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This Concept Map, created with IHMC CmapTools, has information related to: ATSI ACTION PLAN 2010-2014, 3. Jurisdictional Priorities QUEENSLAND improving Aboriginal and Torres Strait Islander attendance and retention; »» building the skills of teachers and school leadership teams to enhance Aboriginal and Torres Strait Islander achievement in literacy and numeracy; »» improved in-school support for teachers and leaders, particularly in disadvantaged Aboriginal and Torres Strait Islander, rural/remote and hard-to-staff schools; »» improved reward structures for teachers and leaders who work in disadvantaged Aboriginal and Torres Strait Islander, rural/ remote and hard-to-staff schools; and »» improved outcomes through enhanced access to digital teaching and learning opportunities., Literacy and numeracy ???? 31. Focus schools will during 2011 have in place a whole-of-school approach to the teaching and learning of Standard Australian English literacy and numeracy which: -- builds from students’ home language(s) where Standard Australian English is a second or further language; -- in literacy, in the first three years of school (and beyond if necessary), uses an integrated and balanced approach to reading that includes explicit teaching of phonemic awareness, phonics, fluency, vocabulary knowledge and text comprehension; -- in numeracy, in the first three years of school (and beyond if necessary), uses an integrated approach to numbers and includes explicit teaching of their purpose, representations, use and application, and interpretation in context (including comprehension); and -- in both literacy and numeracy, uses data to monitor individual student performance and drive whole-of-school improvement. 32. Teachers and education workers in focus schools will participate in appropriate professional learning during 2011 and 2012 to support a whole-of-school approach to the teaching of Standard Australian English literacy and numeracy and use of data on student performance to drive individual and whole-of-school improvement., 2. National Collaboration ???? Leadership, quality teaching and workforce development, Leadership, quality teaching and workforce development ???? Educational leadership by principals that acknowledges and embraces Aboriginal and Torres Strait Islander leadership is also central to establishing and maintaining cultures of learning that are inclusive of Aboriginal and Torres Strait Islander students and their families and enables and celebrates student achievement support aspiring Aboriginal and Torres Strait Islander education leaders, include initiatives to attract more Aboriginal and Torres Strait Islander Australians into the education workforce and bureaucracies and provide pathways through the workforce 43. Every principal of a focus school will within two years be required to participate in a leadership program to assist them to lead improvement in the learning outcomes of Aboriginal and Torres Strait Islander students. 44. School principals will have the flexibility to tailor operations to meet the needs of the local Aboriginal and Torres Strait Islander community. This might include extending operating hours and providing onsite or co-located services such as health care, after hours’ study support, multilingual and English as a Second Language programs, sporting programs, child care, and family support programs. Principals might also partner with other schools to share resources and facilities, develop joint initiatives and provide peer mentoring and support, 2. National Collaboration ???? Engagement and connections, 4. Tracking Progress and Building on What Works ????, Engagement and connections ???? non-Indigenous school leaders and staff must go beyond the classroom and school in seeking to engage with communities. Increasing the involvement of principals, leaders and staff in cultural and community activities signals a valuing of cultural identity and community assets. A two-way approach to community engagement that results in interaction of school and community in locations both in and out of school will build social capital in the school community to enable authentic engagement and connectionAboriginal and Torres Strait Islander children under 5 years of age benefit from interagency actions to improve their social, physical and cognitive development. 15. Education providers will work with focus schools in 2011 to identify and commence implementation of outreach strategies to connect with early childhood education, health, welfare, family support, and youth and community services at both local and system levels. 16. Education providers will consult with other service providers to develop and implement programs and/or services targeted to the needs of Aboriginal and Torres Strait Islander students who are pregnant and students who are parents to support their continued engagement in education. 17. Education providers will review the role of Aboriginal and Torres Strait Islander education workers to maximise their ability to work in partnership with Aboriginal and Torres Strait Islander students, their parents and teachers to improve educational outcomes. 18. Education providers will strengthen school accountability and reporting to families and the community on Aboriginal and Torres Strait Islander student outcomes. 19. Focus schools will commence negotiating a formal school – community partnership agreement between the school, families and Aboriginal and Torres Strait Islander community in 2011 that sets out the respective responsibilities of each party and the ways in which they will work together to create a culture of high expectations for Aboriginal and Torres Strait Islander children and support improvements in their engagement, wellbeing and educational outcomes. 20. Focus schools will commence establishing Aboriginal and Torres Strait Islander family forums in 2011 through school and community partnership agreements, with terms of reference and operating guidelines jointly developed by schools, staff and families. 21. Schools will involve Aboriginal and Torres Strait Islander families, teachers and Aboriginal and Torres Strait Islander education workers in the development of personalised learning strategies for Aboriginal and Torres Strait Islander students from the first year of formal schooling to Year 10 to support improved educational outcomes. Issues relating to health and wellbeing that impact on education will be considered in this process through the cooperation of health services with the assistance of education providers., 2. National Collaboration ???? Readiness for school, Readiness for school ???? AEDI data becomes important for us in place based interventions UNFAIR EXTRAPOLATION -55%+ OF OUR KIDS DO POORLY IN ONE OR MORE OF THE INDEX DOMAINS 8. Focus schools will in 2011 identify what strategies can be implemented to address readiness for school and commence implementation as early as possible. Strategies and resources will be identified in school plans or other public documents., Attendance ???? 26. Focus schools will: -- commence developing an evidence-based attendance strategy in 2011 in consultation with parents and the Aboriginal and Torres Strait Islander community, which includes targets for improved attendance and reflects how the school responds to and seeks to enhance the linguistic, cultural and contextual resources that students bring to their schooling; -- publish their attendance strategy in 2012; -- evaluate and monitor the success of their attendance strategy; and -- report annually on progress towards meeting their targets. The strategy and resources will be identified in school plans or other public documents, Pathways to real post-school options ???? Proportion of Aboriginal and Torres Strait Islander people aged 20 – 24 who have attained Year 12 or equivalent or Australian Qualifitications Framework (AQF) Certificate II or above. NATIONAL 45. MCEECDYA will seek advice from Indigenous education consultative bodies, the Indigenous Higher Education Advisory Council, Universities Australia and other strategic stakeholders to increase the number of Aboriginal and Torres Strait Islander students who make a successful transition to university in conjunction with new national reforms to increase Aboriginal and Torres Strait Islander participation in higher education. SYSTEMIC 49. Education providers will strengthen partnerships between schools, VET providers, universities and Aboriginal and Torres Strait Islander communities to broaden the horizons and post-school options of Aboriginal and Torres Strait Islander students. 50. Education providers will develop innovative uses of interactive technologies with Aboriginal and Torres Strait Islander students. LOCAL 51. Secondary schools will provide innovative and tailored learning opportunities, mentoring and targeted case management strategies to increase the retention of Aboriginal and Torres Strait Islander students to Year 12. 52. Secondary schools will provide pathways and improved access to school-based accredited training, including traineeships and apprenticeships, for Aboriginal and Torres Strait Islander students in Years 10-12. 53. Secondary schools will provide case management for Aboriginal and Torres Strait Islander students undertaking school-based traineeships and link them to employment services. 54. Secondary schools will provide access to career services for Aboriginal and Torres Strait Islander students and their families to support informed career and study choices. 55. Secondary schools will maximise opportunities for Aboriginal and Torres Strait Islander students under School Business Community Partnerships to extend learning beyond the classroom, increase student engagement, deepen learning experiences and improve educational outcomes.