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Speaker 1: Now we know that the latest naplan results have been released.

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Speaker 1: It is indeed important data for territory students, parents and

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Speaker 1: teachers as well as schools on student literacy and numerousy achievements.

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Speaker 1: Now joining me on the line to tell us a

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Speaker 1: little bit more about how the Northern Territory fared, it

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Speaker 1: is the Deputy Chief Executive of Regional Services Saded. I mean,

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Speaker 1: good morning to you, said.

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Speaker 2: Katie, Good mind to you and your listeners.

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Speaker 1: Thank you so much for your time this morning. Now,

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Speaker 1: since two thousand and eight, as I understand it, Naplan

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Speaker 1: has been giving us this data. How do we fare

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Speaker 1: this year?

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Speaker 2: Yes, thank you. We look we've fared certainly pretty well.

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Speaker 2: We've got some exceptional teachers in schools in the MT.

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Speaker 2: That's really a little difficult to make comparisons the previous

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Speaker 2: years because education ministers and experts decided on a major

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Speaker 2: research in nap Plan this year. So whilst we've said well,

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Speaker 2: it is actually difficult to compared to previous years, there's

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Speaker 2: a new scale in place. There's new proficiency levels in

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Speaker 2: an attempt to make the graduation a little more detailed

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Speaker 2: as well as easier for teachers and parents to understand.

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Speaker 1: So say, what changed this time round comparatively to previousues.

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Speaker 2: Yeah, so a few things changed and hopefully this one's

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Speaker 2: too technical for your listeners in attend not to boord them,

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Speaker 2: but used to be ten banns before and now there's four,

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Speaker 2: and that's just an attempt to make focus for our teachers.

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Speaker 2: This is the test was earlier in the year, which

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Speaker 2: I think is a really important change because that means

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Speaker 2: the results come back earlier, so it allows teachers in

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Speaker 2: that year to make it significant impacted. Tests used to

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Speaker 2: be halfway through term two and now it's at the

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Speaker 2: start of term one, so that impact will be significant.

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Speaker 2: And it's also the scale change based on feedback from

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Speaker 2: expert educators than the previous statistical modeling. So I think

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Speaker 2: the changes are really positive. It just means you can't

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Speaker 2: compare to previous years because those three things have made

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Speaker 2: significant differences for the outcome.

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Speaker 1: Were there any areas and I suppose where you know,

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Speaker 1: the results did come back and for different schools they thought,

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Speaker 1: oh goodness, may we've got to do some work here.

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Speaker 2: Absolutely. I think across the NT we know and in

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Speaker 2: the case that our open schools have always performed well,

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Speaker 2: And again they have and are certainly happy to talk

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Speaker 2: a little bit more about that again. And the remote

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Speaker 2: that you go, not only in the Northern Territory, across

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Speaker 2: all of Australia becomes a little more difficult to achieve

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Speaker 2: the results you want. It is important to understand, of course,

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Speaker 2: as most of your listeners will know, that we have

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Speaker 2: fifty percent of our students who live in very remote locations,

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Speaker 2: and of course the level of disadvantage for some of

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Speaker 2: those students is quite significant, almost twice as much as

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Speaker 2: the rest of Australia. Based on that outcome, you know,

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Speaker 2: we have thirty five percent of our students who who

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Speaker 2: need additional support. So that's well below that fifty percent comparison,

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Speaker 2: if you're like so. In some respects our schools are

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Speaker 2: doing a great job. Our urban schools continue to shine.

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Speaker 2: I mean, most of our year sevens have outperformed are

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Speaker 2: the states in our rest or of the domain. Now

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Speaker 2: that's quite a significant outcome for our schools and it

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Speaker 2: acknowledges the great work our teachers and schools continue to

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Speaker 2: do for our students.

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Speaker 1: It is good news and certainly, you know a good

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Speaker 1: thing for us to get those those good results in

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Speaker 1: our urban areas talk us through though in those more

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Speaker 1: remote areas, it does sound like these is quite a

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Speaker 1: bit that needs to happen.

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Speaker 2: Yeah, I think it's about, you know, continuing to work

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Speaker 2: with guns and in the early years, Katy. You know,

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Speaker 2: if students are able to pick up strong foundational early

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Speaker 2: literacy skills, then you know, we know from best practice

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Speaker 2: evidence that they're going to their bettering later in school.

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Speaker 2: So we have a really strong emphasis on those early years.

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Speaker 2: We are every school must do the foundation of ear

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Speaker 2: literacy assessment because that's about phonological and phonemic awareness. And

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Speaker 2: we continue to ensure that our teachers build their expertise

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Speaker 2: by accessing the appropriate professional envelopment. All of our teachers

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Speaker 2: can access the National Literacy Hub and Mathub and we're

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Speaker 2: doing a lot of work in that area to ensure

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Speaker 2: that the teachers that are out in the remotes have

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Speaker 2: got the ability to accept that work because it's really

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Speaker 2: about teacher expectise.

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Speaker 1: Yeah, and so that's the I suppose that's the interesting part,

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Speaker 1: isn't It is quite often because some kids can get

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Speaker 1: really quite nervous before tests like this happen, but it

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Speaker 1: is more sort of an indicator I suppose to make

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Speaker 1: sure the school and also that you know that the

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Speaker 1: education departments performing in the way that they need to

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Speaker 1: and that kids are learning in the areas that they

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Speaker 1: need to. Is that right?

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Speaker 2: Totally right? Yeah, a lot of the previous teacher and principal.

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Speaker 2: I always value net plan as one assessment of many

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Speaker 2: that would not only tell us how students are going,

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Speaker 2: but also tell us what bits we're working in schools

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Speaker 2: and what bt WEE needs to change. It's an evidence

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Speaker 2: based database. It is one test on one day, okatie.

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Speaker 2: So we do need to keep that investinctive, but it

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Speaker 2: does provide great information in terms of what we might

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Speaker 2: need to change and net plan results themselves and teachers

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Speaker 2: in school. Through this, you know, you're able to really

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Speaker 2: drill down into very specific questions or details. It might

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Speaker 2: be that a group of students are not understanding questions

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Speaker 2: for example. Therefore, schools then are able to tailor their

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Speaker 2: learning programs to identify those needs that are being met

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Speaker 2: or not being met, and you have some impactful strategies.

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Speaker 2: It has appropriate.

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Speaker 1: Now I know that it is being reported this morning

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Speaker 1: in the paper. I mean they are saying that it's

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Speaker 1: more than half of territory school students are underperforming academically.

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Speaker 1: It's according to the napline results and what they've revealed.

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Speaker 1: But from what you're saying, it seems as though in

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Speaker 1: the urban centers we're doing quite well, but unfortunately remotely

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Speaker 1: we are still really lagging.

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Speaker 2: Yeah, that's that's certainly what the doubt of indicating. I mean,

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Speaker 2: across the at we've got thirty five percent of students

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Speaker 2: in that meeting additional support category and then about another

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Speaker 2: twenty in developing. So we've certainly got some challenges and

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Speaker 2: we're certainly not shirking away from those challenges. And it's

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Speaker 2: exascerbated a little bit more in the motives you said.

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Speaker 2: You know, we're aware of that has got a little

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Speaker 2: bit better, but it's reflected previous patterns. They also reflect

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Speaker 2: national patterns in terms of remote versuserve and settings. But

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Speaker 2: you know, it is reassuring that we've got some great

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Speaker 2: teachers doing some great work.

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Speaker 1: So when you sort of get results like this from

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Speaker 1: the department's perspective, do you look at them and go, Okay,

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Speaker 1: we need to sort of look at getting some more

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Speaker 1: resources into this area, or are they you know, do

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Speaker 1: you have to have discussions with those schools or is

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Speaker 1: it something that the schools individually look at and go, okay,

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Speaker 1: we've got we've got to sort of focus some efforts

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Speaker 1: into this area or another area.

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Speaker 2: Yeah, all of the above. Certainly, our principles are extremely skilled.

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Speaker 2: They're looking at their own data. I'll spend the morning

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Speaker 2: at Ladmella Primary School and you know, talking to Caro Putrica,

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Speaker 2: the principle. Her examination of data an exceptionally po and

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Speaker 2: she uses that to guide implementations strates at the whole

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Speaker 2: school level and also at the department. We have some

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Speaker 2: teaching and learning experts if you're like, we will also

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Speaker 2: crunch that data and then implement strategies at a kind

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Speaker 2: of regional level, so that might include regional literacy coaches

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Speaker 2: or regional professional development for teachers. We've got a very

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Speaker 2: strong manyful mats network in the Cafeine area, for example.

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Speaker 2: The schools come along too, So it's certainly working with principles.

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Speaker 2: With we never do things to principles. We work with

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Speaker 2: principles and if they identify support, then we work hard

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Speaker 2: to that support in place. Well.

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Speaker 1: Saeed am In, the Deputy Chief Executive of Regional Services,

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Speaker 1: we appreciate your time this morning. Thank you very much

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Speaker 1: for having a chat with us about those Naplan results.

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Speaker 2: Thank you Keerley all of that.

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Speaker 1: Thank you