language for life - carole park state...

2014 Showcase Awards for Excellence in School Carole Park State School – Language for Life

Carole Park State School – Language for Life: Delivering strong foundations to developmentally and academically

vulnerable children through oral language and literacy enriched programs.

DESCRIPTION

Carole Park State School is a small, culturally diverse, Queensland Government State Primary School. Its context and

community are unique. It is situated in an industrial estate with minimal public transport, services and facilities and

with a high rate of unemployment. Our students arrive at school with complex academic and social/emotional needs.

Within our community context there are no accessible day care or kindergarten facilities. Limited public transport

means that our students rarely travel outside the local community prior to formal schooling. The effects of this are

wide ranging as our students start school without having participated in, or been exposed to, a variety of social

contexts.

It was recognised that the diversity of clientele required multiple personnel, using a variety of specialised strategies,

working in an integrated way to build connections with families and engage students in learning. In the early years we

initially focus on improving student’s oral language performance. School based data shows students arrive at school

with significant Oral Language delays. (App 2 and 5)

The Australian Early Development Index (AEDI) is a national population measure on young children’s development in

different geographical areas. The data is collected from a teacher-completed checklist that consists of over 100

questions which measure five domains of development; Physical Health and Wellbeing, Social Competence, Emotional

Maturity, Language and Cognitive Skills and Communication Skills. The data is collected through a system of regional

and geographical areas, in order to further examine the demographics of communities. The results from the AEDI data

suggest groups of children in specific areas are ‘on track’, ‘developmentally at risk’ and ‘developmentally vulnerable’.

The purpose for this collection of data is to assist schools and communities to effectively plan and evaluate resources

to improve early childhood development. It is from this base that we start our intervention.

Reviewing preliminary data from the 2012 AEDI out of the students surveyed in the geographic areas of Carole Park,

Wacol and Riverview more than 75% of the students had not attended any formal setting (day care, kindergarten or

preschool) type of placement, before starting prep, with one quarter identified as requiring further identification or

assistance medical, physical, behaviour, emotional and cognitive intervention.

Our 2012 AEDI results placed 68.1% of our students in the Developmentally Vulnerable or Developmentally at Risk

category for Physical Health and Wellbeing. Students who fall in to these categories, typically present with low energy

levels and sustenance, poor fine and gross motor skills and poor core strength. Lack of these skills greatly impacts a

child’s ability to engage with all domains of daily school life, from handwriting to playground play. The impact of this

category significantly impacts the foundations they begin school with and the growth required to reach ‘on track’.

In the Language and Cognitive Skills section 53.6% of our students are categorised either Developmentally at Risk or

Developmentally Vulnerable. Collectively it recognises that there are over half of the students surveyed who have

difficulties with basic age appropriate literacy and numeracy. Compared to a school where the majority of the students

are classified as ‘on track’, students at Carole Park State School have limited foundation ability, impacting on the

length of time it will take to reach age appropriate/national benchmarks. With 54.5% if students in these categories

for Communication Skills, our students have difficulty in being understood, and understanding others.


Furthermore, half of the students in the selected area for the AEDI data collection were identified as Developmentally

at Risk, or Developmentally Vulnerable in the emotional maturity category. This category looks more closely at pro-

social and helping behaviour, anxious and fearful behaviour, aggressive behaviour and hyperactivity and inattention. In

recognition of this Carole Park State School have ensured the weekly teaching of positive school behaviours, social

skills and targeted rules. This has been done through a whole school approach to using the same language in all areas

of school life and learning what it means to be Caring, Courageous and Committed, Carole Park Cat.

Collectively the AEDI findings and data

highlight the complexities that Carole Park

State School work within. It is not only

cognitive and language concerns but also a

multitude of factors that make up the

development of a child. To have 72.7% of

students developmentally vulnerable in one

or more domains shows a complexity that

needs to be acknowledged and actively

targeted from day one of prep and earlier if possible. In saying this, the aim of the Language for Life program looks to

provide the necessary tools and skills to holistically use language in all areas of life.

STATEMENT

As a school we know and understand that each child has different academic and social emotional needs, which is why

we strongly believe that recognising these as early as possible provides the best start.

Our school has taken the initiative of funding a Pre Prep Program in Terms 3 and 4, operating 2 hours a day 2 days a

week. This gives us a vital opportunity to make the transition from the discourse of home to that of school. 70% of our

current Prep cohort attended Pre Prep in 2013. The aim of this program is to introduce the children to a formal school

environment and to ensure the early identification of factors that may impact on learning. Students engage in pre-

foundation literacy and numeracy activities, sensory activities and developing fine and gross motor skills all through

play, music and a nurturing environment.

During this time classroom observations are made by the Class Teacher, Guidance Officer and the Support Teacher:

Literacy and Numeracy. We also work closely with the Advisory Visiting Teacher: Early Years and the Speech Language

Pathologist. We assess students using the BRIGANCE Screener which identifies children who may have learning delays,

disabilities, or giftedness. By the end of the Pre Prep Program students have overcome separation anxieties, started

their early literacy and numeracy journey and started to form bonds within the school community.

Students who have attended the Pre Prep Program have generated the skills needed to be active school learners. The

program gives school staff the opportunity to develop bonds with parents. This ensures a working partnership

between school, student and home and has resulted in a number of students accessing medical interventions prior to

the commencement of school. Close links have also been made with the local Indigenous Health Centre to ensure 4

year old health assessments have been undertaken.


In our pursuit of Language for Life our focus on literacy includes the implementation of intensive oral language and

literacy enrichment programs in the early years in conjunction with social emotional and community programs that

combine to improve language and literacy levels. Using a strategic assessment and intervention process students have

targeted and individualised support as a proactive and reactive measure. (App 3)

Oral language plays a vital role in the learning and lives of all students, but particularly early childhood students. We

have recognised this through developing the Language for Life Program, a school program developed by teachers,

ST:L&N, Guidance Officer, Head of Curriculum and EALD Teacher. These students learn to adjust their home language

in order to use and understand the language of schooling. Michael Halliday (Michael Halliday – Language evolving:

Some systemic functional reflections on the history of meaning) lists seven functions of oral language which relate to

the different ways young children use language to achieve particular purposes within particular contexts. According to

Halliday these functions are the foundation of adult language. These functions are:

• Instrumental I want

• Regulatory Do as I tell you

• Interactional Me and you

• Personal Here I come

• Heuristic Tell me why

• Imaginative Let’s pretend

• Representational I’ve got something to tell you

As children develop an understanding of the predictable language patterns of common genres they begin to realise the

potential of language. The Oral Language Programs implemented in P-3 are based on the work of Michael Halliday.

The Oral Language Programs implemented in all P-1 classes are Leap into Language, Launch into Language and Lock

into Language. These are implemented through small group instruction. Pre and post testing using the Quick test of

Oral Language and the RAPT are used to assess a student's language improvement.

The philosophy of early intervention flows through our Prep to Year 3 classes in the form of consistent language

programs that build on a student's language development. In Prep, the Prep Metalinguistic Awareness Program has

been modified to suit the needs of our students and implemented daily through whole class and small group

instruction. (App 2 & 5)

Assessments in these two programs allow guided judgements into possible further student interventions via the ELF

and the PAL programs, which are based on phonological awareness. These programs are implemented by our ST:L&N

and trained teacher aides and run in conjunction with the Support a Reader Program in Years 1-3. Our aim is to have

all our students reach age appropriate benchmarks by the end of their respective years. (App 4 and 6)

We believe engaging the community in positive partnerships allows us to break down barriers in communication. In

order to increase community partnerships through literacy, our school is involved in the Books in Homes project in

partnership with the transport company, Mainfreight. This provides our students with 9 books a year at a cost of

$14,250 per year. This partnership has been in place for six years and is the only school in Queensland to have all

students receiving books. For many of our students these books are the first and only books within their homes.


Another positive partnership that targets the health of our students is the link with the University of Queensland, who

have conducted hearing tests on a number of our students in the early years. This partnership has provided a much

needed service to parents, students and the school. As a result, further attention is now drawn to students with

hearing loss or impairment, and how they will access learning.

In addition to the growing improvement data in the oral language and reading levels, we can also see significant

growth in the numeracy sector. At Carole Park State School the Language for Life program encompasses not only

‘literacy’ classified programs but ensures a collective and holistic approach to language. Starting in 2010 the

Representations, Oral Language and Engagement in Mathematics (RoleM) program commenced and has been in place

for four years. The RoleM program is an oral language based program that is implemented in classrooms from Prep to

Year Three.

The RoleM approach aligns with the Australian Curriculum, provides a gradual learning progression, exposes student

to a range of experiences and representations, offers a range of modes of learning (linguistic; logical-mathematical;

listening, writing, speaking, body-kinaesthetic, visual, spatial); range of learners (differentiated); uses a multi-

representational approach; uses hands on materials; promotes teachers directly or indirectly modelling concepts).

The project was a four-year longitudinal study working with Prep to Year 3 students. It is research based and aims to

develop sequences of targeted learning experiences that are culturally appropriate, accessible and sustainable. RoleM

uses validated testing processes and collects data twice each year. In 2013 the current Year Four students sat both pre

and post-tests. The results from this testing showed an average improvement of 8.29, with the average pre-test score

91.61, and the average post test score 99.90. The students who had sat this test effectively have had three years

exposure to the RoleM program.

United in our Pursuit of Excellence outlines Education Queensland's agenda for improvement, detailing the strategies

that are being implemented across our system to ensure that every day, in every classroom, every state school student

is learning and achieving within a safe, supportive, inclusive and disciplined learning environment.

This is reflected in our Annual Implementation Plan and is achieved through high quality teaching, consistent data

analysis and a consistent approach to curriculum. Overarching this is a strong, supportive and instructional leadership

team. All of our planning is informed by relevant diagnostic data.

OUTCOMES

Evidence to support our Language for Life’s necessity and success are gathered regularly through teacher observation

and diagnostic data collection (App 3). Data gathered for Language for Life is used to inform practice and guide

judgements regularly throughout the year. A consistent, active and accessible Recognition and Response Team guides

and collaborates with all staff to implement our intervention strategies. Intensive case management of all children

who enrol in P-3 and in Pre Prep allows for systematic and crucial needs based goals and language interventions.

Formal data is collected systematically and consistently using different tests including: Briggance, PMAP (pre and post),

Quick test of Oral Language, sound/letter recognition, Renfrew (RAPT), PALS, ELF, PM Benchmark assessments, school

specific sight word tests, Words Their Way, NAPLAN, PAT-R (Glossary – App10).


Pre and post data shows the growth in our students’ oral language skills. The flow on effect of this success is then

gauged by our improving reading levels and NAPLAN results (App 4-7). As students’ Oral Language skills improve so too

do their phonemic awareness and reading skills. Gains are readily seen in the Quick Test of Oral Language and RAPT

data. Teachers also noted improved verbal communication and oral presentation skills through this program. Parent

Opinion Survey results show our parents agree that we have excellent Literacy Programs and results. (App 7)

Looking at the raw data

from the numeracy and

achievement section of

the School Data Profile,

Carole Park SS is still

statistically below the

national data benchmark.

However, when we look at the School Improvement Relative to the Nation from 2008-2013, compared to the rest of

Queensland, our long term improvement is 48.8% for Numeracy compared with 19% as the average growth across

Queensland. Combining the four strands of literacy we see that the School Improvement Relative to the Nation from

2008-2013 is 78.2% compared with a growth of 18.4% in Queensland Schools.

The purpose of including this particular data is to highlight the continuous improvement we are making by

implementing Language for Life programs. These students are starting school with developmentally vulnerable

communication skills but as a school we continue to ensure that the students in our care are given the best start to

their educational journey.

Our systematic approach with Language for Life flows into classroom curriculum which is differentiated to suit the

needs of students. Through all aspects of Early Years at Carole Park State School we strive to provide a rich and

engaging learning experience to all students, recognise individual student academic and social/emotional needs and

provide accordingly. Our holistic approach to learning was validated in 2013 when the school won the Showcase

Award for Excellence in Inclusive Education.

Throughout our application we believe we have evidenced ties to all the key points addressed in the United in Our

Pursuit of Excellence Agenda.

Appendix 1

Team

Principal Stephen Rowe

Head of Curriculum Renee Bond

Support Teacher: Literacy and Numeracy Anna Caldwell

Guidance Officer Vicki Montgomery

Early Years Teachers Melanie Llewellyn

Catherine Jones

Walter Edwards

Belinda Teves

Appendices

Appendix 1 Team

Appendix 2 2012 AEDI Index

Appendix 3 Assessment and Intervention

Appendix 4 2013 Intervention Data

Appendix 5 PMAP Phonological Awareness Program

Appendix 6 Reading Progress PM Benchmarks

Appendix 7 NAPLAN Results

Appendix 8 Letters of Support: Principal and P&C President

Appendix 9 Testimonials

Appendix 10 Glossary

The 2012 Australian Early Development Index

Carole Park State School Profile

72.7% of children are developmentally vulnerable in one or more

domains.

54% of children are vulnerable in two or more domains.

Wacol, the area in which the school is located, is the most

disadvantaged AEDI Local Community in South East Queensland.

Currently there are no children, who are eligible to be enrolled in a

kindergarten program, attending a kindergarten.

Domain Developmentally

vulnerable

Developmentally at

risk On track On track

% of children scoring

below 10th

percentile


between the 10th

and 25th

percentile


between the 25th

and 50th

percentile


above the 50th

percentile

2012 2012 2012 2012

Physical Health &

Wellbeing 54.5 13.6 18 13.6

Social Competence 31.8 31.8 31.8 9

Emotional Maturity 36.3 13.7 22 27

Language and

Cognitive Skills 13.6 40 18 27

Communication

Skills & General

Knowledge 50 4.5 18 27

AEDI Domains

Physical Health & Wellbeing 68.1% below the 25th percentile

Social Competence 63.6% below the 25th percentile

Emotional Maturity 50% below the 25th percentile

Language and Cognitive Skills 53.6% below the 25th percentile

Communication Skills & General Knowledge 54.5 below the 25th percentile

Appendix 2

Assessment and Intervention Appendix 3

At Carole Park State School, we follow a strategic literacy intervention process that is embedded

throughout Pre-prep, prep, year 1, 2 and 3. The following assessment pieces are used to direct

individualised support both pre intervention and post intervention.

The interventions that are directed by the assessment process feed into the individual, providing a

comprehensive support network. This is a whole cluster approach. Implementing a whole cluster

approach is more effective as it ensures consistency for all learners. Individuals are identified early,

targeted intervention is explicit, systematic and relevant.

Assessment and Testing

Pre-Prep Prep Year 1 Year 2 Year 3

Briggance Screening X X

Quick Test of Oral Language X X X X

PMAP testing X X

Renfrew Test X X

PM Benchmark Test X X X X

Words Their Way Test X X X X

PAT Testing – reading and comprehension X X X

Carole Park State School Intervention Data 2013 Appendix 4

Year one students are

expected to improve by five

reading levels as a result of

intervention. 50% of students

have either already achieved

this or are on track to achieve

this by the end of the year.

These results were collected

over an eleven week period

from week one term 3 til

week one term 4 2013.

Year two students are

expected to improve by five

reading levels as a result of

intervention. Three students

are set to surpass their target

level and the remaining

students are on track to

achieve their target level.

These results were collected

over an eleven week period

from week one term 3 til

week one term 4 2013.

Year Three students were expected to improve by five reading levels as a result of intervention. 81% of

students reached a level that was either on or one to two levels below their target. These results were

collected over a ten week period from Week 5 Term 1 to Week 5 Term 2 2013.

0

2

4

6

8

10

12

14

1 2 3 4 5 6 7 8 9 1011 12131415 161718

PM

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Student

Year 1 Intervention

Pre Intervention

Post Intervention

Individual Target

Reading Level

0

5

10

15

20

1 2 3 4 5 6 7

PM

Be

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Student

Year 2 Intervention

Pre Intervention

Post Intervention

Individual Target

Reading Level

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16

PM

Be

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Student

Year 3 Intervention

Pre Intervention

Post Intervention

Individual Target Reading Level

PMAP – Phonological Metalinguistic Awareness Program Appendix 5

Prep Results

The data shown represents the

growth students have made in

their phonological awareness.

The PMAP pre-test was

administered in the beginning of

term 1. The PMAP program was

then implemented daily into

whole class and small group

work with weekly explicit

teacher direction. Assessment

was completed midyear to

determine growth and the

inform planning.

At the end of term 4 post-testing

was completed.

The purpose of including this

data was to highlight the growth

in student’s phonological

awareness across the year. In

each cohort a greater

percentage of students are

achieving benchmark standard

in reading. In addition to this,

the Prep reading levels are

indicative of an enriched

reading and literacy program in

2012 and foundation reading

skills in Pre-Prep.

Through the Early Years’

Language for Life program there

is substantial evidence to show

meaningful development in

phonological awareness, leading

to early reading and writing

development.

Reading Progress - PM Benchmark Appendix 6

The area which has

shown significant

improvement is Student

Reading Level. The

growth made in these

cohorts show an

increase, with over 50%

of the cohort reaching

their age appropriate

benchmark by the end

of the year in 2011,

2012 and 2013.

Another key feature to

be noted is the pre-test

reading level in each

year with over 75% of

Year Ones beginning the

year with a reading

level of three or over.

Despite students

beginning Prep with

developmentally

vulnerable language

ability and academic

ability, students are

consistently reaching

targets set.

This is an excellent

example of how pre

testing and post testing

can show gains made.

The gains made have

been a direct result of

targeting interventions

to students, and using

the information in pre

testing to inform

teaching.

All students in year one,

two and three accessed

literacy intervention in

some form.

NAPLAN Appendix 7

Year 3 NAPLAN Results for all areas of Literacy continue to improve.

Results for all areas of Literacy in

NAPLAN have continued to improve

over the last five years.

The Improvement Relative to the

Nation in both Mean Scale Scores and

National Minimum Standards is

consistently substantially above

Queensland State Schools.

The slope of progression continues to

be positive.

Parent Opinion Survey 2012-2013

Parents agree that the school focusses on the teaching of Literacy as the basis for learning.

Testimonials Appendix 9

Through each classroom it is evident that the transitioning to the next year level is becoming a

smoother process. Students are meeting expectations and because of the consistency in teaching in

the P-3 years and are showing growth in their literacy and oral language skills from where they first

began.’

Renee Bond, Head of Curriculum

‘In my 12 months as a Playgroup Facilitator I have noticed that some of the children who attend our

playgroup start out with very low language skills. At playgroup the children are encouraged to

interact with other children and adults as they socialise during play and craft activities, and this

encourages them to expand their vocabulary. Throughout the year some of the older playgroup

children also attended the Pre-Prep Program at the school and I have particularly noticed that their

language skills have been enhanced even further as they have been engaged in learning letters and

sounds within a classroom setting. As I now work with these same children in the Prep class, I am

amazed at how far they have advanced from when I first met them in playgroup a year ago. They

are participating well in the oral language and PMAP small group sessions. I therefore believe that

playgroup and pre-prep are wonderful stepping stones to primary school education.’

Jill Pullar, Teacher Aide

‘I really liked my child attending the Pre-Prep program at the school. I found it was good for him to

get used to the idea of being in Big Boy School. My son has speech and hearing problems and the

Pre-Prep program helped with early detection and worked with him and with his speech. I can see a

massive improvement from my child attending Pre-Prep and Prep at Carole Park SS. It’s a great

program with great ways to help children get ready for school.’

Nat Mulford, Parent

‘I really liked the Pre-Prep program run at Carole Park State School. I thought it was great that

Bayley go to make friends and meet her teacher before she started big school. The Pre-Prep program

gave her a head start on learning and gave her some independence. It is a great program and I

recommend it to anyone.’

Amanda Edge, Parent

I can see a big difference now between both my girls from when they finished in prep. The younger

one has a better grasp of reading and writing than the older one. The older one accessed support a

reader last year and has improved heaps

Casey Hendy, Parent

Glossary Appendix 10

Briggance Screening – The Briggance screener is used in Pre-Prep and the beginning of Prep to

measure predictors such as success, including physical development, language, academic/cognitive,

self-help, and social-emotional skills. At Carole Park State School the students begin with

dramatically low oral language capabilities identified in the screener.

ELF – Early Literacy Foundations – ELF is a program designed to assist students in the formative years

of schooling. It focusses on phonological awareness and its application in reading and spelling and

motor and sensory skills necessary for maintaining attention, sitting upright, and handwriting. The

ELF program has pre and post-test resources.

Oral Language Program – Leap into Language, Launch into Language, Lock into Language - The Oral

Language Programs implemented in all P-3 classes. These are implemented through small group

instruction. Pre and post testing using the Quick test of Oral Language and the Renfrew are used to

assess a student's language improvement.

PALS – Phonological Awareness for Literacy – This program is typically administered for students

above the age of seven with mild to severe phonological awareness/ processing difficulties

associated with difficulties in decoding (reading) and encoding (spelling) words. It was designed by

teachers, occupational therapists and speech pathologists. It follows on from the ELF program. The

PAL program has pre and post-test resources.

PAT– Progressive Achievement Tests Reading and Comprehension, Vocabulary – The PAT test is

designed by ACER that measures age appropriate ability in through the administration of the

Reading Test, and the Vocabulary and Comprehension Test. It is administered and scored by

teachers and collected in a central data base. This test provided longitudinal results and directs need.

PM Benchmark – Pearson Education Resources – PM Benchmark is a diagnostic reading assessment

tool. When used it provides information about a child’s reading ability, strengths and weaknesses in

fluency, decoding, comprehension and recall. It provides teacher with a reading level.

PMAP – Phonological Metalinguistic Awareness Program - PMAP is a phonemic awareness program

suitable for students in Prep and year 1. Activities develop oral language, pre-reading and pre-

writing skills. The program comes with a test that delivers both pre and post data. The PMAP test is

out of 26. The expectation for students to achieve is between 22 and 26, allowing for minor errors.

Recognition and Response Team – School based team – This is a team of staff made up of the

Guidance Officer, Support Teacher: Literacy and Numeracy, ESL teacher, Head of Curriculum,

Principal and at times Art Therapist or Advisory Visiting Teacher.

Speech Program – Speech and Language Services - Students are referred to the Speech Services

through the Recognition and Response team. The Speech Pathologist completes an assessment and

recommends appropriate intervention. This may take the form of small group or one to one explicit

teaching.

Support-A-Reader – School based intervention – Support-A-Reader uses one to one reading

instruction. It requires staff to be trained with a particular set of skills in order to assist students.

Support-A-Reader sessions run for approximately run for 15-20 minutes and support students with

multiple aspects of reading.

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