Planning Matrix: Eight components of the Whole School Literacy Strategy

Focus / Community Profile / Shared Vision / Strategic Community Partnerships
5 /
  • The community profile is reviewed regularly and influences and informs the school's literacy plan and teaching and learning in all classrooms.
  • The school's literacy plan provides a flexible approach to a wide range of issues relating to student diversity based individual needs.
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  • The school's literacy plan is embedded in all KLAs and provides an informed theoretical balance valued by the school community.
  • The school's literacy plan includes a repertoire of future-oriented literacy practices to enhance students' life chances.
  • A clear, consistent, professional language is used in discussing and planning literacy programs.
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  • Parents participate in planning, implementing and monitoring whole school and individual literacy programs.
  • families are involved in and are encouraged to support students' literacy development.
  • The whole school literacy program is enriched by the planned integration of productive partnerships with parents and community.

4 /
  • The community profiles contains information on community literacy practices and expectations and is recognised in the school literacy plan.
  • The school's literacy plan meets the needs of the diverse range of students identified in the community profile through some special programs.
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  • Literacy is included in school programs for all KLAs.
  • The school's literacy plan includes oral, print and multimedia.
  • School documents use a consistent, professional language to describe a repertoire of literacy practices.
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  • Structures exist to support students and parents involvement in whole school planning.
  • The school has provided training for parents in understanding how literacy skills develop and how they can support literacy development at home.
  • Teachers work collaboratively to utilise parent and community expertise within year level programs.

3 /
  • The community profile provides information about community literacy practices and expectations.
  • The community profile describes a number of issues relating to students which are relevant to literacy teaching and learning.
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  • Literacy is included in a number of KLAs as individual teachers plan integrated units of work with outcomes from several KLAs.
  • Literacy practices include the integration technology in the classroom.
  • There is an understanding of the need to use a common, professional language in discussing and planning literacy programs.
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  • Parents and teachers meet regularly to exchange and share information about the WSLS.
  • Training is provided for parents or carers to assist as tutors in classrooms.
  • Teachers have an understanding of the value of including parent and community expertise in class year level and whole school literacy programs.

2 /
  • The community profile contains some information about community literacy backgrounds which may influence literacy programs.
  • Some readily identifiable aspects of student diversity are included in the community profile.
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  • The school's literacy plan is confined to a repertoire of literacy practices in the English program.
  • Sharing of literacy practices occurs when teachers plan co-operatively.
  • a common language is used by teachers when they are discussing mandated literacy continue.
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  • The school has provided written information to parents about existing literacy programs in the school.
  • Parents assist in some class literacy programs.
  • Information on parent and community expertise in literacy is available and sometimes used at class, year and whole school level.

1 /
  • The community profile is a description of the school and its community.
  • Information on students is mostly statistical data not related to literacy teaching and learning.
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  • Individual teachers decide upon the literacy practices in their classrooms.
  • Sharing of literacy practices occurs informally and infrequently.
  • There is no common language in use to discuss and plan literacy programs.
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  • Parents play a limited role in the design of the WSLS.
  • Parents are not involved in class literacy programs.
  • Parents and community expertise in literacy is used in an ad hoc manner in individual classrooms.

Focus / Classroom Organisation and Pedagogy / Intervention and Special Needs
5 /
  • Each classroom reflects the school's shared understanding of core literacy teaching practices across all KLAs.
  • Teachers use the teaching and learning cycle to plan and implement literacy programs in all KLAs for the full range of literacy learners and to monitor the progress of each student.
  • All resources in use for literacy development are appropriately identified and consistently organised using the information and criteria in literate Classrooms: reading, Evaluation Package for Reading Resources and Criteria for Evaluating Spelling Resources.
  • Targeted uninterrupted literacy learning blocks are embedded daily in all classroom practice.
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  • The school literacy support team has developed procedures to ensure that students experiencing difficulties with literacy are identified at the point of breakdown and if appropriate, co-ordinated support is provided as soon as possible.
  • Interventions occur within class, with additional support where necessary.
  • Intervention is planned and systematic with clear student learning outcomes identified and goals set. It is targeted to the immediate needs of the students.
  • Each student with severe learning difficulties has an individual literacy plan.

4 /
  • Evidence of improved student outcomes is used to refine teaching practice and is shared with colleagues.
  • Teachers provide sufficient opportunities for students to acquire, practise and apply knowledge and skills in all KLAs.
  • Procedures for resource allocation are clearly aligned to systemic documents on evaluating literacy resources.
  • The administration has established a process for providing uninterrupted literacy learning blocks for all classes.
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  • The school literacy team has established a process to ensure that approved system style school-based assessment is used in each class to identify students with literacy difficulties.
  • Support personnel, teachers and parents work collaboratively and use assessment information to plan, implement and monitor programs.
  • School wide intervention activities are relevant and purposeful and are related to systemic teaching and learning frames.
  • Some students with severe difficulties may have an individual literacy plan.

3 /
  • Teachers have a clear understanding of what skills need to be taught and when it is appropriate to teach them.
  • In most year levels assessment is used as a basis for programming.
  • Teachers are aware of the need to balance the use of resources to maximise focused literacy learning.
  • Timetabling for appropriate literacy leaning blocks is a school priority and is evident in some areas of the school.
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  • The school has a policy for using approved systemic school-based assessment to identification of students with literacy difficulties.
  • Class teachers and support personnel plan collaboratively to provide support for students with literacy difficulties. There is reporting at critical stages for students experiencing difficulties.
  • Most literacy difficulties are identified and the appropriate teaching and learning response is identified.
  • Teachers may seek further support through the school's literacy support team.

2 /
  • Teachers are aware of the continuum of literacy development and the teaching and learning cycle is used to teach some aspects of literacy.
  • Some provision is made for students on different stages of literacy development.
  • Decisions about resource purchasing and organisation are made based on year level needs with some consultation with the rest of the school.
  • Teachers in the school plan focused literacy learning blocks around other timetable commitments.
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  • Some teachers use approved systemic school-based assessment at different points throughout the year to determine students' prior learning.
  • Some class teachers implement programs and use strategies to assist students with literacy difficulties.
  • Teachers target intervention to the immediate needs of the students in some instances.
  • The literacy support team co-ordinates access to the specialist services support personnel teach in some classrooms.

1 /
  • Teachers do not have a clear understanding of what skills and knowledge need to be taught and when it is appropriate to teach them. Instruction is at a whole class level.
  • Assessment is snot used as a basis for planning. Teaching strategies do not allow for the special learning of some students.
  • There is little on-going monitoring of resource allocation and use and resources are purchased and organised in an ad hoc manner according to individual teacher needs.
  • Literacy is not given a priority when timetables are written.
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  • Students with literacy difficulties are identified through class assessment. However identification of some specific literacy needs does not occur.
  • Support personnel plan and implement programs outside the classroom for students with literacy difficulties.
  • Generic 'literacy' packages are used for intervention, which are unrelated to individual learning needs or the context of the classroom.
  • There is no dialogue or collaboration between the class teacher and others.

Focus / Leadership and Professional Learning / Co-ordination
5 /
  • The school constantly evaluating its approach to literacy. School planning promotes improvement in response to the changing needs of all students and includes provision for the literacy needs of all students in all KLAs.
  • PD activities in literacy are planned, implemented and evaluated as an integral part of the school's literacy action plan. Student's literacy needs provide the basis for all aspects in school planning, including PD for teachers.
  • The school regularly commits substantial funds and time for sustained professional sharing and learning and infrastructure to ensure the literacy action plan is implemented.
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  • The school in collaboration with the community co-ordinates the ongoing planning, development, implementation and evaluation of whole school literacy programs.
  • Within school, district and cross-district resources are used to support the school's literacy strategy as appropriate.
  • The school literacy leader co-ordinates all teachers' involvement in collegial sharing/mentoring through class/school visits and professional learning opportunities.

4 /
  • The school has implemented an action plan to use data on student achievement for planning individual, class and whole school programs.
Student's literacy needs are identified in the school's normal assessment and reporting practices.
  • Teacher's training needs are determined using this information and data derived from an analysis of teacher needs.
  • The school has documented plans to commit tangible funds and time for sustained professional sharing and learning.
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  • The school's literacy support team has identified a range of suitable strategies and resources to improve the literacy of all students.
  • Responsibilities of individuals and teams are understood. Structures exist to support students and parent involvement in whole school planning.
  • The school literacy leader works with teaching teams to develop a consistent approach to teaching and to monitor performance of learning.

3 /
  • Literacy is a priority in the school.
  • PD activities are selected on the basis of student needs. Teacher's needs are determined by administration.
  • Priorities have been established for professional sharing and learning.
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  • The school's literacy support team has collected data about existing programs, student's needs and available resources.
  • Priorities have been established and there is a clear time frame for the development of the school's literacy action plan.
  • The school has appointed a literacy leader to co-ordinate consistency and performance of teaching and learning.

2 /
  • The school staff has a commitment to making literacy a priority. General information about the literacy strategy and existing resources has been disseminated.
  • PD activities mainly rely on prepackaged programs included in the school's planning process.
  • There is an awareness of the need to commit funds and time for professional sharing and learning.
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  • The school has formed a literacy support team with a representative for each KLA. General information about the literacy strategy and existing resources has been disseminated.
  • The literacy support team co-ordinates access to the specialist services.
  • The school has its school-based and systemic policy documents that outline a consistent approach to teaching and learning and is aware of the need to co-ordinate this.

1 /
  • Literacy programs are determined by class teachers.
  • PD activities are selected on an ad hoc basis and implemented only for teachers who request them. There is no evaluation of PD activities.
  • There are no procedures in place to ensure funds and time are committed for consistent professional sharing and learning.
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  • There is little dialogue between school administration, teachers, support personnel, students or parents about the teaching of literacy.
  • Some teachers may refer students for specialist support.
  • Some teachers are committed to professional sharing and learning but there is no co-ordinated approach to the teaching and learning that occurs at the school.

Focus / Assessment and Monitoring / Standards and Targets
5 /
  • The school's literacy plan includes procedures for continuous assessment and recording of all aspects of students' progress throughout their schooling.
  • All teachers are aware of each students' progress along a continuum of literacy learning and adjust their practices according to their needs.
  • Assessment is used to provide meaningful information for reviewing achievement against outcomes in the school literacy plan in all KLAs.
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  • The school literacy plan includes moderation at and across year levels to ensure a common understanding and application of the common framework of standards for the literacy performance of students.
  • There is a whole school approach to the examination of systemic test data to plan for and measure improvement in literacy for individuals, groups at the whole school.
  • The school literacy plan defines expected literacy outcomes as "value added" performance targets for all students.

4 /
  • Teachers monitor and record their students' progress along the literacy continuum using a range of strategies.
  • Students' literacy needs are identified through a range of assessment strategies that focus on individuals, groups and year levels.
  • The school's literacy plan includes assessment of multiliteracies, technological and critical thinking skills and knowledges.
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  • Teachers consider the literacy performance of students against the framework of standards in an informal manner during co-operative planning.
  • Systemic test data is used to adjust literacy teaching practices to improve performance of individuals, groups and year levels.
  • The school literacy plan defines a continuum of expected literacy outcomes which are applied to individuals, groups and year levels.

3 /
  • There is a documented plan to ensure the continuity of literacy assessment across and between year levels.
  • Students' literacy needs are identified in the classroom's normal assessment and reporting procedures.
  • The school literacy program includes assessment at critical transition points in the student's school life.
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  • Teachers consider the literacy performance of students against a common framework of standards included in the school's literacy plan.
  • Systemic test data is used to examine trends in student performance for groups and year levels.
  • The school literacy plan defines year level expectations for literacy outcomes.

2 /
  • There is an awareness of the need for continuity in literacy assessment.
  • Teachers monitor students' literacy needs against syllabus outcomes.
  • Assessment is used to provide teachers with information on student literacy learning needs.
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  • Teachers consider standards against self-selected criteria in an informal manner during co-operative planning.
  • Systemic test data provides information on the performance of individual groups and year levels.
  • Teachers use a variety of sources to set expected literacy outcome target for the students.

1 /
  • There are no common or complementary assessment practices across classes or year levels.
  • There is little ongoing monitoring of student progress.
  • Assessment is used mainly for reporting purposes.
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  • Individual teachers decide on the literacy performance standard of students.
  • Teachers are aware of student performance data derived from systemic tests.
  • Teachers decide on the expected literacy outcomes for students in their class.

Exploring the eight key aspects within the school setting means ....

Community Profile / Shared Vision / Standards & Targets / Assessment and Monitoring / Classroom Organisation and Pedagogy / Intervention and Special Needs / Leadership Co-ordination and Professional Learning / Strategic Community Partnerships
Considering
How do we address diversity within the school setting? / Are we able to articulate what is valued and emphasised in our literacy practice? / What is our baseline data?
What literacy standards do we value?
What targets are we aiming for? / How will school-based assessment and other data be used to inform our teaching and provide evidence of literacy improvement? / How can we organise all our staff and resources to maximise teaching and learning?
How well do we teach reading? / How do we identify and support at-risk students? / How is consistency and performance of teaching and learning monitored and supported within our school? / How can we build and expand our partnership networks?
Questioning
What groups do we have in the school?
What do the information and data say about the achievement of those groups?
Is there a match/mismatch between literacy knowledge and practices of school, home and community?
Are we changing/adapting our practice to meet current and future expectations? / What are we trying to teach?
How important is:
  • word recognition?
  • meaning making?
  • electronic literacies?
  • visual information?
  • critical literacy?
Across their time in our school, how are we maximising students' growth and achievement? / What improvements do we want to make?
By when?
What measures will be used that will actually measure what we are aiming to improve?
What outcomes do we select from the syllabus for each year level?
Are literacy standards explicit in these outcomes? / What does our school assessment policy cover?
What and when to assess?
How do we monitor student progress?
How do we report student achievement and progress?
How do we use assessment to influence practice?
Where do we want the students to be at the end of the year?
Are continuity, transition and development from one year to the next recorded and passed on?
Does our assessment accommodate multiliteracies, technological and critical thinking skills and knowledges? / In each classroom, can we state:
  • how students learn to be literate
  • how we are teaching literacy, especially reading
  • our expectations
  • core learning tasks
  • our classroom organisation and strategies?
What changes in pedagogy might be needed if we are to achieve the improved results we set as targets?
How can we best organise and use the resources we have?
Where are the gaps?
Do we have a balanced literacy and reading program? / How do we identify individual and groups of students who need special attention?
What types of programs do we have for them? Are these working?
What do we need more of? How can we make this happen?
What might we do which is more effective?
How can we monitor progress so we know what assistance they've received and how they are going?
How might proactive programs reduce the number of students requiring intervention support? / What review processes do we have so that we can identify?
  • progress being made
  • effectiveness of special support
  • new programs to be planned and implemented?
How can we support teachers to improve their pedagogy?
What are our plans for the development of our teaching and non-teaching staff?
Are these plans appropriately resourced?
With whom can we collaborate to help us achieve our vision?
Learning and Development centres? Other schools? Universities? Parents? Professional associations? / How does the school link with
  • parents
  • other schools /
providers
  • community?
What information do they need and how are we going to provide it?
What information do parents need to understand the strategy and their role in supporting the school to achieve improved outcomes?
How can we engage partners to help in the school? to do what? What training do they need and how can we provide it?
How do we communicate/share good practice with others?
Community Profile / Shared Vision / Standards & Targets / Assessment and Monitoring / Classroom Organisation and Pedagogy / Intervention and Special Needs / Leadership Co-ordination and Professional Learning / Strategic Community Partnerships
Possible actions/activities to include
in the School Literacy Strategy
Further consultation, reflection on understanding of community literacy backgrounds, expectations and future perceptions.
Professional learning and development for enhanced skills to critically examine the impact of social and cultural diversity on school learning. / Planned opportunities for professional dialogue, debate and sharing to develop common language.
Professional learning to support dialogue and shared understanding around the teaching of:
  • reading
  • literacy'
  • future literacies
/ Performance targets in Annual Operational Plan
Core curriculum mapping and specific literacy standards agreed upon for all Key Learning Areas. / Review of assessment, monitoring and reporting policy and procedures. / Targeted uninterrupted learning blocks.
Appropriate resource identification and sharing of successful practices.
Collegial sharing / mentoring through class/ school visits and professional learning opportunities.
Published teacher practice. / Review of effectiveness of current intervention policy, strategies and personnel.
Investigate and understand how intervention strategies complement classroom activities. / Commitment of funds and time for sustained professional learning and infrastructure to ensure implementation and sharing of learning. / Establishment of reciprocal learning opportunities for parents, teachers, community members and other educational providers.

Planning Matrix: Eight components of the Whole School Literacy StrategyPage 1