Page 2848 - Week 08 - Wednesday, 14 August 2019
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the planning of curriculum-based assessments and interventions to help meet the learning needs of students. This may include whole class (Tier 1) and additional small group (Tier 2) approaches. If students need more targeted support (Tier 3), a psychologist can assist the teachers and school leaders in a case management approach with teachers to develop highly targeted additional intervention and assessment related to literacy.
One of the components of the Early Years Literacy Initiative (EYLI) is training coaches, or literacy specialists, in each participating school. By the end of 2019 there will be 51 schools engaged in the initiative, thus at least 51 literacy coaches in 51 schools, with many of the participating schools having two or more trained coaches. The coaches are available to support all teachers in their school strengthen their literacy practices.
As part of the EYLI, there are also five instructional mentors who are experienced school leaders who support the school-based literacy coaches in implementing and embedding the evidence-based teaching practices in schools. The instructional mentors support all schools across the preschool, early childhood, primary and secondary sectors.
The Network Student Engagement Team (NSET) employs speech pathologists who can support schools to address students’ learning and development needs and are also able to consider factors that contribute to learning difficulties such as phonological awareness and language skills. NSET’s role is to build school and teacher capacity and the speech language pathology team currently offer professional learning and collaborative planning with schools in the areas of early identification and evidence-based supports in several areas including language and the relationship between oral language and literacy skills.
Speech language pathologists are contributing to assisting teachers to build quality literacy practices. They are involved in the Early Years Oral Language/Literacy Initiative and provide capacity building through consultation and in-servicing to schools which includes information about the scope and sequence of phonics teaching as well as enhancing understanding of oral language and literacy links. NSET speech language pathologists are also contributing to Tier 2 interventions, for example, by contributing to data collection and assessment and assisting with tailoring of oral language and phonological awareness support for small groups of students usually facilitated by an Allied Health Assistant and school staff.
Conclusion
The ACT Government, through the Future of Education Strategy, continues to maintain a focus on meeting the wellbeing and learning needs of all students by placing students at the centre of their learning; empowering teachers, school leaders and other professionals to thrive in a career of learning that meets the needs of all students; building strong communities for learning and systems that support learning. This includes a focus on meeting the needs of students with learning difficulties, including dyslexia, through ongoing professional development for schools, access to specialist expertise and evidence-based literacy instruction. The Education Directorate’s active engagement in this space is evidenced by the ACT Government’s significant investment in strengthening specialist support for students and schools available through the Network Student
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