In 2016 Good to Great Schools Australia (GGSA) commissioned Dr Annie Holden of ImpaxSIA Consulting to undertake an interim evaluation of the impacts to date of the implementation of the Flexible Literacy for Remote Primary Schools Program (FLRPS).
This paper argues that we must intentionally change the narrative that frames our definition of ‘success’ in education and our priorities for reform. The narrative of choice and autonomy has impeded and undermined our focus on enhancing achievement for every student.
The purpose of this analysis is to evaluate the DIBELS data in order to gain any insights these data may offer in regard to the academic effects of the CYAAA project.
There is a recent and rapidly growing appetite for figuring out and accomplishing what is called “whole system reform”—how to improve all schools in a district, a region, a state, province of country.