Literacy and Numeracy Policy

Policy

DOCUMENT DETAILS

Document Owner	Office of the Director
Approval Date	15 March 2018
Release Date	19 March 2018
Compliance Date	01 February 2019
Review Date	01 December 2022
Updated	27 April 2021
Version History 10 March 2020	CEDoW Case Collaboration Procedure replacing CEDoW MSPEC Procedure CEDoW Approved Literacy and Numeracy Interventions updated (2.13,3.12) Inclusion of 'shared' practice to reflect Gradual Release pedagogy (2.21.3, 2.22.3) Minimum Standard wording aligned to NESA changes (3.17) New Expectation relating to Language Background Survey for all students (4.1) Change to New Arrival Assessment reflecting K-6 and 7-12 (4.14)
27 April 2021	CEDoW Approved Literacy and Numeracy Interventions updated (2.13, 3.14) New expectation relating to providing opportunities for students to engage in challenging maths tasks (2.22.3) Removal of 'shared' practice in relation to Mathematics (2.22.4) Wording amended to reflect explicit teaching of literacy and numeracy skills where appropriate in all courses (3.22) New expectation relating to nomination of school contact person to liaise with CEDow regarding EAL/D students (4.1) Name of New Arrival Student Identification Procedure amended to include "Assessment" (4.4) Updated CEDoW Literacy and Numeracy Approved Interventions

introduction and context

INTRODUCTION

Education Policy in Catholic Education Diocese of Wollongong (CEDoW) is developed to support the implementation of consistent and comprehensive practices to guide quality Catholic learning and teaching in Diocesan schools.

Education Policy is developed within the context of documents and frameworks. These include:

CONTEXT

Developing and improving students’ literacy and numeracy skills and dispositions is the responsibility of all schools and all teachers. Literacy and numeracy are fundamental to a student’s ability to be successful across all stages of schooling, enabling them to access their learning in all key learning areas. Being literate and numerate significantly impacts on an individual’s ability to engage productively in society, to achieve better social and health outcomes, and to positively contribute to the broader economy.

This Policy has been developed to support school staff in meeting their compliance obligations according to Catholic Education Diocese of Wollongong (CEDoW), the New South Wales Education Standards Authority (NESA) and the Australian Education Act 2013.

EXPECTATIONS

It is expected that school staff will all take reasonable measures to comply with this Policy.

The Catholic Education Diocese of Wollongong (CEDoW) Literacy and Numeracy Policy must be implemented in conjunction with the following policies and documents where relevant:

1 BEST START KINDERGARTEN ASSESSMENT

sCHOOLS MUST:

1.1	provide appropriate structures to ensure the effective implementation of the Best Start Kindergarten Assessment (BSKA) according to the CEDoW Best Start Kindergarten Assessment Procedure
1.2	provide Best Start Kindergarten Assessment feedback for all students to parents/carers according to the CEDoW Best Start Kindergarten Assessment Procedure

TEACHERS MUST:

1.3	implement Best Start Kindergarten Assessment according to the CEDoW Best Start Kindergarten Assessment Procedure and record the data for each Kindergarten student in the CEDoW electronic Student Information System (eSIS)
1.4	utilise the Best Start Gathering and Using Supplementary Information guide for Kindergarten students with a disability or special need who are withdrawn from or do not respond to some or all of Best Start Kindergarten Assessment tasks according to the CEDoW Best Start Kindergarten Assessment Procedure
1.5	utilise Best Start Kindergarten Assessment information to support planning of learning and teaching experiences and early intervention

2 K-6 LITERACY AND NUMERACY

sCHOOLS MUST:

2.1	have in their School Improvement Plan a Strategic Intent Statement relating to improvement in literacy and numeracy that includes:
	2.1.1	the development of learning goals at school and classroom level to drive explicit teaching
	2.1.2	a sustained focus on early intervention K-2
	2.1.3	formative assessment to identify achievement gaps and target teaching
	2.1.4	the identification of students at risk of not achieving minimum standard and/or who have significantly less than expected growth
	2.1.5	professional learning for teachers to deepen their pedagogical and content knowledge
2.2	nominate a literacy and numeracy leader(s) to lead literacy and numeracy improvement initiatives
2.3	participate in Commonwealth, State or CEDoW literacy and numeracy improvement initiatives when required
2.4	identify and make available current resources and equipment to support the development of literacy and numeracy skills
2.5	develop a School Literacy and Numeracy Assessment Overview identifying the types of tools and schedule to support teaching and intervention within the context of a Response to Intervention (RTI) approach
2.6	ensure the School Literacy and Numeracy Assessment Overview includes the Progressive Achievement Tests (PAT) and spelling assessment tools
2.7	participate in Progressive Achievement Tests (PAT) for Reading Comprehension, Grammar and Punctuation, and Mathematics for Years 1-6 according to the CEDoW PAT Schedule
2.8	participate in the National Assessment Program Literacy and Numeracy (NAPLAN) for students in Years 3 and 5
2.9	provide National Assessment Program Literacy and Numeracy (NAPLAN) reports for students in Years 3 and 5 to parents/carers as directed by the NESA’s timeline
2.10	analyse a range of literacy and numeracy assessment information including NAPLAN, Progressive Achievement Tests (PAT), National Literacy Learning Progression and National Numeracy Learning Progression data to inform the development of improvement strategies
2.11	use the Response to Intervention (RTI) approach as a consistent reference and model for making decisions to support students requiring literacy and numeracy intervention
2.12	adhere to the CEDoW Case Collaboration Referral Procedure for students requiring literacy and numeracy intervention
2.13	ensure that intervention approaches are selected from the CEDoW Literacy and Numeracy Approved Interventions
2.14	develop and implement a school-based procedure for transfer of information for each student with literacy and numeracy needs using the CEDoW electronic Student Information System (eSIS) at the end of each year and/or after any significant intervention
2.15	have clear operational role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students with literacy and numeracy needs
2.16	ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teacher(s)
2.17	ensure that where volunteers are supporting in the classroom it is done under the direction of teacher(s)
2.18	provide information to parents/carers in plain language about the teaching of literacy and numeracy to ensure they can engage appropriately in their child’s education

TEACHERS MUST:

2.19	monitor student achievement utilising the National Literacy Learning Progression and the National Numeracy Learning Progression
2.20	record student achievement against the National Literacy Learning Progression and the National Numeracy Learning Progression in the CEDoW electronic Student Information System (eSIS) once per term
2.21	ensure that English classroom practice includes:
	2.21.1	the use of the English K-10 syllabus to guide the daily teaching of all aspects of literacy skills in a balanced and integrated way informed by assessment information
	2.21.2	the explicit teaching of constrained skills; phonemic awareness, phonics and concepts about print
	2.21.3	the explicit teaching of speaking and listening, vocabulary knowledge, comprehension, and writing (including spelling, grammar, punctuation and handwriting)
	2.21.4	modelled, shared, guided and independent teaching of syllabus-based learning intentions and co-constructed success criteria
2.22	ensure Mathematics classroom practice includes:
	2.22.1	the use of the Mathematics K-10 syllabus to guide the daily teaching of all aspects of numeracy skills including mathematical language informed by assessment information
	2.22.2	the explicit teaching of early arithmetic skills, pre-algebra concepts and place value
	2.22.3	planning and provision of opportunities for students to engage in complex and absorbing mathematical problems with multiple solution pathways
	2.22.4	modelled, guided and independent teaching of syllabus-based learning intentions and co-constructed success criteria
2.23	assess literacy and numeracy skills according to the School Literacy and Numeracy Assessment Overview
2.24	use student assessment data to analyse and evaluate student understanding, identify interventions and inform teaching practice
2.25	plan and provide opportunities for students to receive whole class, small group and one-to-one instruction
2.26	adhere to the CEDoW Case Collaboration Referral Procedure as part of a Response to Intervention (RTI) approach for identified students with high literacy and/or numeracy needs
2.27	address the specific literacy and numeracy learning requirements identified in the syllabuses within all key learning areas (KLAs)

3 7-12 LITERACY AND NUMERACY

sCHOOLS MUST:

3.1	have in their School Improvement Plan a Strategic Intent Statement relating to improvement in literacy and numeracy that includes:
	3.1.1	the development of learning goals at school and classroom level to drive explicit teaching
	3.1.2	formative assessment to identify achievement gaps and target teaching and intervention
	3.1.3	the identification of students at risk of not achieving minimum standard and/or who have significantly less than expected growth
	3.1.4	professional learning for teachers to deepen their pedagogical and content knowledge
3.2	nominate a literacy leader and literacy team to lead literacy improvement initiatives
3.3	nominate a numeracy leader and numeracy team to lead numeracy improvement initiatives
3.4	participate in Commonwealth, State or CEDoW literacy and numeracy improvement initiatives when required
3.5	identify and make available current resources and equipment to support the development of literacy and numeracy skills
3.6	develop a School Literacy and Numeracy Assessment Overview identifying the types of tools and schedule to support teaching and intervention within the context of a Response to Intervention (RTI) approach
3.7	monitor student achievement utilising the National Literacy Learning Progression and the National Numeracy Learning Progression
3.8	participate in the National Assessment Program Literacy and Numeracy (NAPLAN) for students in Years 7 and 9
3.9	provide National Assessment Program Literacy and Numeracy (NAPLAN) reports for students in Years 7 and 9 to parents/carers as directed by the NESA’s timeline
3.10	analyse a range of literacy and numeracy assessment information including NAPLAN, Progressive Achievement Tests (PAT), Higher School Certificate (HSC), National Literacy Learning Progression and National Numeracy Learning Progression data to inform the development of improvement strategies
3.11	ensure that information relating to student achievement in literacy and numeracy is provided to all teachers
3.12	develop and implement a school-based procedure for transfer of information for each student with literacy and numeracy needs using the CEDoW electronic Student Information System (eSIS) at the end of each year and/or after any significant intervention
3.13	develop and implement a school-based approach to intervention for all students at risk including structures, resources and support
3.14	ensure that intervention programs are selected from the CEDoW Literacy and Numeracy Approved Interventions
3.15	identify students in Years 7-12 who are at risk of not achieving HSC minimum standard of literacy and numeracy in reading, writing and/or numeracy for appropriate intervention
3.16	adhere to the CEDoW Case Collaboration Referral Procedure as part of a Response to Intervention (RTI) approach for identified students with high literacy and/or numeracy needs
3.17	have clear operational role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students with literacy and numeracy needs
3.18	ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teacher(s)
3.19	provide all students in Years 10-12, who are yet to meet the HSC minimum standard, the opportunity to participate in NESA’s Literacy and Numeracy tests
3.20	provide further intervention to students who require additional support to meet the HSC minimum standard according to the CEDoW Case Collaboration Referral Procedure
3.21	provide information to parents/carers in plain language about the teaching of literacy and numeracy to support engagement in their child’s education

TEACHERS MUST:

3.22	ensure that classroom practice in all courses includes explicit teaching of literacy and numeracy skills where appropriate
3.23	address the specific literacy and numeracy requirements of all courses identified in the syllabuses including the explicit teaching of literacy and numeracy skills when required
3.24	provide intervention support for students at risk according to the school-based approach

4 NEW ARRIVAL STUDENTS AND STUDENTS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D)

sCHOOLS MUST:

4.1	nominate a school English as an Additional Language or Dialect (EAL/D) contact to liaise with CEDoW in relation to supporting EAL/D students
4.2	ensure the language background information is collected and recorded in the CEDoW electronic Student Information System (eSIS) using:
	4.2.1	the Language Background Survey K-6 for all students K-6
	4.2.2	the Language Background Survey 7-12 for all students 7-12
4.3	develop processes to ensure teachers are aware of the students for whom English is an Additional Language or Dialect (EAL/D) whom they teach
4.4	adhere to the *CEDoW New Arrival Student Identification and Assessment Procedure* when identifying students as New Arrival
4.5	provide support to families to ensure students identified as New Arrival students can access, attend and engage in Catholic education where appropriate
4.6	adhere to the CEDoW Case Collaboration Referral Procedure to support students who have been identified as New Arrival students or for whom English is an Additional Language or Dialect (EAL/D) and who require additional support
4.7	ensure that where an English as an Additional Language or Dialect (EAL/D) specialist teacher is supporting the development and implementation of Individual Plans, it is done in collaboration with the classroom teacher(s)
4.8	have clear operational role descriptions for School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) who are supporting students who have been identified as New Arrival and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.9	ensure that where School Support Officers (SSOs) and/or Aboriginal Education Assistants (AEAs) are supporting the development and implementation of individual plans it is done under the direction of teacher(s) and/or in collaboration with an Education Officer: English as an Additional Language or Dialect (EAL/D)

TEACHERS MUST:

4.10	work collaboratively with the English as an Additional Language or Dialect (EAL/D) specialist teacher (where relevant) to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.11	develop and implement an Individual Plan within the CEDoW electronic Student Information System (eSIS) for students who have been identified as New Arrival that:
	4.11.1	utilises literacy assessment information
	4.11.2	identifies placement on the English as an Additional Language or Dialect (EAL/D) Learning Progression to accurately determine English language proficiency
	4.11.3	uses the pointers of the English as a Second Language (ESL) Scales in all 3 strands to identify the level of support required
4.12	monitor the progress of students and make appropriate adjustments to Individual Plans as required
4.13	provide additional literacy support as required for students who have been identified with English as an Additional Language or Dialect (EAL/D) as informed by the pointers of the English as a Second Language (ESL) Scales

ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D) SPECIALIST TEACHERS MUST:

4.14	work collaboratively with classroom teachers to support the ongoing development of English language proficiency of New Arrival students and/or students for whom English is an Additional Language or Dialect (EAL/D)
4.15	administer the:
	4.15.1	New Arrival Assessment K-6 for all New Arrival students in K-6
	4.15.2	New Arrival Assessment 7-12 for all New Arrival students in 7-12
4.16	ensure a copy of the Language Background Survey and the New Arrival Assessment are maintained in the student’s file
4.17	ensure all survey and assessment information is entered in the CEDoW Whole School Profile of Language Proficiency
4.18	develop and implement an Individual Plan within the CEDoW electronic Student Information System (eSIS) for students who have been identified as New Arrival that:
	4.18.1	utilises literacy assessment information
	4.18.2	identifies placement on the English as an Additional Language or Dialect (EAL/D) Learning Progression to accurately determine English language proficiency
	4.18.3	uses the pointers of the English as a Second Language (ESL) Scales in all 3 strands to identify the level of support required
4.19	monitor the progress of students and make appropriate adjustments to Individual Plans as required
4.20	adhere to the CEDoW Case Collaboration Referral Procedure to provide additional support for students for whom English is an Additional Language or Dialect (EAL/D)

Procedure

CEDoW Case Collaboration Referral Procedure

CEDoW Best Start Kindergarten Assessment Procedure

CEDoW New Arrival Student Identification and Assessment Procedure

Implementation

LITERACY AND NUMERACY POLICY IMPLEMENTATION PLAN

POLICY RELEASE

The Diocesan Literacy and Numeracy Policy was originally released to Principals at the Principals’ Business Meetings 19 March, 2018, 20 March 2018, and 21 March 2018.

The REVISED Literacy and Numeracy Policy is available from 13 March 2020. Schools are advised through a Policy Update at the Term 1 Principals' Business Meetings.

Further revisions were made as part of the formal review of the policy in April 2021. Schools are advised through a Policy Update at ?????

POLICY IMPLEMENTATION

The revised Policy (13 March 2020) includes the following changes:

CEDoW Case Collaboration Procedure replacing CEDoW MSDEC Procedure
CEDoW Approved Literacy and Numeracy Interventions updated (2.13,3.12)
Inclusion of 'shared' practice to reflect Gradual Release pedagogy (2.21.3, 2.22.3)
Minimum Standard wording aligned to NESA changes (3.17)
New Expectation relating to Language Background Survey for all students (4.1)
Change to New Arrival Assessment reflecting K-6-7-12 (4.14)

Schools are already aware of these changes/clarifications and are required to be compliant to the revised Policy and all of the Procedures by the commencement of Term1 2020. Schools' compliance to the Policy expectations will occur through the CEDoW compliance processes. Additional Compliance processes may be utilised if there are concerns raised about the quality of literacy and numeracy practices at the School, CEDoW, State or Commonwealth levels.

POLICY MONITORING

Personnel in CEDoW School Improvement Services are responsible for providing advice to the Senior Professional Officer: Education Policy of any changes to compliance requirements. These requirements include those determined by Catholic Education Diocese of Wollongong, New South Wales Education Standards Authority (NESA) or any changes to Australian or State government legislation that impacts on the Expectations of the Policy or Procedures.

A formal review process of the Literacy and Numeracy Policy and Procedures was conducted in April 2021.

The revised policy (April 2021) includes the following changes:

CEDoW Approved Literacy and Numeracy Interventions updated (2.13, 3.14)
New expectation relating to providing opportunities for students to engage in challenging maths tasks (2.22.3)
Removal of 'shared' practice in relation to Mathematics (2.22.4)
Wording amended to reflect explicit teaching of literacy and numeracy skills where appropriate in all courses (3.22)
New expectation relating to nomination of school contact person to liaise with CEDow regarding EAL/D students (4.1)
Name of New Arrival Student Identification Procedure amended to include "Assessment" (4.4).
Updated CEDoW Literacy and Numeracy Approved Interventions

POLICY PUBLICATION

The Literacy and Numeracy Policy and Procedures is published on the CEDoW website under Policies. The Senior Professional Officer: Education Policy will be responsible for ensuring the Policy’s currency and accuracy and Version History.

Schools should contact the Senior Professional Officer: Education Policy for any clarifications regarding Policy and Procedures. Schools should contact the personnel in School Improvement Services for support in the implementation of any aspects of the Policy

LEGISLATION

Australian Education Act 2013 (Cth)
https://www.legislation.gov.au/Details/C2018C00012

Education Act 1990 (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1990/8

Disability Discrimination Act 1992 (Cth)
https://www.legislation.gov.au/Details/C2018C00125

Anti-Discrimination Act 1977 (NSW)
https://www.legislation.nsw.gov.au/#/view/act/1977/48

support material

POLICY SELF-ASSESSMENT

The Literacy and Numeracy Policy Self Assessment is provided to support schools in their implementation of all Policy expectations.

Download the Literacy and Numeracy Policy Self Assessment here [Download as a Word doc, or complete the self-assessment in Google doc format by selecting 'Open with Google Docs' then going to File > Make a Copy]

POLICY RESOURCES

A range of resources to support the implementation of this Policy is available to schools and teachers via the following Google sites

K-6 English
K-6 English support

K-6 Mathematics
K-6 Mathematics support

Catholic Education Diocese of Wollongong

Catholic Education Diocese of Wollongong

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Literacy and Numeracy Policy

Policy

DOCUMENT DETAILS

introduction and context

INTRODUCTION

CONTEXT

EXPECTATIONS

1 BEST START KINDERGARTEN ASSESSMENT

sCHOOLS MUST:

TEACHERS MUST:

2 K-6 LITERACY AND NUMERACY

sCHOOLS MUST:

TEACHERS MUST:

3 7-12 LITERACY AND NUMERACY

sCHOOLS MUST:

TEACHERS MUST:

4 NEW ARRIVAL STUDENTS AND STUDENTS FOR WHOM ENGLISH IS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D)

sCHOOLS MUST:

TEACHERS MUST:

ENGLISH AS AN ADDITIONAL LANGUAGE OR DIALECT (EAL/D) SPECIALIST TEACHERS MUST:

Procedure

Implementation

LITERACY AND NUMERACY POLICY IMPLEMENTATION PLAN

POLICY RELEASE

POLICY IMPLEMENTATION

POLICY MONITORING

POLICY PUBLICATION

LEGISLATION

RELATED LINKS

support material

POLICY SELF-ASSESSMENT

POLICY RESOURCES

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