Literacy Basic Skills Tests• 96% of Year 3 students can locatespecific information in simple text• 92% of Year 3 students canrecognise that a full stop is thecorrect punctuation at the end ofa statement• 90% of Year 5 students can extractinformation from narrative text• 92% of Year 5 students canrecognise the need for a capitalletter to begin a sentenceExamples of Literacy QuestionsThese questions were included in both the Year 3 andYear 5 Aspects of Literacy tests.1. What is the softest part of the tooth?the rootthe pulpthe crownthe dentine2. Where is the dentine?Colour it in.Question 1 uses multiple choice format. Students wererequired to use a label to locate and compare specificinformation in a text which is organised undersubheadings.In Year 3, 66% of students answered correctly.In Year 5, 85% of students answered correctly.Question 2 required students to shade in part of thediagram to show their answer.Students were asked to use a label to identify a specificfeature on a diagram.In Year 3, 74% of students answered correctly.In Year 5, 85% of students answered correctly.DSE Annual Report 1997 21
Page 1 and 2: The Hon J J Aquilina MPMinister for
Page 3 and 4: DIRECTOR-GENERAL’S REPORTThe foll
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Page 12 and 13: FINANCIAL OVERVIEWThe activities of
Page 14 and 15: FINANCIAL OVERVIEWaccommodation or
Page 16 and 17: FUTURE DIRECTIONS: AGENDA 98The pro
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Page 36 and 37: EXCELLENCE IN TEACHING AND LEARNING
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SAFE, CHALLENGING AND CREATIVE SCHO
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School reports on theimplementation
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A FAIR GO FOR ALLAboriginal Literac
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A FAIR GO FOR ALLposters were distr
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A FAIR GO FOR ALLTraining and Suppo
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A FAIR GO FOR ALLprofessional devel
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A FAIR GO FOR ALLThe communication
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Major processing improvementswere i
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MONITORING STUDENT PROGRESSOVERVIEW
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MONITORING STUDENT PROGRESSBasic Sk
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MONITORING STUDENT PROGRESSSpace199
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MONITORING STUDENT PROGRESSHIGHER S
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FINANCIAL STATEMENTSANDAPPENDICES
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DSE Annual Report 1997 103
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Department of School EducationOPERA
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CASH FLOWS FROM OPERATING ACTIVITIE
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Department of School EducationSUPPL
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Department of School EducationSUPPL
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$MIncome from• Global and Specifi
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The value of the liability for long
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(iv)Surplus PropertyProperty consid
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(v)Joint ArrangementsAs part of the
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Department of School EducationNOTES
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8. TRANSFER PAYMENTSDepartment of S
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17. OTHER PROVISIONSDepartment of S
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APPENDICESAppendix 1Senior Executiv
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APPENDICESThe Curriculum Directorat
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APPENDICESCreated a team approach t
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APPENDICESJohn Sutton, BA, Assistan
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APPENDICESPersonnel/Payroll Steerin
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APPENDICESAppendix 4Research and Ev
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APPENDICESPeriod ofVisitName and Po
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APPENDICESPeriod ofVisitName and Po
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APPENDICESKoreaIntensive Language S
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APPENDICESAppendix 9Major Capital W
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APPENDICESAppendix 10Annual Provisi
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APPENDICESInduction of Beginning Te
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APPENDICESNumber Title DateDG97.350
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APPENDICESPercent of Total Staff by
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APPENDICESFOI Requests Personal Non
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APPENDICESEnglish as a Second Langu
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APPENDICES• The Overseas Trained
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INDEXmission 2monitoring students p
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01 - Department of Education and Communities - NSW Government

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