This document discusses strategies for improving literacy and numeracy in schools. It outlines implementing whole-school approaches like guided reading, letters and sounds programs, and common assessment tasks. It also discusses identifying students with the greatest potential to improve, such as middle-ability PP students, setting targets for early years, and having high expectations for student progress from the start of Year 1. The school analyzed data to address weaknesses and saw success through collaborative planning and a focus on continual improvement.

1. Where to begin

2. Persistence and Commitment
the past………………

3. What to do first?
• Moving from inexperienced to more
experienced.
• Listen to quality advice
• Recognize good role models
• Develop and foster productive relationships

4. What examples do you see?
• Successful sport stars – in the AFL, netball ,
basketball, NRL, the Rabbitohs? they are every
where
• Actors, musicians, artists
• My greatest inspirations and motivations
come from my family, their every day
challenges,

5. Is the journey going to be
worthwhile?
• The journey begins with the first step
• Move forward in the best possible way
• Knowing where you are now
• Understand where you have come from
• Know where you want to be
• Reflect, Plan, Act

6. What’s in it for me?
• Commit
• The scale of commitment-
1…………………………………………..……………….10
• The more committed , the greater the chance
of success.

7. The WA Network
• Strong leadership within the DET organisation.
• Aboriginal Education Directorate
• Managers of Aboriginal Education
• Credible and committed school leaders.
• Strong support in schools from AIEO’s

8. Persistence takes courage
 An Indian woman armed only with farm tools is stable in hospital
after killing a leopard that attacked her.
 Kamla Devi, 56, sustained multiple bites, cuts and fractures during the half-hour battle. She had been
fetching water in northern Uttarakhand state when the leopard pounced on her from nearby bushes - she
fought back with a sickle and spade.
 "I thought I was dead but I did not lose patience and courage," she told reporters after her lucky escape.
 Ms Devi was carrying water from a canal to her field near the village of Sem Nauti in Rudraprayag district
when she was attacked on Sunday. She said she managed to smash some of the animal's teeth during the
struggle.
 "I fought head on with it for almost half an hour. Then I came to know it was dead," she told reporters from
hospital in the nearby town of Srinagar Garhwal.
 Doctors were surprised she had survived.
 She has two fractures on the right hand and one on the left. She also has deep injuries on her head and legs.
There are bite marks all over her body," said Dr Abdul Rahul, who has been treating her.

9. Progress
Takes time
There will be set backs
Involve others
Seek feedback
Be realistic
Success can be achieved

10. School Progress

11. LNPP- improving Literacy and
Numeracy Partnership Program
• In 2012 we were invited to join the ILNPP to
see how we could improve our school levels of
Literacy and Numeracy
• Millars Well Primary School journey to success

13. First Attempt
• Identified and appointed specialist support
teachers in areas of Literacy and Numeracy
• Provided release time for staff, collaborative
planning and the modelling of lessons

14. Monitor and Reflect
• Reviewed and assessed the progress we had
made
– Could we do better?
– What did we want it to look like for students and staff?
• Realising the moral imperative

15. The Past - The Present
• PAST - Being led- support provision- targets
designed and owned by the planners- (at the top )
• PRESENT – (Phases of learning and phase leaders)
– Buy in, staff ownership
– Collective collaboration
– Investment in all staff- shared professional learning ,
support, opportunities
– Strategic targets based on data/evidence which are
reviewed and monitored across the school

17. School Data
• Address Areas of Weakness and Plan for Success
• How?
– Initiate Whole School Approaches (Learning & Assessment)
– Focus on the students with greatest capacity to improve.
– Focus on the Early Years
– Identify what high achievement looks like.
– Work with motivated staff to begin with.

18. Address Areas of Weakness

19. Whole School Approaches to
Learning
• Mental Maths
• Guided Reading
• Diana Rigg, Letters & Sounds, Words Their Way
• Common Assessment Tasks

20. Identify Students with the Greatest
Capacity to Improve
Top % of students who
always read well by the
end of PP;
year after year regardless
of the teacher or learning
program.

21. Identify Students with the Greatest
Capacity to Improve (Middle Ability)
We identified middle
ability students with a
beginning On-Entry PP
score of 0.5.
We felt those students
could reach a PM level of
6 or above by the end of
PP with targeted teaching.

22. Identify Students with the Greatest
Capacity to Improve (Middle Ability)
Individualised learning programs and files were created for all PP students.

23. Set Targets for the Early Years

24. Identify Intentional Teaching

25. High Expectations – Middle Yr. 1 Student
Beginning of Year 1
Same student,
midway through Year
1.

26. High Expectations – Top Yr. 1 Student
Beginning of Year 1
Same student,
midway through Year
1.

27. High Expectations – Bottom Yr. 1 Student
Beginning of Year 1
Same student,
midway through Year
1.

28. Guided Reading

29. Guided Reading

30. Ten a Day
Provides students with:
• A purpose in the mornings.
• A reason to be at school on
time.
• Continual revision of mental
math questions.
• Mathematical fluency.
Provides parents with:
• An understanding of our
approach to mental math.
• A reason for parents to
support their children in the
classroom.

31. Challenge

32. Best in Karratha 2014

33. Thank you for your time today!