The Early Action for Success (EAfS) strategy aims to improve student's performance through a targeted approach in the early years in primary schools.
EAfS Phase 2 is a core component of the NSW Literacy and Numeracy Strategy (2017-2021), the strategy involves:
* Early identification of the level of attainment in Literacy and Numeracy of each individual child (K-2);
* Differentiating teaching practice that focuses on the needs of the individual student;
* Using targeted interventions in Literacy and / or Numeracy according to need ; and
* On-going monitoring of student progress against the Literacy and Numeracy Learning Progressions.
EAFS brings together
* Quality leadership;
* Indentifying individual levels of attainment in Literacy and Numeracy, essential for teaching that is personalised to individual student learning needs; and
* Tiered interventions in Literacy and Numeracy.
As part of the EAfS strategy, Boolaroo Public School has an Instructional Leader, Aaron Quinnell, appointed for 2 days a week on Mondays and Tuesdays, to lead the initiative. Boolaroo staff meet regularly to analyse student learning progress data collected during classroom lessons. This progress data is a major focus in designing individual and differentiated teaching and learning programs for each student. The Instructional leader also spends considerable time in classrooms supporting teachers and students. A major focus of support in 2021 is the continued implementation of 'Learning Sprints'
Engagement in learning Sprints supports the adoption of evidence-informed practices and enables educators to collectively plan, act and evaluate their impact. The approach is aligned with the existing research evidence into the features of effective teacher professional learning and the science of behaviour change.
The major focus of 'Learning Sprints' is to support teachers to:
+ Better identify and address thier students' most pressing learning needs
+ Maker more effective use of available team collaboration time, supported by clear tools and protocols
+ benefit from more relevant, job embedded professional learning that focuses on practical teaching and learning challenges
+ More effectively share and spread best practices
+ Better adopt and embed the use of research-informed practice and evaluate their impact through formativce assessment
+ deepen their pedagogical content knowlege and be inspired to continually improve
+ Build trust within and across teacher teams and take collective action to help each other to improve