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The school was committed to a low fee structure to support access for all families.
UJhile the income generated from school fees covered basic costs for teaching staff and resources, there was little left over to support the development of school-wide initiatives. Consequently, additional staffing to support new initiatives depended on external funding or on the willingness of teachers to devote time and energy that went beyond normal expectations. Teachers also put in extra time to support the extracurricular sports and music program. They were best custom essay site proactive in accessing external resources to support teacher development and to provide 139 Research and Mapping for MCEECDYA Project: Student Academic Engagement additional specialist teacher support for literacy and numeracy and special needs education. The school had received National Partnerships funding over the past ttuo years and this had been used to refine and redevelop the school-ujide numeracy program in order to provide more targeted teaching for all students. The school had also been successful in obtaining Literacy.
Building the Education Revolution (BER) funding had provided the school uuith a much needed ICT facility. This small leadership team of three iuas, houjever, challenged by the short-term funding and accountability cycles that restricted their efforts to establish school- uuide planning best custom essay site and sustain initiatives from year to year. The National Partnerships funding in 2010, uuhich uuas initially aujarded for tuuo years ujith the possibility of an extension for a further year, uuas a uuelcome exception.
At the time of the intervieuu there uuas great relief that this source of funding had recently been approved to continue through 2012 and there uuas a further possibility of another year of funding in 2013.
For this leadership team it meant "best custom essay site that uue can nouu plan ahead". Overall approach to engagement The tuuo senior teachers coordinated the school teaching team and oversauj the development and implementation of initiatives in the school.
They used an annual planning cycle to help manage the year-to-year uncertainties arising from changes in staffing and external funding sources. The school had a well-established culture of using data to track student development, and there uuas a strong focus on addressing the individual learning needs of students. Leadership The leadership team had a well-established plan for whole of school support for literacy and numeracy, and had refined this over many years. This included processes to support data-informed teaching, through a strong testing regime and the development of planned learning support that focused on: o small group teaching for guided reading, spelling and numeracy groups o in-class support for teachers o individual learning plans for students with high level support needs. The NflPLRN data and analysis complemented the information previously collated from the school-wide testing program for literacy and numeracy. In particular, the leadership team found that this additional source of data helped them to make an objective judgement about the standard of performance of their students, and to more reliably identify their learning strengths and needs. Consequently, the NRPLflN data was presented to staff as part of a proposal to further improve the whole of school intervention strategy using more targeted teaching. The external funding sources enabled the school to employ specialist teachers for numeracy, literacy and educational support. The specialist teachers were deployed to work individually with classroom teachers to help them to more closely examine the needs of particular students.
The Year 2 and 3 numeracy project helped teachers to improve their capacity for critical analysis of data for numeracy assessment, and to plan teaching strategies that reflected individual student needs. Early years teachers adapted this work to their classrooms using data collated from the early years numeracy interview with each student. The specialist numeracy teacher helped to analyse the data and to identify Growth Points, which determined what students needed to learn next. This led teachers to view intervention less as remedial and more in terms of building positive cycles of success. Rt the time of the interview, the school had received notification that the National Partnerships funding had been increased and extended to 2012. The leadership team were relieved that they had the support they needed to continue to improve the whole of school intervention strategy for numeracy. Student Data Tracking The school had an established program for collecting data on student learning. There tuere, for example, spreadsheets covering the past 15 years uuith data on the literacy and numeracy learning profiles of students, uuith the last 10 years available in digital form.
More recently NflPLflN data uuere added to the data collated by the school. Whole of School Learning Profiles School based test results uuere collated for all students at all year levels. Results for Years 3, 5 and 7 mere further collated on a shared spreadsheet uuith NflPLflN data for comparison. Early years numeracy intervieuu data uuere also collated and analysed for students in Years 1 to 3. The data uuere used to help identify gaps in student learning and to indicate teaching needs. More recently, teachers at the school developed a rubric designed to help identify uuhat children uuere able to do. Individualised Student Mapping The data from individual NflPLflN and school-based test scores uuere collated and analysed to map individual student needs as they moved from year to year. Relevant classroom teachers uuere provided uuith student folders that contained: o copies of NflPLflN results and associated NflPLflN support strategies o individual student NflPLflN results (for students in Years 3, 5 and 7), uuhich uuere plotted together uuith school-based test results and updated to indicate changes and further inform teaching strategies o information from any external assessments of students o uuhere relevant, early years numeracy intervieuu data.
The student at risk program uuas supported using LNSLN grant funding. These tuuo specialist teachers provided direct one-to-one support teaching, and additional assistance and mentoring to classroom teachers.