Cecnsw Lnap 2015 - 2016 Implementation Plan

PO Box 20768
World Square NSW 2002

(+61 2) 9287 1555
cecnsw@cecnsw.catholic.edu.au
www.cecnsw.catholic.edu.au
27February2015
ABN: 33 266 477 369
NSW Literacy and

Numeracy Action Plan
2015-2016 Implementation Plan
CONTENTS
Contextfor20152016NSWCatholicImplementationPlan...............................................................................3
ApproachtoNSWCatholicSectorImplementation20152016..........................................................................5
Addressingthe20152016Priorities...................................................................................................................8
MonitoringandReporting.................................................................................................................................16
Networking........................................................................................................................................................17
APPENDIX..........................................................................................................................................................20
Context for 20152016 NSW Catholic Implementation Plan
Thereare109CatholicschoolsintheNSWLiteracyandNumeracyActionPlanin2015and2016.Thelistof
targetedschoolsisunchangedfrom2014.Theschoolstargetedtoparticipateinthisinterventionwereiden
tifiedusingacommonmethodologyagreedacrossthethreeNSWschoolsectors.
o AnanalysisofschoolsperformancedataincludingbutnotlimitedtoNAPLANdatathatwillallowK2
schoolstobeidentifiedifappropriate.Measuresofstudentgainshouldbeconsidered.
o Anassessmentofschoolssuitabilityandreadinesstoparticipateasdeterminedbytheregion,dio
ceseortheAIS.
o Theschoolscharacteristicsincluding:
o Enrolmentsize
o Studentlanguagebackground
o Studentdemographicdataforexampleschoolswithalargeproportionofrefugeestudents
and/orAboriginalstudents
o Thedegreeofdisadvantageoftheschoolsorgroupofschools,includingmeasuresofICSEA
andinformationfromthe2009AEDI.
o Staffprofile.
o ParticipationinNationalPartnershipsLiteracyandNumeracy,LowSESandTeacherQuality.
o Assessmentofcurrent/recentlyimplementedschoolimprovementinitiatives.
TwothirdsoftheparticipatingschoolsarelocatedoutsideofSydney(ABSGreaterSydneyStatisticalArea).
ThreefifthsofschoolsarelocatedoutsideofNSWsmajorcities(SydneyandCentralCoast,Newcastleand
LakeMacquarie,andWollongong).In2015,everyNSWCatholicEducation/SchoolsOffice(Diocese)hasat
leastoneschoolincludedinthePlan.OneCatholicnonsystemic(Congregational)schoolisalsoincluded.
CatholicSchoolsbyGeography
GreaterSydney
33%
RestofNSW
66%
ABSRemotenessGeography
MajorCities
41%
InnerRegional
21%
OuterRegional
30%
Remote
6%
VeryRemote
2%
SchoolsbySize
SmallSchools
41%
MediumSchools
21%
OuterRegional
30%
Smallschoolshadfewerthan20studentssitting
Year3ReadingNAPLANin2014.Medium
schoolshad2049students.Largeschoolshad
50+students.
CatholicSchoolsbyGovernance
Armidale
Bathurst
BrokenBay
CanberraandGoulburn
Congregational(nonsystemic)
Lismore
MaitlandNewcastle
Parramatta
Sydney
WaggaWagga
WilcanniaForbes
Wollongong
10%
10%
1%
7%
1%
5%
14%
18%
11%
8%
11%
4%
SchoolsbySocioEconomicStatus(SES)
MajorCities
InnerRegional
OuterRegional
41%
21%
30%
VeryLowSESareschoolswithanSESscorelessthan
90.LowSESis9099,andModerateSESis100109.
Table1:ProfileofCatholicSchoolsinNSWLiteracyandNumeracyActionPlan,bypercentageofschools
ThelistoftargetedschoolsisprovidedasanAppendix.
DiocesanStrategicFrameworks
TheNSWLiteracyandNumeracyPlanstrategyisstronglyalignedtodiocesanstrategicpriorities,schoolre
viewanddevelopmentframeworks,andliteracyandnumeracylearningandteachingframeworks.
Thefollowinglinksindicateexamplesofthealignment.Theyarelimitedtothosepubliclyaccessibleondioc
esanwebsites.Somedioceseshousethesedocumentsontheirsecuresites.
StrategicPriorities
o CatholicSchoolsOffice,BrokenBay:
http://www.csodbb.catholic.edu.au/about/dspdefault.cfm?loadref=121
o CatholicEducationDioceseofParramatta:
http://www.parra.catholic.edu.au/reachourstrategicintent
Schoolimprovement/schoolreviewanddevelopmentprocesses
http://www.csodbb.catholic.edu.au/learning/dspdefault.cfm?loadref=127
http://www.parra.catholic.edu.au/compliancereporting
Literacyandnumeracyframeworks/guidelines
o CatholicSchoolsOffice,Lismore:
http://www.lism.catholic.edu.au/education/learningintheearlyyears/
http://nationalpartnership.ning.com/main/authorization/signIn?target=http%3A%2F%2Fnational
partnership.ning.com%2F
CatholicEducationOffice,Wollongong:
http://www.ceodow.catholic.edu.au/policies/Diocesan_Literacy_Numeracy_Strategy.pdf
Prioritystrategicdocuments
o CatholicSchoolsOffice,WaggaWagga:
https://sites.google.com/a/ww.catholic.edu.au/csowwey/
Approach to NSW Catholic Sector Implementation 20152016
FundingundertheNSWLiteracyandNumeracyActionPlanisbeingusedasacatalystforchange.TheCatho
licsectorapproachtoimplementationfocusesonthe20152016NSWLiteracyandNumeracyActionPlan
prioritieswithunambiguousattentiontothethreetieredapproachofpersonalisedlearning,diagnosticas
sessmentandteacherprofessionaldevelopmentintheclassroomunderthedirectionofaninstructional
leader(orequivalenttitle).
Itisexpectedthatthoseininstructionalleadershiproleswillbeagentsofchange,understandingtheconcept
ofcapacitydevelopment,anditsroleinsustainingchangeresultinginimprovementsinstudentlearning
outcomes.Theirroleengagesthemincollaboration,mentoring,modelling,shouldertoshouldersupportand
gradualreleaseofresponsibilitytosupportandstrengthengoodpractice.
In20152016,dioceseswillcontinueto:
o supportspecialistteachersininstructionalleadershiprolestoleadchangethroughschoolimprove
mentprocesseswhichhaveanevidencebase;
o buildthecapacityofteacherspedagogicalknowledgefocusedontheanalysisofstudentdataand
explicitteachingofliteracyandnumeracytosupportpersonalisedlearning;
o buildoncurrentstrategies,includingimplementationoftheNumeracyContinuumandinitiativesto
supportintroductionofthenewmathematicssyllabus,toenhancefurtherprofessionallearningfo
cusedonbothmathematicsasasubjectandnumeracyacrosslearningareas;
o identifyopportunitiestoincreasespecialisationinteachingmathematics;and
o developapproachestoassistschoolsinmeetingtheneedsoftheircommunitiesinsupportinglitera
cyandnumeracydevelopment.
AtthismidpointinimplementationoftheNSWLiteracyandNumeracyActionPlan,diocesesarebuildingon
currentsuccessfulstrategiesandfocusingonstudentsandschoolsidentifiedasneedingmoresupport.They
areidentifyingwaystocontinuesupportingschoolsandstudentsintothefuturewithmostdiocesescontrib
utingsystemfundsandsupportfromsystempersonneltoensureongoingsuccess.
Diocese
Approach
Armidale
o
o
o
o
o
o
o
o
DiocesanLearningEnhancementStrategy
CommunityofLearners
EarlyLearningTrackingK2
BestStart
LiteracyandNumeracyContinua
ObservationSurvey
RunningRecords
ClinicalInterviewNumeracy,SENA
Bathurst
o
o
o
DiocesanLearningandTeachingFramework
Wholeschoolapproach
DataAnalysis
BrokenBay
o
o
o
o
o
TeacherInquiryandKnowledgeBuildingCycle
LeadershipCapabilities
HighYieldStrategiese.g.collaborativeanalysisofstudentlearningmeetings
BestStart
MathematicalAssessmentInterview
5
ObservationSurvey
Canberra
andGoul
burn
o
o
o
o
ArchdiocesanCollaboratingonSchoolAchievement(COSA+)
GradualReleaseofResponsibilityModel
ArchdiocesanKindergartenAssessmentProgram
ArchdiocesanMathematicsFramework
Lismore
o
o
o
o
o
o
o
o
o
DiocesanContemporaryLearningFramework
ProfessionalLearningTeams
DataanalysisDataWalls
SchoolLeadersofPedagogy
SchoolLeadersofCurriculum
Literacy/NumeracyInstructionalLeaders
BestStart
EarlyLeaningPlansK2(diocesanonlinetool)
System/WholeSchoolApproachtoMathematics
Maitland
Newcastle
o
o
o
o
o
o
o
DiocesanLiteracyandNumeracyFramework
AnnualSchoolImprovementPlans
Wholeschoolapproach
DataAnalysis
LeadingTeachers
BestStart
Parramatta
Frameworks:
o
o
o
o
StrategicIntent
SchoolImplementationPlans
Focus160
Ongoingsystemmonitoringofdata
MethodsacrossTiers13
o
o
o
o
o
Sydney
Wagga
Wagga
o
o
o
o
HighYieldStrategiese.g.DataWalls,InstructionalWalks,CaseManage
ment
MathematicsAssessmentInterview
RunningRecordsK2
TargetedLearningPartnershipsTLP
EarlyYearsAssessmentObservationSurveyofEarlyLiteracyAchievement
K1
PLforSchoolInstructionalLeadersinLiteracyandNumeracy
PLforInterventionTeachers
o
o
o
EarlyLearningFormativeandSummativeAssessmentData
FormationProgramforInstructionalLeaders,PrincipalsandSchoolLeader
shipTeams
ObservationSurvey
ClinicalInterviews
o
o
o
DiocesanFrameworkforLearning
BestStart
EarlyLeaningPlansK2(diocesanonlinetool)
Wilcannia
Forbes
o
o
o
o
o
o
o
o
o
BestStart
Wholeschoolapproach
DataAnalysis
FocusTeachers
EngagingParents
Evidencebasedliteracy&numeracysupport,e.g.scaffoldinglessonsinre
lationtolearningintentionsandsuccesscriteria
Collaborativepracticestobuildinstructionalcapacityandpositivelyimpact
studentoutcomes
Highyieldstrategies:datawalls;instructionalwalks;andcasemanagement
Focusonearlydiagnosticassessment
Systemwideprofessionallearning,LeadingMathematicsTeaching&
Learning(firstwavequalityteachingandlearning)
AssessmentofallstudentsusingtheMathematicsAssessmentInterview
(MAI);useofgrowthpointsinordertotailorinstructiontoaddresslearning
gaps
K6agreedpractice
Focusondigitallearningintroductionof1:1devices,chromebooks
Literacy&NumeracyContinua
o
o
o
o
o
TeacherEducators
DiocesanLiteracyandNumeracyStrategy
BestStart
BaseLineDataCollection
o
o
o
o
o
Wollongong
Table2:OverviewofDiocesanApproaches
TheActionPlancontinuestoprovideacatalystforchange,reformandimprovementinliteracyandnumera
cylearningintargetedschoolsinKindergartenYear2.FocusonActionPlanprioritieshasresultedinsignifi
cantchangesatsystemandschoollevelincluding:
o greateremphasisonteachercollaboration,sharedresponsibilityandaccountabilityforstudent
learning;
o schoolleadersworkingcollaborativelywithinstructionalleaderstodriveimprovementacrossthe
school;
o growthinteachercompetencethroughtailoredprofessionallearning,coachingandmentoring;
o teachersmoreconfidentidentifyinglearninggaps;
o increasedcapacitytotailorstudentlearningthroughuseoftieredintervention;
o greateremphasisonusingdatatoinformlearningwiththeanalysisofdataawholeschoolresponsi
bility;and
o systematicassessmentacrossyearsK2.
2014NAPLANresultsindicatepreliminarygainsinbothYear3readingandnumeracy.Howeveritisexpected
thattherealpotentialofLiteracyandNumeracyActionPlanreformswillberealisedin2015whenschools
havehadatleasttwoyearsintensiveworktoimprovestudentoutcomes.
In2015and2016,LiteracyandNumeracyActionPlanschoolswillfocusonfurtherdevelopingexpertisein
instructionalleadershipanddiagnosticassessmentsoastoprovidemoredifferentiatedteachingandappro
priatetieredinterventionsforidentifiedstudents.
Addressing the 20152016 Priorities
EachdioceseandtheoneCongregationalschoolhasdevelopedanImplementationPlanfor201516based
onthekeyprioritiesestablishedundertheNSWLiteracyandNumeracyActionPlanandonspecificevidence
gatheredinitsschools.Inparticularimplementationplansarefocusedonincreasedattentiontotheteach
ingofnumeracyandmathematics,therelativelypoorliteracyperformanceofboysinsomeareas,theteach
ingofwritingandtheperformanceofAboriginalandTorresStraitIslanderstudents,particularlyinnon
metropolitanareas.
TheCECLiteracyandNumeracyImplementationPlan20152016isdevelopedonthebasisofthedetailout
linedindiocesanplansandencapsulatestherangeofstrategiesdiocesesareimplementingtoaddresstheir
studentsneeds.
Addressingthe20152016Priorities
Priority
Action/Program/Strategy
Responsibility
fordoingthe
work
Timeframes
forkeyac
tivities
AREA1
Expandandenhance
thefocusoninstruc
tionalleadershipin
YearsK2
Appoint/continueemploymentof
instructionalleaders(ILs).
Principals
Continu
ing/T12015
Provideprofessionallearningfor Dioceses
schoolleadershipteamsincluding
ILs.
Linkprofessionaldevelopmentto
professionalteachingstandards.
Providepracticalsupportto
schoolsviaonsitevisits.
Continu
ing/Ongoing
Providetargetedprofessional
learning,coaching,modellingand
mentoringinevidencebased
literacyandnumeracysupport
andinmonitoringstudentdevel
opment.
Linkprofessionaldevelopmentto
professionalteachingstandards.
Inductnewstaff.
Encourageinnovationinclass
roompractice.
T1and2
2015
Instructional
Leaders,
schoolleader
shipteams
DevelopandsupportProfessional ILs,school
LearningCommunitieswithinand leadership
acrossschools.
teams
Ongoing
Outcomes:
Forwhom:students,teachers,in
structionalleaders,schoolleadership
teams,parents
Schoolshavededicatedleadershipin
literacy/numeracyleadingtomore
effectivestudentoutcomesanda
continualfocusonleadershipfor
learning.
Students,K2teachers,schoollead
ershipteams
Schoolleadershipteamsdevelop
skillsinleadinglearningwithintheir
schools;havetheknowledgeand
skillstodrivechangeandimprove
studentperformance.
Schoolplansarereviewedandmodi
fiedtosupportimprovedinstruc
tionalpractice.
K2teachers,instructionalleaders,
schoolleadershipteams
Teachersfurtherdevelopquality
classroompracticeandunderstand
ingaroundevidencebasedliteracy
andnumeracy.
Pedagogyisdesignedtoempower
learners.
Schoolplansarereviewedandmodi
fiedtosupportimprovedinstruc
tionalpractice.
Students,K2teachers
Schoolleadershipteamsactively
buildschoolcommunitycommit
menttoK2learninginLiteracyand
Numeracy.
Strategies tomeasureoutcomes:
qualitativeandquantitative;effec
tivenessofstrategies
ILsappointed.
Improvementofstudentoutcomeson
L/Ncontinua.
Nominatedstaffmembersattendpro
fessionallearningopportunities.
Improvementofstudentoutcomeson
L/NContinua.
Schoolliteracyandnumeracyplans
accuratelyreflectstudentneeds.
Schoolleadersdrivequalityteaching
practices.
Nominatedstaffmembersattendpro
fessionallearningopportunities.
Teachersusemorestudentcentred
strategiesbasedonevidenceofstu
dentperformance.
EffectivenessofILsusingstrategies
suchasHigherLevelsofTeaching
StandardsandTeacherPerformance
andDevelopmentFrameworkismoni
tored.
ImprovedstudentoutcomesonL/N
Continua.
Membersoftheschoolcommunityare
committedtoevidencebasedlearning
interventions.
Sharedresponsibilityforstudentout
9
Priority
AREA2
Expandandenhance
thefocusondiagnostic
assessmentinYearsK2
Responsibility
fordoingthe
work
DevelopschoolbasedL&Nim
provementplansbasedonstu
dentdata.
Adoptschoolwideapproachesto
usingdataincludingcaseman
agement;regularteachermeet
ingstointerpretanddiscussdata;
datawallstoillustratestudent
progress.
ILs,school
leadership
teams,teach
ers
ConductKindergartenonentry
assessment(e.g.BestStart)and
continueregularassessment.
Teachers
Developandimplementstrate
giestoassistteacherstrackstu
dentprogressinL&Nincluding:
onlinetrackingportals,Running
Recordsworkshops,Mathemati
calAssessmentInterview,PatR.
ILs,school
leadership
teams,teach
ers
Provideprofessionallearningin:
theuseofdiagnosticassessment
toolstoinformteaching(includ
ingEarlyLearningFramework,
BestStart,NAPLAN);usingthe
L&NContinua;theanalysisof
dataanditsrelationshiptotiered
interventionandlinksbetween
L&NContinuaandEnglish&
Mathematicssyllabuses.
ILs
Timeframes
forkeyac
tivities
Term12015
Term12016
Ongoing
Outcomes:
teams,parents
Students,teachers,parents
Datawallsusedtovisuallyrepresent
studentachievementinAspectsof
theContinua.
Studentlearningdataisanalysedand
usedinmoreinformedways.
TheContinuaareusedtomonitor
reportstudentperformance,deter
minelearningneedsanddesignper
sonalisedlearningopportunitiesfor
students.
Students,teachers
Term12015 Teachersgainaclearunderstanding
Term12016 ofeachstudentscurrentknowledge
Ongoing
andexperiencesinliteracyandnu
meracy.
Students,teachers
Ongoing
Teachersgatherinformationwhich
assiststhemtotrackstudentpro
gressandleadstomoretargeted
teaching.
Arangeoftrackingstrategiesisused
byteachers.
Teachers,students
Teachersareconfidentinusinga
T12015
rangeofdiagnosticassessmenttools
T12016
toinformtheirteachingprograms.
Ongoing
Studentsengagewithclassroom
programsthataretailoredtore
spondtotheiridentifiedlearning
needs.
Teachers,students
comesisincreased.
Parentsprovidefeedbackontheir
childslearning.
Schoolandsystemanalysisofdata
becomescommonplaceandaninte
gralcomponentofschoolsL&NPlans.
Datafromonentryassessmentspro
videsabasepointforcomparisonand
forbuildingonexistingcapabilities.
Studentprogressisregularlytracked
andmonitored.Teachingdecisionsare
informedbytheavailabledataleading
tomorepersonalisedlearningplans.
Theuseofonlinetrackingtoolsbe
comesmorewidespread.
Suitablediagnosticassessmenttools
areselectedtoidentifystudentneeds.
Qualityteachingandlearningpro
gramsareimplementedthatsupport
studentsinachievingsyllabusout
comes.
Teachersengageinregularconversa
tionsaboutstudentdata.
10
Priority
Responsibility
fordoingthe
work
Timeframes
forkeyac
tivities
AREA3
Expandandenhance
thefocusondifferenti
atedlearningandtiered
interventionsinYears
K2
Continuetoprovideprofessional
learningforteachersin:
identifyingandunderstandingthe
applicationsofqualitytieredin
terventions;identifyingstudent
learningneedsthroughHighYield
Strategiessuchascasemanage
ment,datawalls,instructional
walksandtalks;developingPLPs.
EmbedtheuseofHighYield
Strategiesintoschoolsandclass
roompractice.
Developschoolmapsofthe
strategiesandprogramsavailable
tosupporteachofthethreetiers
ofintervention.
ILs
Ongoing
ILs,school
leadership
teams
Ongoing
UseLiteracyandNumeracyPlans
basedonNAPLANandschool
basedassessmentdatatoguide
schoolsandteachersintargeting
interventions.
Reviewteachingandlearning
programstoensureeachstudent
receivesappropriatelearning
interventionandsupport.
ILs,teachers
Ongoing
ILs,school
leadership
teams,teach
ers
Ongoing
Timetableandplanfordaily
teachingofTier2andtier3stu
dentsinadditiontowholeclass
lessons.
Collatedisaggregateddata
(Boys/girls,ATSI,LOTE)atschool
andsystemlevelusingLiteracy
ILs,teachers
AREA4:Increaseatten
tioninthefourareas
specifiedbelow
ILs,school
leadership
teams,teach
Outcomes:
teams,parents
Arangeofqualitytieredinterven
tionsisidentifiedandimplemented
includingReadingRecovery,Extend
ingMathematicalUnderstanding,
PreLit,MultiLit,MiniLit,Succeeding
TogetherasReaders.
Teachers,students
Effectivestrategiesareusedtodeliv
ertargeted,evidencesupportedin
terventionstofacilitatestudent
learningandgrowth.
Teachersareskilledindelivering
tieredresponsestoaddressthespe
cificneedsofstrugglingreaders.
Students,teachers
Studentsarematchedtoappropriate
tieredinterventionsinaccordance
withtheirlearningneeds.
Students
Individualstudentlearningtargets
areestablished.
Teachersusearangeofindividual
isedstrategies.
Teacherstargetresourcesaccording
tostudentneed.
Students
Term12015 Teachersplanappropriatetiered
Term12016 interventionsasanintegralcompo
Ongoing
nentoftheirprogramming.
Teachers
Term12015 Teachersandinstructionalleaders
Term12016 implementeffectivepedagogical
Ongoing
approachestoliftstudentperfor
Studentachievementisconsistently
measuredovertimeusingLiteracyand
NumeracyContinua,NAPLANdataand
diagnosticassessments.
Studentneedsareidentifiedand
teachingprogramsimplemented.
Casemanagementpracticesareoccur
ringineveryschool.
Theeffectivenessofintervention
strategiesincludingcosteffectiveness
ismonitored.
Studentperformanceismapped
againsttheLiteracyandNumeracy
Continua.Studentperformanceisim
proved.
Studentsreceivespecificinstructionat
theappropriatelevel.
Improvedstudentliteracyandnumer
acyoutcomesareevidentonContinua,
NAPLANandschoolbasedassess
ments.
Diagnosticassessmentindicatesim
provedperformancefortargetedstu
dentsontheL&NContinuaintherele
11
Priority
Increaseattentionon
teachingnumeracyand
mathematics;
Responsibility
fordoingthe
work
andNumeracyContinuainas
pectsofreading,writing,com
prehension,earlyarithmetic
strategies.
Analysedatatoidentifytrendsin
focusareas.
Facilitatewholeschoolplanning
tosupportteacherstofocuson
theseareas.
Developpracticestoimprove
learninginthefocusareas.
SupportILstoincreasetheir
knowledgeandexpertisein
Mathematic.
Developprocessesandstructures
forusingdatatoinformteaching
andlearningcyclesinmathemat
ics.
Establishearlyandongoinginter
ventionprograms.
Provideprofessionallearningin
teachingMathematics,usingthe
numeracycontinuumandimple
mentingtheMathematicssylla
bus.
ProvidesupportfromMathemat
icsInstructionalCoaches.
Focusonwholeschoolplansfor
mathematicalpedagogyandcon
tent.Assessstudentsusingthe
MathematicsAssessmentInter
view.
Setexplicittargetsforstudent
achievementinNAPLAN.
Implementsmallgroupinterven
tionstrategiessuchasEMU.
ers
Externalex
perts
ILs
Diocesestaff
Teachers
Schoolleader
shipteams
ILs,Teachers
Timeframes
forkeyac
tivities
Term12
2015
Ongoing
Outcomes:
teams,parents
manceinthetargetareasbasedon
availabledata.
Teachers,students
Teachersdevelopcapacityindeliver
ingqualityfirstwaveteachingin
mathematics.
Teachersuseevidencebasedap
proachestodeliverinstructionthatis
tailoredtostudentsparticularlearn
ingneeds.
Teachersconfidentlyadministerthe
MAI(orsimilar)foreachstudentand
mapperformanceagainstgrowth
points.
Mathematicallearninggapsforstu
dentsareaddressed.
Teachers,students
vantareas.
Dataisusedtoidentifythepercentage
ofstudentsatoraboveexpectedyear
levels.
ProfessionallearninginMathematics
suchasLeadingMathematicsTeaching
andLearningisundertaken.Instruc
tionalLeadersmodelstrategies
learnedthroughprofessionallearning.
Dataonstudentperformanceiscol
lectedandanalysedatleast3timesa
yearsothatstudentswhoaremathe
maticallyvulnerableareidentified.
Aggregateddataisusedtoexamine,
analyseandreflectuponstudentpro
gress.
Studentprogressinrelationtogrowth
pointsismeasured.
WholeSchoolNumeracyplansare
developed.
Teachingprogramsreflectthenew
Mathematicssyllabus.
Pedagogicalpracticesandtheirimpact
inaddressingthetargetareasare
identified.
Timetabledblocksthatreflectand
meetstudentneedareestablished.
Improvedmathematicsperformanceis
evidentfromdata.
12
Priority
Increaseattentionon
poorliteracyperfor
manceofboyscom
paredtogirls;
Increaseattentionon
teachingwriting;
Establishexplicitblockmathe
maticstime.
Provideprofessionallearningin
dataliteracytoidentifyandad
dressgenderdifferencesinlitera
cyoutcomes.
Providesupportforschoolsin
understandingthenatureof
boysliteracylearningrequire
ments.
Identifyandapplyexistingre
searchonboysliteracy.
Focusonsustainedandinde
pendentreadingforYear2boys.
Identifystudentsatriskofnot
reachingminimumstandardsand
implementfurtherinterventions.
Involveappropriaterolemodels
(egfathers/malecarers)forread
ingandwriting.
Provideprofessionallearning(eg
TheWritingConnection)inun
derstandingthedevelopment
andprogressofyoungwriters
linkedtoEnglishsyllabusout
comes.
Introducetheconceptofcom
plementarypartners(school,
parents,community)toincrease
theattentiononlinksbetween
readingandwriting.
Providebenchmarkstoassist
teachersdevelopcriteriaforas
sessingwriting(egwritingsam
ples).
Provideprofessionallearningon
Responsibility
fordoingthe
work
Timeframes
forkeyac
tivities
Outcomes:
structionalleaders,schoolleadership tivenessofstrategies
teams,parents
ILs,external
experts
ILs,teachers
Teachers
ILs,School
leadership
teams,teach
ers
Term12
2015
Ongoing
Term22015
Ongoing
Term12015
Ongoing
Improvedawarenessofwhatliteracy
interventionsworkbestforboys.
Boysliteracystrategiesresearched
andplansdevelopedtoincludesuit
ablestrategies.
Effectiveliteracystrategiesareim
plemented.
Parentsareinvitedtobeinvolvedin
readingprogramsathome/school.
Teachers,students,parents/carers
Strategiestoenhanceboysliteracy
learningareembeddedinschoolliter
acyplansandteachingprograms.
Studentgrowthinperformanceisevi
dentontheContinuum.
Boysaremorecompetent,independ
entandregularreaders.
Fathers/malecarersaremoreinvolved
inreadingathomeandschool.
ILs,school
leadership
teams
ILs,school
leadership
teams
ILs
Term12015
Ongoing
Teachershaveincreasedpedagogical
knowledgeandeffectivenessin
teachingwritinglinkedtohighyield
instructionalstrategies.
Studentsengageintargetedlessons,
articulateindividualwritinggoalsand
demonstrateprogresstowardthese
goals.
Teachers,students
Studentswriteregularlyandwithpur
pose.
Studentsplacedonthewritingaspect
oftheLiteracyContinuum.
Studentworksamplescollectedwith
evidenceofindividualwritinggoals.
Pre,ongoingandpostassessmentdata
collectedandcollated.
Writingsamplescollectedandaligned
towritingcontinuumtoprovide
benchmarksforassessment.
Improvedstudentperformanceonthe
writingaspectoftheLiteracyContinu
um.
13
Priority
Increaseattentionon
performanceofATSI
studentsparticularlyin
nonmetroareas
AREA5:Further
strengtheningpartner
shipsbetweenhome,
schoolandcommunity
(NoFTE)
theteachingoforallanguageand
writing,thesystematicanalysisof
writingandtheuseofanalysisto
informteachingpractice.
Encouragedailypurposefulwrit
ing.
Workwithcomplementaryper
sonnel(egReadingRecoveryTu
tors)todevelopanincreased
focusonwriting.
Providesupportforteachersin
understanding,accessingand
implementingprogramstomeet
theneedsofATSIstudents.
ProvidetrainingforAEAsinTier1
and2Readinginterventions.
Usediagnosticassessmentstrat
egies,includingcasemanage
menttoidentifyneeds.Analyse
NAPLANdatapayingparticular
attentiontoATSIstudentresults.
Regularlyreviewandmonitor
ATSIliteracyandnumeracydata.
DevelopandusePersonalLearn
ingPlansforATSIstudents.
UtiliseexistingCECpartnerships
programsegPartners4Learning.
Auditexistingstrategiestode
terminetheireffectivenessinthe
localcontext.
Involveparentsindeveloping
PLPs.
Establishregularcommunication,
collaborationandconsultation
regardingActionPlanstrategies
(workshops,meetings,letters).
Responsibility
fordoingthe
work
Timeframes
forkeyac
tivities
Outcomes:
structionalleaders,schoolleadership tivenessofstrategies
teams,parents
Ongoing
3timespa
Term12
2015Ongo
ing
Term12
2015
Ongoing
Term12015
Ongoing
ExistingATSIprogramsareevaluated
andadditionalneedsidentified.
ATSIfamilieshaveavoiceinsetting
educationaloutcomesfortheirchil
dren.
ATSIstudentsarelistenedtoand
respectedindevelopingthePLPs.
PLPsimplementedwithAEAsupport.
AEAfeedbackandevaluationare
collectedandanalysedandacted
upon.
ATSIstudentliteracyandnumeracy
dataisregularlymonitored.
Dataisusedtoinformongoingin
structionandlearning.
Students,parents
Parentsofferedworkshopsonlitera
cyandnumeracytosupporthome
learning.
Parentsfeelmoreateaseinthefor
malschoolsettingandhaveskillsin
supportingstudentsinreadingand
mathematics.
Parentsareactivepartnersintheir
childslearningandarebetter
Teachers
ILs,school
leadership
teams
ILs,K2teach
ers,additional
needsteach
ers
Teachers
ILs,school
leadership
teams
AllATSIstudentlearningprogramsare
informedbydiagnosticassessment.
Disaggregatedstatisticalevidence
identifiesstudentperformancealong
theLiteracyandNumeracyContinuum
PersonalisedLearningPlansarein
placeforallATSIstudents
CasemanagementpracticesforATSI
studentsareinplace.
Curriculumisfurtherdifferentiatedfor
ATSIstudentsatriskofnotreaching
endofyearexpectedminimumstand
ards.
Schoolsoffereffectivetransitionto
schoolstrategiesforstudentsand
theirfamilies.
Parentsparticipateincasemanage
mentprocesses.
Parentsmoreengagedineducation
andschooling.
Schoolsmoreengagedwithfamilies,
parentsandcarersaspartnersinliter
14
Priority
Responsibility
fordoingthe
work
Involveparentsinclassroomac
tivitiesopenclassroom.
Useonlinelearningtools(eg
ReadingEggs,Mathletics)where
appropriateatschooland
home.
Usesocialmediawhereappro
priate.
UsetheCECFamilySchoolPart
nershipFrameworktocollectand
analyseparent/carerfeedback.
ConductTransitiontoSchoolpro
grams.
Teachers
ILs,Teachers,
schoolLeader
shipteams
ILs,teachers
Timeframes
forkeyac
tivities
Outcomes:
teams,parents
Ongoing
equippedtosupporttheirchilds
learninginliteracyandnumeracy.
Studentsdemonstrateenhanced
engagementinliteracy/numeracy
(bothinclassandathome).
Increasedengagementofparents
Ongoing
andthecommunityinschoolactivity
supportingliteracyandnumeracy
learning.
Studentlearningissupportedat
schoolandathome.
Term12015 Students,parents,schoolcommunity
Term12016
acyandnumeracylearning.
Parentsattendworkshopsonliteracy
andnumeracytosupporthomelearn
ing.
Parentsarebetterinformedabout
literacy/numeracyteachingandhow
theycansupporttheirchild.
Parentsaresurveyedtoascertainlev
elsofinvolvementintheirchildsliter
acy/numeracylearningthroughdigital
(andother)initiatives.
15
Monitoring and Reporting
Diocesesareimplementinganumberofstrategiesandprocessestoensurethatliteracyandnumeracydata
arecollectedregularlyandusedasthebasisforpersonalisinglearning.
Schoolsarerequiredtoreporttotheirdiocesanauthoritiesontheliteracyandnumeracyachievementsof
KindergartentoYear2studentsusingtheDepartmentofEducationandCommunitiesLiteracyandNumera
cyContinuaatpointsagreedbythethreesectorswiththeSecretariat.Thiswillbeatterm1,week5,term2
week10andterm4week5.DioceseswillreportaggregatedschoolleveldatatotheCECNSW.
Dioceseswill:
o continuetocollectdataandreportontheliteracyandnumeracyperformanceofstudents,K2
throughtheuseoftheLiteracyandNumeracyContinuaandexaminationofsubsequentdata,in
cludingYear3NAPLANperformance;
o reviewtheirplansinthelightofContinuadata,NAPLANandotherschoolbasedachievement
data;and
o considertheimpactofthechosenliteracyandmathematicsinterventionsonstudentlearning,
theimpactofinstructionalleadershipwithintheschoolandtheroleoftheparentandcommuni
tybodyincontributingtoschoolgrowth/transformation.
DiocesesareevaluatingtheimpactoftheActionPlanintheirtargetedschoolswiththeintentionofextend
ingsuccessfulstrategiesandpracticesimplementedasaresultoftheActionPlanacrossalloftheprimary
schoolsintheirdiocese,and,insomecases,intojuniorsecondaryyears.
16
Networking
Diocesanrepresentativescollaborateandshareinformationandstrategiesformallyandinformally.
Ataformallevel,theCECNSWwillconvenethefollowing:
o AK6ForuminMarchandSeptembereachyearwithrepresentativesofalldiocesesandCongre
gationalschoolswithprimaryschoolcampuses.TheMarch2015forumwillhavesessionswhich
willaddressusingthecontinuaformonitoringandreporting,improvingwritingteachingand
learningandstrategiesforbetterengagingparentsandcommunity.
o LaterinMarch2015,theCECNSWwillconveneaworkshopopportunitytooffertrainingbyDEC
specialistsintheLiteracyandNumeracyContinua.
o LiteracyandNumeracyActionPlannetworkmeetingsinvolvingalldiocesesareheldtwiceayear
intocoincidewithimplementationplanning(February)andreporting(November).TheNovember
meetingincludesaninterviewbytheindependentevaluators,ErebusInternational.
Throughouttheyeardiocesesshareimplementationstrategiesindividuallyandinsmallgroups.Theyregu
larlyshareresources,informationandsuccessfulpracticesviavisitsandothermoreinformalprocesses.
AlldioceseshavearangeofstrategiesinplacetoensurethatinformationissharedamongActionPlan
schoolsandmorebroadlyacrossotherschoolsinthediocese.Strategiesincludewebsites,avarietyof
networkmeetingsandinterschoolvisits.InsomediocesesActionPlanstrategieshavebeenadoptedsys
temwide.Seethetablebelowforexamples.
Networkingactivity(Diocese)
CommunityofLearnerswebsite
(Armidale)
Timeframe
Ongoing
Outcomes
o
o
o
o
Asectiononwebsiteforproject
schoolstocollaborate.
ActionPlanprincipalsandleading
teachersattendnetworkmeetings.
Networkdaysforallprincipalsin
thediocesetoshareinformation.
(MaitlandNewcastle)
Studentshaveaccesstotechnologyto
supportlearning.
Teachershaveaccesstoacuratedli
braryofeLearningresources,aplatform
toshareideasandsolvelearning.
InstructionalLeaderscontributetothe
onlineresource.
SchoolLeadersareabletouploadand
analysedata.
Ongoing
Informationandresourcesshared.
SchoolcommunitycommitmenttoK
2reformactivelysupported.
Strongerinstructionalleadershipin
relationtoK2learningdemonstrat
ed.
Consistencyandsustainabilityofpro
jectimplementationinthediocese
ensured.
IncreasedfocusondataacrossK2as
Eachterm
Eachterm
17
akeytoolfordecisionmaking.
CentralCoastSchoolsClustermeet
ings(BrokenBay)
Eachterm
Literacy,Numeracy,Learningsup
port,LearningTechnologyNet
workingandskillsdevelopment
networks(CanberraandGoulburn)
Atleast3
timesayear
InstructionalLeadersNetwork,IL
andK2teachersschoolvisits,Kin
dergartenandYear1teachermeet
ings,onlinegroups(Lismore)
Ongoing
Literacyandnumeracydatashared
acrossallActionPlanschools.
Schoolleadershipteamsundertake
InstructionalWalksatschoolsother
thantheirown.(Parramatta)
Eachterm
ThelearningoftheStateActionPlan
issharedwithallschoolprincipals.
LearningfromStateActionPlan
sharedacrossthesystem.
Enhancedleadershipandinstructional
practice.
Improveduseofdatatoinformprac
ticeatalllevels.
Greaterprecisioninassessment,iden
tificationofstudentlearningneeds,
monitoringofprogress,andsupport
foreffectivepractice.
ParticipantsunderstandingoftheEng
lishandMathematicssyllabusesen
hanced.
Goodpedagogytoimplementthesylla
buseshighlighted.
o
o
BuildcapacityofInstructionalLeaders
Informationsharingongoodpractice,
SchoolLeadershipimproves
knowledge/awarenessofdatain
comparableschools,andtakesthe
learningbacktotheirschoolcommu
nity.
SeveralschoolsnotpartofAction
Planfunding,formanetworkwith
ActionPlanschoolsallowingfor
sharingofknowledgeandpractice
(Sydney)
201516
AllActionPlanschoolsmeetasa
learningcommunity(WaggaWag
ga).
Eachterm
o
20152016ActionPlanpriorities
havebeenadoptedsystemwidein
eachofthedioceses18schools.
Diocesancoinvestmenthasre
sourcedtheprovisionofa36Lit
ActionPlanandnonActionPlanschools
sharepractice,learningsandoutcomes.
Ongoing
Bestpracticeinteaching,usingstudent
dataasastartingpoint,exploringrea
sonsfortheresults,engaginginnew
learningsandtakingactionexploredand
enhanced.
Teacherscontinuallyreflectontheir
practice.
InstructionalLeaderscollaborate,
shareandevaluateprogress.
ConsultantsandEducationOfficers
facilitatevideoconferencemeetings
18
withinstructionalleadershipteamsto
facilitateinformationsharing.
eracy/NumeracyFocusTeacherin
eachschoolaswellasaK2Litera
cy/NumeracyFocusTeacherinthe
sixnontargetschools(Wilcannia
Forbes)
Learningsfromactivitywithother
nonActionPlanschoolsshared
(Wollongong).
Ongoing
SeniorLeadersfromtargetedschools
collaborate/sharesuccessfulpractices
withnontargetedschoolssenior
leaders.
Term12015
o
o
Maintaincurrencyoneducationalissues
Easeofaccesstocohortforsharingin
formation,resourcesormakingenquir
ies
Regularcontactwithstakeholders.
MaroniteCollegeoftheHolyFamily
hasscheduledinterschoolvisitsfor
itsPrimaryLiteracyteam.
Table3DiocesanNetworkingActivities
19
APPENDIX
Allocationof20152016Resource,$17.04millionand145.6FTE
SchoolName
Town_suburb
Diocese
Yearstarted
2015Funding
2015
FTE
2016Fund
ing
2016
FTE
STJOSEPH'SPRIMARYSCHOOL
MUNGINDI
Armidale
2012
46800
0.4
23400
0.2
QUIRINDI
Armidale
2012
58500
0.5
35100
0.3
URALLA
Armidale
2012
23400
0.2
11700
0.1
WALGETT
Armidale
2012
117000
46800
0.4
WARIALDA
Armidale
2012
23400
0.2
23400
0.2
WEEWAA
Armidale
2012
58500
0.5
23400
0.2
STMICHAEL'SPRIMARYSCHOOL
MANILLA
Armidale
2012
58500
0.5
23400
0.2
STPATRICK'SPRIMARYSCHOOL
WALCHA
Armidale
2012
46800
0.4
23400
0.2
STPHILOMENA'SSCHOOL
MOREE
Armidale
2012
175500
1.5
58500
0.5
STFRANCISXAVIER'SPRIMARYSCHOOL
NARRABRI
Armidale
2012
140400
1.2
58500
0.5
STEDWARD'SPRIMARYSCHOOL
SOUTHTAMWORTH
Armidale
2012
324999
2.8
175500
1.5
ALLHALLOW'SPRIMARYSCHOOL
GULGONG
Bathurst
2012
58150
0.5
58150
0.5
SACREDHEARTPRIMARYSCHOOL
COOLAH
Bathurst
2012
69850
0.6
69850
0.6
STJOHN'SPRIMARYSCHOOL
BARADINE
Bathurst
2012
58150
0.5
58150
0.5
STJOSEPH'SCATHOLICSCHOOL
OBERON
Bathurst
2012
58150
0.5
58150
0.5
EUGOWRA
Bathurst
2012
69850
0.6
69850
0.6
MANILDRA
Bathurst
2014
58150
0.5
58150
0.5
MOLONG
Bathurst
2012
58150
0.5
58150
0.5
STLAURENCE'SPRIMARYSCHOOL
DUBBO
Bathurst
2012
93275
0.8
93275
0.8
STLAWRENCE'SPRIMARYSCHOOL
COONABARABRAN
Bathurst
2012
58150
0.5
58150
0.5
STMARY'SCATHOLICSCHOOL
WELLINGTON
Bathurst
2012
58150
0.5
58150
0.5
STMICHAELSPRIMARYSCHOOL
DUNEDOO
Bathurst
2012
69850
0.6
69850
0.6
STBRENDANSCATHOLICSCHOOL
LAKEMUNMORAH
BrokenBay
2014
118550
62000
0.7
20
STFRANCISXAVIERPRIMARYSCHOOL
LAKECARGELLIGO
CanberraandGoulburn
2012
59,006
0.5
59,006
0.5
ADELONG
CanberraandGoulburn
2014
47,306
0.4
47,306
0.4
BOMBALA
CanberraandGoulburn
2012
23,906
0.2
23,906
0.2
BOOROWA
CanberraandGoulburn
2012
59,006
0.5
59,006
0.5
BEGA
CanberraandGoulburn
2012
117,509
105,806
0.9
GOULBURNNORTH
CanberraandGoulburn
2012
105806
0.9
105806
0.9
MCAULEYCATHOLICCENTRALSCHOOL
TUMUT
CanberraandGoulburn
2014
59,006
0.5
59,006
0.5
STGREGORY'SPRIMARYSCHOOL
QUEANBEYAN
CanberraandGoulburn
2012
105806
0.9
105806
0.9
GRAFTONSOUTH
Lismore
2014
129653
1.1
129653
1.1
STMARY'SPRIMARYSCHOOL
BOWRAVILLE
Lismore
2012
93600
0.8
93600
0.8
MACKSVILLE
Lismore
2014
129653
1.1
129653
1.1
CASINO
Lismore
2012
129653
1.1
129653
1.1
GRAFTON
Lismore
2012
129653
1.1
129653
1.1
HOLYCROSSPRIMARYSCHOOL
GLENDALE
MaitlandNewcastle
2012
53,360
0.4
48,990
0.4
OURLADYOFLOURDESPRIMARYSCHOOL
TARRO
MaitlandNewcastle
2012
109,525
0.9
98,908
0.8
STBRIGID'SPRIMARYSCHOOL
RAYMONDTERRACE
MaitlandNewcastle
2012
127,997
1.1
112,865
0.95
STCOLUMBANSPRIMARYSCHOOL
MAYFIELD
MaitlandNewcastle
2014
78,136
0.8
72,845
0.6
STJAMESPRIMARYSCHOOL
MUSWELLBROOK
MaitlandNewcastle
2014
84,009
0.8
74,803
0.6
STJOSEPHSPRIMARYSCHOOL
DENMAN
MaitlandNewcastle
2014
51,456
0.5
48,352
0.4
TAREE
MaitlandNewcastle
2014
128,262
1.1
112,954
0.95
BULAHDELAH
MaitlandNewcastle
2014
49,075
0.4
49,010
0.4
CHARLESTOWN
MaitlandNewcastle
2012
84,691
0.8
75,030
0.6
DUNGOG
MaitlandNewcastle
2012
51,350
0.4
48,310
0.4
HOLYSPIRITPRIMARYSCHOOL/HOLYSPIRITABERMAIN
KURRIKURRI
MaitlandNewcastle
2014
52,249
0.4
48,616
0.4
MERRIWA
MaitlandNewcastle
2014
51,033
0.4
48,211
0.4
WALLSEND
MaitlandNewcastle
2014
81,047
0.8
73,815
0.6
STPIUSXPRIMARYSCHOOL
WINDALE
MaitlandNewcastle
2014
49,916
0.4
47,840
0.4
ROSARYPARKPRIMARYSCHOOL
BRANXTON
MaitlandNewcastle
2012
80,695
0.8
73,700
0.6
STOLIVER'SPRIMARYSCHOOL
HARRISPARK
Parramatta
2012
90,733
0.775
90,733
0.775
HOLYFAMILYPRIMARYSCHOOL
GRANVILLEEAST
Parramatta
2012
90,733
0.775
90,733
0.775
HOLYTRINITYPRIMARYSCHOOL
GRANVILLE
Parramatta
2012
90,733
0.775
90,733
0.775
21
OURLADYOFTHEROSARYPRIMARYSCHOOL
STMARYS
Parramatta
2012
90,733
0.775
90,733
0.775
STAIDAN'SPRIMARYSCHOOL
ROOTYHILL
Parramatta
2012
90,733
0.775
90,733
0.775
STANDREW'SPRIMARYSCHOOL
MARAYONG
Parramatta
2012
90,733
0.775
90,733
0.775
STANTHONY'SPRIMARYSCHOOL
GIRRAWEEN
Parramatta
2014
90,733
0.775
90,733
0.775
STBERNADETTE'SPRIMARYSCHOOL
LALORPARK
Parramatta
2012
90,733
0.775
90,733
0.775
RIVERSTONE
Parramatta
2012
90,733
0.775
90,733
0.775
KINGSWOOD
Parramatta
2012
90,733
0.775
90,733
0.775
BLACKTOWN
Parramatta
2012
90,733
0.775
90,733
0.775
BLACKTOWN
Parramatta
2012
90,733
0.775
90,733
0.775
GUILDFORD
Parramatta
2012
90,733
0.775
90,733
0.775
GOODSHEPHERDPRIMARYSCHOOL
PLUMPTON
Parramatta
2012
90,733
0.775
90,733
0.775
MOUNTDRUITT
SOUTH
Parramatta
2012
90,733
0.775
90,733
0.775
CORPUSCHRISTIPRIMARYSCHOOL
CRANEBROOK
Parramatta
2012
90,733
0.775
90,733
0.775
LUDDENHAM
Parramatta
2014
90,733
0.775
90,733
0.775
TRINITYCATHOLICPRIMARYSCHOOL
KEMPSCREEK
Parramatta
2012
90,733
0.775
90,733
0.775
CHISHOLMCATHOLICPRIMARYSCHOOL
BLIGHPARK
Parramatta
2012
90,733
0.775
90,733
0.775
EMERTON
Parramatta
2012
90,733
0.775
90,733
0.775
OURLADYOFMTCARMELCATHOLICPRIMARYSCHOOL
WATERLOO
Sydney
2012
83500
0.7
83498
0.7
STJAMES'CATHOLICPRIMARYSCHOOL
FORESTLODGE
Sydney
2014
70200
0.6
70200
0.6
STJEROME'SCATHOLICPRIMARYSCHOOL
PUNCHBOWL
Sydney
2012
93600
0.8
93600
0.8
STJOACHIM'SCATHOLICPRIMARYSCHOOL
LIDCOMBE
Sydney
2014
70200
0.6
70200
0.6
STJOHN'SCATHOLICPRIMARYSCHOOL
AUBURN
Sydney
2012
70200
0.6
70200
0.6
STJOSEPH'SCATHOLICPRIMARYSCHOOL
BELMORE
Sydney
2012
70200
0.6
70200
0.6
STJOSEPHTHEWORKERCATHOLICPRIMARYSCHOOL
AUBURNSOUTH
Sydney
2012
70200
0.6
70200
0.6
ALLSAINTSCATHOLICPRIMARYSCHOOL
LIVERPOOL
Sydney
2012
117000
117000
STMEL'SCATHOLICPRIMARYSCHOOL
CAMPSIE
Sydney
2014
93600
0.8
93600
0.8
STMICHAEL'SCATHOLICPRIMARYSCHOOL
BELFIELD
Sydney
2014
70200
0.6
70200
0.6
STTHERESE'SCATHOLICPRIMARYSCHOOL
SADLEIR/MILLER
Sydney
2012
93600
0.8
93600
0.8
STTHERESE'SCATHOLICPRIMARYSCHOOL
LAKEMBA
Sydney
2012
70200
0.6
70200
0.6
ALLSAINTSPRIMARYSCHOOL
TUMBARUMBA
WaggaWagga
2012
58466
0.5
58466
0.5
CULCAIRN
WaggaWagga
2012
58466
0.5
58466
0.5
22
JUNEE
WaggaWagga
2012
58466
0.5
58466
0.5
LOCKHART
WaggaWagga
2012
58466
0.5
58466
0.5
NARRANDERA
WaggaWagga
2012
81855
0.7
81855
0.7
JERILDERIE
WaggaWagga
2012
70161
0.6
70162
0.6
YOOGALI
WaggaWagga
2012
70161
0.6
70161
0.6
STTHERESE'SPRIMARYSCHOOL
YENDA
WaggaWagga
2012
58466
0.5
58466
0.5
KOORINGAL
WaggaWagga
2012
81855
0.7
81855
0.7
STIGNATIUS'PRIMARYSCHOOL
BOURKE
WilcanniaForbes
2012
76,070
0.65
63,180
0.54
COBAR
WilcanniaForbes
2012
76,550
0.65
63,180
0.54
TRANGIE
WilcanniaForbes
2012
64,330
0.55
51,480
0.44
CONDOBOLIN
WilcanniaForbes
2012
87,750
0.75
74,880
0.64
NYNGAN
WilcanniaForbes
2014
76,550
0.65
63,180
0.54
HAY
WilcanniaForbes
2012
64,350
0.55
51,480
0.44
WARREN
WilcanniaForbes
2014
64,350
0.55
51,480
0.44
DENILIQUIN
WilcanniaForbes
2012
64,875
0.55
51,480
0.44
BREWARRINA
WilcanniaForbes
2012
52,650
0.45
40,950
0.35
TRUNDLE
WilcanniaForbes
2014
40,950
0.35
29,250
0.25
SACREDHEARTPARISHPRIMARYSCHOOL
BROKENHILL
WilcanniaForbes
2012
70,700
0.6
63,180
0.54
STLAURENCE'SPRIMARYSCHOOL
FORBES
WilcanniaForbes
2012
105,300
0.9
98,280
0.84
STFRANCISOFASSISIPRIMARYSCHOOL
WARRAWONG
Wollongong
2014
57820
0.5
46300
0.4
STJOHNTHEEVANGELISTPRIMARYSCHOOL
CAMPBELLTOWN
Wollongong
2012
127325
1.1
115750
NOWRA
Wollongong
2012
127325
1.1
115750
OURLADYHELPOFCHRISTIANSPARISHPRIMARYSCHOOL
ROSEMEADOW
Wollongong
2014
81028
0.7
69500
0.6
MARONITECOLLEGEOFTHEHOLYFAMILY
HARRISPARK
Congregational
2014
$101,812.00
0.85
$101,812.00
0.85
CECNSW
35521
0.25
35,517
0.25
8983566
77
8057434
68.6
TOTALS
23

Cecnsw Lnap 2015 - 2016 Implementation Plan

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Cecnsw Lnap 2015 - 2016 Implementation Plan

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PO Box 20768

World Square NSW 2002

ABN: 33 266 477 369

NSW Literacy and

Context for 20152016 NSW Catholic Implementation Plan

Approach to NSW Catholic Sector Implementation 20152016

Addressing the 20152016 Priorities

Monitoring and Reporting

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