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Premier’s Reading Challenge

Annual Report 2008

The Fifth Year

Year of the Champion Medal

Premier’s Reading Challenge Annual Report 2008 2

Front cover: Premier Mike Rann with high achieving students featured on the 2008 Premier’s Reading Challenge poster.

Further information Project Manager, Premier’s Reading Challenge Department of Education and Children’s Services Level 4 Education Centre 31 Flinders St ADELAIDE 5000

Courier R11/37 Telephone 08 8226 2006 E-mail [email protected] Website www.prc.sa.edu.au Facsimile 08 8226 2401 Copies of report Available on the Premier’s Reading Challenge website www.prc.sa.edu.au Please note In this report, the term ‘parents’ denotes all parents, caregivers and guardians of children. Produced by: Department of Education and Children’s Services, South Australia © 2009 The State of South Australia, Department of Education and Children’s Services


CONTENTS

TABLES ............................................................................................................................................................ 4

FIGURES........................................................................................................................................................... 4

EXECUTIVE SUMMARY................................................................................................................................... 5

INTRODUCTION ............................................................................................................................................... 6

CONTEXT.......................................................................................................................................................... 7

STATISTICAL OUTCOMES ............................................................................................................................. 8

SCHOOL PARTICIPATION................................................................................................................................... 8 STUDENT PARTICIPATION ................................................................................................................................. 8 HOME EDUCATION AND INDIVIDUAL STUDENT STATISTICS.................................................................................... 9 GENDER STATISTICS ........................................................................................................................................ 9 YEAR LEVEL STATISTICS................................................................................................................................. 10 NAPLAN RESULTS ........................................................................................................................................ 10

AWARDS......................................................................................................................................................... 11

ABORIGINAL STRATEGY ............................................................................................................................. 12

SPECIAL SCHOOLS ...................................................................................................................................... 13

PREMIER’S RECEPTION............................................................................................................................... 14

PROGRAM MANAGEMENT........................................................................................................................... 15

PROGRAM PROMOTION............................................................................................................................... 15

AMBASSADORS ............................................................................................................................................ 16

OTHER COMPONENTS OF THE PROGRAM ............................................................................................... 18

THE WEBSITE................................................................................................................................................. 18 SCHOOL CONTACT PEOPLE............................................................................................................................. 18 BOOKLISTS.................................................................................................................................................... 18 POSTERS ...................................................................................................................................................... 19 DATABASE AND DATA ENTRY........................................................................................................................... 19

LINKS WITH OTHER PROGRAMS................................................................................................................ 19

SURVEY .......................................................................................................................................................... 20

DEMOGRAPHIC DATA...................................................................................................................................... 20 STUDENT READING ........................................................................................................................................ 20 MANAGEMENT OF THE CHALLENGE................................................................................................................. 21 BENEFITS OF THE CHALLENGE........................................................................................................................ 21 IDEAS TO ENHANCE THE CHALLENGE .............................................................................................................. 21 GENERAL COMMENTS .................................................................................................................................... 22

RECOMMENDATIONS FOR 2009 ................................................................................................................. 23

CONCLUSION................................................................................................................................................. 23

APPENDICES ................................................................................................................................................. 24

APPENDIX 1—SCHOOLS INVITED TO THE PREMIER’S RECEPTION, 2008. .......................................................... 24 APPENDIX 2—SCHOOLS WITH CONTINUING OUTSTANDING ACHIEVEMENT, 2008 ............................................... 25


TABLES

1. Numbers of schools participating in the Challenge in each school sector ......................................... 8 2. Numbers of students completing the Challenge 2004–2008 ..............................................................8 3. Certificates and medals awarded to students in 2008, by gender ......................................................9 4. Year level statistics, including percentage improvement 2007–2008 ...............................................10 5. Awards presented over all the years of the Challenge......................................................................11 6. Numbers of students in APY Lands schools completing the Challenge ...........................................12 7. Numbers of students in Aboriginal schools completing the Challenge .............................................12 8. Ambassadors for the Premier’s Reading Challenge .........................................................................16

FIGURES

1. Home education and individual students completing the Challenge...................................................9 2. Certificates and medals awarded to students in 2008, by gender ......................................................9 3. NAPLAN results.................................................................................................................................10 4. Awards presented in each educational sector 2004–2008 ...............................................................11 5. Aboriginal students in DECS schools completing the Challenge ......................................................12 6. Why students took part in the Challenge in 2008 (according to student survey responses) ............20


EXECUTIVE SUMMARY

The Premier’s Reading Challenge is a literacy engagement program that challenges South Australian students from Reception to Year 9 to read 12 books by September each year. It was in its fifth year of operation in 2008 and it was the first year Champion Medals were presented for achieving the Challenge for five years. The Premier’s Reading Challenge contributes towards achieving targets in South Australia’s Strategic Plan, the Department of Education and Children’s Services Statement of Directions 2005–2010 and the DECS Aboriginal Strategy 2005–2010. In 2008, Challenge achievements included the following: • The Challenge was completed by 107 223

students, which was approximately 55 per cent of all South Australian students from Reception to Year 9 and was a 6 per cent increase above the 2007 figure.

• Students from 757 schools completed the Challenge, which was 95 per cent of eligible schools. Of these, 20 schools participated for the first time.

• A total of 2521 Aboriginal students completed the Challenge, which was an 11 per cent increase from 2007. Of these, 124 students were from 9 of the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands schools, which was a 36 per cent increase above the 2007 figure.

• In 2008, there were 247 home education children who completed the Challenge, which was an increase of 16 per cent on the number involved in 2007.

• In the results for the National Assessment Program Literacy and Numeracy (NAPLAN) in 2008, DECS students completing the Premier’s Reading Challenge statistically outperformed those who did not participate.

The Premier’s Reception was held at the Space Theatre at the Festival Centre on Monday 23 November and representatives from 50 schools with outstanding achievement were invited to attend. A further 123 schools that had representatives attending a Premier’s Reception in previous years were sent a framed certificate to recognise their continuing outstanding achievement in the Challenge. The 14 ambassadors, who are high profile South Australians, made a valued contribution to the program. Children’s author, Janeen Brian, joined the ambassador team for the first time in 2008. Adelaide United Football Club became the first

ambassador team for both the Premier’s Reading Challenge and the Premier’s be active Challenge. Three surveys were available on the website in November and December 2008. There was a separate survey for students, staff and parents to gain some feedback on the effectiveness of the Premier’s Reading Challenge and to inform decision making for future directions. Although survey feedback cannot be assumed to be representative, it suggested a high degree of satisfaction with the program.

A number of themes emerged about the major benefits associated with the Premier’s Reading Challenge, including that it: • provided an incentive to read which particularly

encouraged boys and reluctant readers • encouraged students to talk to each other

about books, recommending titles and broadening their reading selection and awareness of authors

• created a sense of enthusiasm and ‘a buzz’ about reading as more students discovered they enjoyed reading as a recreational activity

• increased the numbers of books being borrowed from libraries and highlighted quality literature, as many schools encouraged students to read beyond the initial challenge of 12 books each year

• enhanced the profile of reading and the support from the school community, whilst developing a whole school reading focus and a sense of pride and achievement

• motivated students with varying levels of reading ability to improve their literacy skills, indicating the inclusivity of the Challenge and the opportunity for the recognition of children who do not usually receive awards

• encouraged students to develop persistence and organisational skills to achieve a goal.

This fifth year was an outstanding one for the Premier’s Reading Challenge. All aspects of the program continued to expand and improve, which indicated overall success of the Challenge. Increased levels of school participation and continued growth in student completion numbers indicated this is a valued literacy program. The evidence from statistics, literacy scores and survey comments suggested positive progress towards Premier Rann’s aims in introducing the Challenge in 2004, which were to: • encourage children to enjoy reading more

books • improve literacy levels.


INTRODUCTION

The Premier’s Reading Challenge is a State Government initiative of the Premier, Mike Rann. His aim is to encourage students to read more books for enjoyment and to improve literacy levels. Students are required to read 12 books a year to complete the Challenge. In the first year, students receive a certificate signed by the Premier. When students complete the Challenge for the second year they receive a Bronze Medal, for the third year a Silver Medal, and a Gold Medal for the fourth year. The Premier’s Reading Challenge Champion Medal was introduced in 2008 for completing the Challenge for five years. This will be followed by the Legend Medal in 2009 (for six years), and the Hall of Fame Medal in 2010 (for seven years). Students from Reception to Year 9 from government and non-government schools and home education families are encouraged to participate in the Challenge. From 2008, students in Years 10, 11 and 12 were welcome to continue their participation. The Premier’s Reading Challenge began in 2004. For the period 2005–2009, funding of $1.2 million was allocated. The program will have specific

purpose allocation funding from Treasury from mid 2009 onwards. The Premier’s Reading Challenge is launched at the beginning of each school year. Posters and information are distributed to all schools and public libraries. Schools are encouraged to nominate a school contact person to complete an online registration for the school, organise the Premier’s Reading Challenge at the school and receive communications throughout the year. Public libraries are very supportive of the Challenge and students are encouraged to use their public library as well as their school library to find the books they would like to read. There are now government supported literacy initiatives for all South Australians with the launch of The Little Big Book Club in February 2006 catering for children from birth to age five, the Premier’s Reading Challenge for Reception to Year 9 students, and The Big Book Club for Year 10 students and older, right through to adults. All information about the Challenge is available on the website at <www.prc.sa.edu.au>.

Premier Mike Rann presented the first Champion Medals at Riverdale Primary School, November 2008.


CONTEXT

The Premier’s Reading Challenge contributes towards achieving Objective 6: Expanding Opportunity—EDUCATION in South Australia’s Strategic Plan. Specifically, these are the targets T6.12, T6.13 and T6.14 relating to the achievement of the national benchmarks in reading for Year 3, Year 5 and Year 7 students.

It also contributes towards achieving Objective 6: Expanding Opportunity—ABORIGINAL EDUCATION target T6.18 aimed at increasing yearly the proportion of Aboriginal children reading at age appropriate levels at the end of Year 1. These targets are included in the DECS Statement of Directions 2005–2010 in Goal 2: Excellence in Learning. There is also a specific target to increase the percentage of Aboriginal students in Year 5 and Year 7 achieving the upper skill bands for literacy. The Premier’s Reading Challenge also works towards achieving the literacy aspect of the Aboriginal Education target in the DECS Aboriginal Strategy 2005–2010 specifically in Key focus area 3: Literacy and Numeracy. DECS commits to addressing the urgent need to improve

educational outcomes for Aboriginal children, especially in literacy, to a level comparable with that of the school population as a whole. The program is managed by a program manager in Curriculum Services in the Department of Education and Children’s Services (DECS). Schools from all three education sectors participate in the Challenge as well as home education students. The Public Library Service gives its full support to the program. Three surveys were available on the website in November and December 2008. There was a separate survey for students, staff and parents. The purpose of the surveys was to gain some feedback on the effectiveness of the Premier’s Reading Challenge in a number of areas and to inform decision making for future directions and enhancement of the Premier’s Reading Challenge. It must be noted that because the surveys were freely available to anyone who could access the website and who chose to respond, the respondents are not necessarily representative of program stakeholders. Reference will be made to the surveys in this report.

Ambassador Aurelio Vidmar spoke to students at Holdfast Bay Public Library at Brighton, June 2008.


STATISTICAL OUTCOMES

School participation The final number of schools participating in 2008 was 763 schools. Of these, 757 schools, which is 95 per cent of eligible schools in South Australia, had students who completed the Premier’s Reading Challenge. There were 20 schools in 2008 participating for the first time.

Table 1 indicates the growth in numbers of schools participating in the Challenge in each school sector, from 2004 to 2008: Department of Education and Children’s Services (DECS), Catholic Education South Australia (CESA) and independent schools.

Table 1: Numbers of schools with students completing the Challenge in each school sector

Sector

Number of schools

2004 %

Number of schools

2005 %

Number of schools

2006 %

Number of schools

2007 %

Number of schools

2008 % DECS 445 73% 490 81% 547 91% 565 93% 566 94% CESA 82 76% 88 84% 96 92% 101 94% 104 98%

Indepen-dent

61 64% 67 72% 75 81% 82 85% 87 93%

Total 588 73% 645 81% 718 90% 748 93% 757 95%

Student participation In 2008, 107 223 students completed the Challenge. This is a 6 per cent increase from 2007 (see Table 2).

It represents approximately 55 per cent of all South Australian students, from Reception to Year 9.

Table 2: Numbers of students completing the Challenge 2004–2008

Sector Number of

students 2004 Number of

students 2005Number of

students 2006Number of

students 2007 Number of

students 2008DECS 35 072 51 968 64 871 70 374 74 072 CESA 8 720 11 129 15 742 18 568 20 048

Indepen-dent

5 723 8 202 10 302 12 029 13 103

Total 49 495 71 299 90 915 100 971 107 223

Ambassador Mem Fox with students from McDonald Park School in Mount Gambier, August 2008.


Home education and individual student statistics The number of students completing the Challenge who were home educated or attending a school

that did not participate in the Challenge continued to rise, increasing by 16 per cent from 2007, to 247 students.

Figure 1: Home education and individual students completing the Challenge

Number of Home Educated or Individual Students per Year

0

50

100

150

200

250

300

Year

Num

ber o

f Par

ticip

ants

20042005200620072008

Gender statistics Of the 107 223 students who completed the Premier’s Reading Challenge in 2008, 49 per cent were boys and 51 per cent were girls, which maintained the close gender gap from previous years. The surveys revealed that boys are

motivated with the idea of ‘taking up the challenge’ and that the Premier’s Reading Challenge has been a factor in encouraging boys’ literacy development.

Table 3: Certificates and medals awarded to students in 2008, by gender

Gender Certificate Bronze Medal Silver Medal Gold Medal Champion Medal

Total

Female 12 421 12 349 11 651 9 789 8 449 54 659 Male 13 094 12 472 11 382 8 758 6 858 52 564 Total 25 515 24 821 23 033 18 547 15 307 107 223

Figure 2: Certificates and medals awarded to students in 2008, by gender

Number of Awards Presented by Gender in 2008

0

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10000

15000

20000

25000

30000

Female Male Total

Gender

Num

ber

of A

war

ds CertificateBronze MedalSilver MedalGold MedalChampion Medal


Year level statistics The overall take-up of the Challenge has increased each year, with a 6 per cent increase from 2007 to 2008. There was an increase in all year levels in 2008, varying from 10 per cent in

Year 1 to 0.2 per cent in Year 9. A new guideline was introduced in 2008 to allow students to continue the Challenge in Years 10 to 12. This resulted in 303 students taking this opportunity.

Table 4: Year level statistics, including percentage improvement 2007–2008

2004 2005 2006 2007

2008 2007 to 2008 improvement

Reception 7 717 10 942 12 637 14 701 15 387 4% Year 1 7 968 10 545 12 790 13 400 14 830 10% Year 2 7 883 10 787 12 781 13 776 14 217 3% Year 3 6 179 9 144 11 805 13 089 13 619 4% Year 4 5 947 8 837 11 634 12 625 13 485 7% Year 5 5 505 8 452 10 595 11 777 12 664 7% Year 6 4 000 5 022 8 322 9 296 9 955 7% Year 7 3 088 4 831 7 001 8 212 8 687 6% Year 8 821 2 051 2 107 2 430 2 483 2% Year 9 428 688 1 243 1 585 1 589 0.2%

Year 10 80 168 110% Year 11 64 – Year 12 71 –

Total 49 536 71 299 90 915 100 971 107 223 6%

NAPLAN results In the results for the National Assessment Program Literacy and Numeracy (NAPLAN) in 2008, DECS students completing the Premier’s Reading Challenge statistically outperformed those who did not do the Challenge. The results were based on 24 640 students who participated in both the NAPLAN tests and the Premier’s Reading Challenge (PRC) in 2008 in Years 3, 5, 7 and 9. This is represented in Figure 3, where the difference between the mean scores for PRC and the non-PRC students demonstrates a difference in reading ability of approximately 7 months for Year 3 students, 6 months for Year 5 students, 3

months for Year 7 students, and 9 months for Year 9 students. These trends are supported by the results in the previous four years of the State Literacy and Numeracy (LAN) tests for Premier’s Reading Challenge participants. Further results for Years 3, 5 and 7 demonstrated that the PRC is attracting students from all ability levels, not just those who are in the upper bands for reading. In Year 9, there were more students participating from the upper bands, which may account for some of the difference for Year 9 students.

Figure 3: NAPLAN results

2008 Reading Scores

300

350

400

450

500

550

600

650

3 5 7 9Year Level

Non Premier's Reading Challenge

Premier's Reading Challenge

Score

Source: DECS Data Management


AWARDS

In 2008, 25 515 students completed the Challenge for the first time and were awarded a certificate signed by the Premier. The Challenge was completed by 24 821 students for the second time. These students were awarded a Bronze Medal. Silver Medals were presented to 23 033 students for completing the Challenge three times. For achieving the Challenge for the fourth time, 18 547 students were presented with Gold Medals. Champion Medals were presented for the first time to 15 307 students who completed the Challenge every year since it began in 2004. This signifies a retention rate of 30 per cent of students who began the Challenge in 2004 and who still participated in 2008. Table 5 shows that a total of 107 223 students completed the Challenge in 2008, with awards spread across all educational sectors. Table 5 also summarises awards presented during the five years of the Challenge. The Premier, the Minister for Education, Members of Parliament, Premier’s Reading Challenge ambassadors and local dignitaries were involved

with many award presentation ceremonies across South Australia. Many schools focused on celebrating the Challenge in term 4. School communities took the opportunity to demonstrate pride in the achievement of their students. The awards are an achievement of which students and their parents are very proud, and 76 per cent of student respondents in the survey agreed that the medals were an incentive to participation.

A police officer who is also an author presented awards at Barmera Primary School, November 2008.

Table 5: Awards presented over all the years of the Challenge

2004 2005 2006 2007 2008 Total Certificate 49 495 37 829 34 357 28 268 25 515 175 464

Bronze Medal 33 403 29 999 28 228 24 821 116 451 Silver Medal 26 334 23 438 23 033 72 805 Gold Medal 21 037 18 547 39 584

Champion Medal 15 307 15 307 Total 49 495 71 232 90 690 100 971 107 223 419 611

Figure 4: Awards presented in each educational sector 2004–2008

Number of Participants per Sector by Year

0

20000

40000

60000

80000

100000

120000

DECS CESA AISSA Total

Sector

Number of Participants 20042005200620072008


ABORIGINAL STRATEGY

The Premier’s Reading Challenge has an emphasis on encouraging Aboriginal schools and Aboriginal students to participate, in line with achieving South Australia’s Strategic Plan targets, together with DECS Statement of Directions 2005–2010 targets. These include a number of literacy and wellbeing targets for Aboriginal students towards which participation in the Premier’s Reading Challenge contributes. There were 121 Aboriginal students from the Anangu Pitjantjatjara Yankunytjatjara (APY) Lands schools who completed the Challenge in 2008, which is an increase of 36 per cent from 2007. Indulkana, Mimili and Watarru demonstrated strong involvement in the Challenge. All Aboriginal schools have had an increase in numbers of students completing the Challenge.

Statistics of Aboriginal students completing the Challenge are available only for DECS schools. Numbers rose in 2008 from 2278 in 2007 to 2498, which is a 10 per cent increase. There may have been more Aboriginal students in the non-government sector who completed the Challenge but information is not available. Figure 5: Aboriginal students in DECS schools completing the Challenge

Aboriginal students in DECS schools completing the Challenge

0500

10001500200025003000

2005 2006 2007 2008

Year

Num

ber o

f Stu

dent

s

Table 6: Numbers of students in APY Lands schools completing the Challenge

2004 2005 2006 2007 2008

School Students % total

students Students % total

students Students% total



students Amata 17 30% - - - - - - 5 6%

Ernabella - - - - - - - - 9 9% Fregon - - - - - - - 5 10%

Indulkana 71 97% 57 90% Kenmore

Park - - - - - - - - 1 8%

Mimili - - - - - - 18 32% 33 66% Murputja - - - - - - - - 3 15%

Pipalyatjara - - - - - - - - 5 10% Watarru - - - - - - - - 11 73% Table 7: Numbers of students in Aboriginal schools completing the Challenge

2004 2005 2006 2007 2008

School Students % total

students Students % total




studentsCarlton 4 4% 5 6% 12 12% Kaurna Plains

17 28% 33 26% 34 30% 40 47%

Koonibba 29 48% 18 55% 14 42% 24 67% 28 87% Marree 23 88% 22 69% 21 87%

Oodnadatta 24 69% 11 37% 17 39% Point Pearce 8 27% 11 41% 8 80% 11 100%

Raukkan 5 22% 0 0% 2 15% 0 0% 9 60%


Ambassador Che Cockatoo-Collins was a role model for Aboriginal students and his visits were targeted towards schools where there was a high proportion of Aboriginal students. For 2008, these included Davoren Park Primary School, and award presentations at Woodville Primary School. Che was also the guest presenter at a ‘virtual visit’ facilitated by the e-Teacher program using Centra technology. From the e-schoolroom at the Education Development Centre at Hindmarsh, Che interacted with students from 15 schools with a high number of Aboriginal students enrolled. These included 5 APY and Aboriginal schools and 10 mainstream schools. Reports after the visits indicated he was instrumental in encouraging Aboriginal students to participate in the Challenge and in future online events.

Che Cockatoo-Collins presented a ‘virtual visit’ to schools with Aboriginal students, August 2008. Koonibba Aboriginal School and Point Pearce Aboriginal School were both invited to the Premier’s Reception in November 2008 because of their outstanding achievement. To celebrate Book Week and encourage participation in the Challenge, 18 Aboriginal and APY Lands schools received a parcel of books from the Premier. The books were from the Premier’s Reading Challenge booklists and many of the books reflected Aboriginal themes and culture. School representatives responded very positively and believed that having more books with which the students could identify would encourage more schools and students to participate in 2009. The books were appreciated and schools thought they provided a good learning resource for students.

Premier Mike Rann presented books to Kaurna Plains School, with Minister for Education Jane Lomax-Smith, DECS Chief Executive, Chris Robinson, and DECS District Director, Brendyn Semmens, August 2008.

SPECIAL SCHOOLS

The Premier’s Reading Challenge had strong participation from 17 special schools in 2008, which is 2 more than in 2007. Many of these schools had an emphasis on literacy activities that were fun and engaging for the students. Students experienced success in achieving the Challenge and the school community was very proud they achieved the same awards as students in mainstream schools. The Challenge was a key avenue for improving outcomes for students with disabilities. Mem Fox presented awards to students at Suneden Special School in November 2008 and entertained them with a boisterous reading of Where is the Green Sheep. Parents and teachers appreciated Mem’s presence at the school. Representatives from both Modbury Special School and Murray Bridge Special School attended the Premier’s Reception in November 2008, because of their schools’ outstanding achievement.


PREMIER’S RECEPTION

The Premier’s Reception was held on Monday 24 November 2008 in the Space Theatre at the Festival Centre. The official proceedings took place in the theatre, followed by an informal gathering in the foyer. Guests enjoyed refreshments while they chatted with ambassadors, had their faces painted and were entertained by the roving performer.

Face painting at the Premier’s Reception, November 2008. The 50 schools with outstanding achievement were invited to the Premier’s Reception (see Appendix 1). These included schools from all three education sectors and from districts all over South Australia. Students flew in from as far away as Yahl Primary School, Augusta Park Primary School, Mulga Street Primary School (Mount Gambier) and Koonibba Aboriginal School, east of Ceduna. An additional 123 schools had a certificate signed by the Premier sent to the school. These schools had already attended a Premier’s Reception in previous years and continued their outstanding achievement in the Challenge in 2008. (see Appendix 2) Over the 5 years, 209 schools have been invited to a Premier’s Reception. There were over 230 guests, including 90 students. Members of Parliament were invited if a school from their electorate was represented. Rachael Sporn was the Master of Ceremonies for the event and ambassadors Matthew Primus and Juliet Haslam assisted with reading the names of schools and students for the presentations. The Premier and Minister presented representatives from schools with a certificate and a parcel of books and book vouchers. Guests were entertained by Janeen Brian reading her book Columbia Sneezes! with Phil Cummings playing the part of Columbia the camel.

Janeen Brian and Phil Cummings read the story of Columbia Sneezes! November 2008. Mem Fox followed with a very touching reading of her book Wombat Divine. Proceedings finished with the song We are the Champions to celebrate the year of the first Champion Medal. An official photographer recorded the event and the photographs have been made available on the Premier’s Reading Challenge website. Many schools represented at the Reception completed a feedback sheet and the overwhelming number of positive comments indicated school representatives thought the event was extremely worthwhile. Highlights from the feedback included: • ‘Students were very excited to meet the

ambassadors.’ • ‘It was an experience to be at the Festival

Centre for the first time and we felt very important.’

• ‘We enjoyed the authors reading their own books, and talking to them afterwards.’

• ‘We loved the food, having our photos taken with the Premier and the Minister and meeting the authors.’

• ‘The book readings were entertaining and inspirational.’

• ‘Accepting the award and the great bag of books was fun.’

• ‘Meeting the Premier and the Minister and collecting the awards was best’.

• ‘We loved receiving the bag of books and taking them back to school afterwards.’

• ‘The students will remember the event for many years to come.’

• ‘We were very impressed with all aspects of the event.’

• ‘Being interviewed by local TV when we got home was great.’


PROGRAM MANAGEMENT

The Premier’s Reading Challenge operated from within DECS, Curriculum Services, under the management of the Curriculum Director, Literacy and Languages. Staffing included a full-time Project Manager, and Administration Support which increased from 0.5 to 1.0 in July 2008. Temporary support staff members were employed when required, to manage busy periods of the year.

Premier Mike Rann at the Premier’s Reception, with a student from Modbury Special School, November 2008.

PROGRAM PROMOTION

There were articles in the The Advertiser, Adelaide Now, Education News and local Messenger newspapers. Every opportunity was taken to promote the Premier’s Reading Challenge at various literacy events, teacher-librarian meetings, and conferences. Articles also appeared in editions of the School Library Association SA newsletter and in the Public Library Service newsletter. Many schools across the State included articles about their involvement in, and success stories with, the Premier’s Reading Challenge in school newsletters at various times throughout the year. Public libraries also promoted the Challenge in various ways. The Speech Pathology Association of Australia presented their national awards for Book of the Year in Adelaide in August 2008 and the Premier’s Reading Challenge was involved in this event. Promotion of the Premier’s Reading Challenge was also achieved through participation in Community Cabinet events when the Premier and/or the Minister visited schools or met with school representatives at community events. Many Members of Parliament and local identities launched the program at the beginning of the year and presented awards in schools in November. The Premier’s Reading Challenge supported many DECS initiatives and conferences by supplying promotional material and books. These included the DECS display at the Royal Adelaide Show and the Literacy and Numeracy Expo, both in September 2008. Two large banners were available for schools to use for displays or parades and they were fully booked throughout the year. A third stand-alone banner was kept for more official occasions such as visits by the Premier and ambassadors and for conferences. In 2008, a general information pamphlet about the Premier’s Reading Challenge was distributed with the 2008 poster to all schools and public libraries. Other promotional materials produced in 2008 were Premier’s Reading Challenge book bags and post-it notepads. All school contact people received a post-it notepad as a thank you gift at the end of 2008. Public library staff received a gift of a post-it notepad with the 2009 poster distribution.


AMBASSADORS

Award winning children’s author, Janeen Brian, joined the program as an ambassador in January 2008, and schools have been impressed with her presentations.

Ambassador Janeen Brian visited students at Seaford Primary School, June 2008.

Adelaide United Football Club became the first joint ambassador team for the Premier’s Reading Challenge and the Premier’s be active Challenge. Players promoted both Challenges when they held soccer clinics in regional and metropolitan areas. Ambassadors (see Table 8) were invited to appear at major functions for the Premier’s Reading Challenge, to visit at least two schools during the year, to present awards at one school in fourth term, and to promote the Premier’s Reading Challenge in the course of their work, all of which they did very successfully. Ambassadors visited 55 schools in 2008, which included 15 award presentations in November and December. These visits included Mem Fox travelling to Mount Gambier and Millicent and talking to students from many schools. She also presented an evening session for parents, encouraging them to read aloud to children and emphasising the importance of reading and literacy from birth. Two schools corresponded with Rebecca Sanders using e-mail. Rebecca Sanders moved to live in Vietnam late in 2007 and continued her participation in the program in 2008 through an e-mail link with schools.

Table 8: Ambassadors for the Premier’s Reading Challenge

Ambassador

Adelaide United Football Club

Joint ambassador soccer team for the Premier’s Reading Challenge and the Premier’s be active Challenge

Mark Bickley Adelaide Football Club assistant coach and former Crows captain

Janeen Brian Children’s author

Che Cockatoo-Collins Former Essendon and Port Power footballer

Phil Cummings Children’s author

Mem Fox Children’s author and literacy consultant

Danielle Grant-Cross Former Australian netballer and Ravens captain

Juliet Haslam Former Australian Hockeyroo player

Brooke Krueger-Billett Olympic and Commonwealth Games hammer thrower

Travis Moran 2004 Olympian volleyball player

Matthew Primus Port Adelaide Football Club assistant coach and former Port Power captain

Rebecca Sanders Former Australian and Thunderbirds netballer

Rachael Sporn Former Australian and Olympic basketball player

Aurelio Vidmar Adelaide United soccer coach

Jenny Williams Children’s author and former Australian lacrosse player


The partnership with the DECS e-Teacher program and the Premier’s Reading Challenge, using Centra software to make it possible for ambassadors to make ‘virtual visits’ to schools, continued in 2008. Che Cockatoo-Collins’ event celebrated Reconciliation Week, and schools from the APY Lands, Aboriginal schools and mainstream schools with Aboriginal students were invited to participate. The first event for Mark Bickley covered Wakefield and Flinders Districts and the second one was open to all schools. A total of 37 schools in regional and metropolitan areas registered for the events. This initiative increased the presence of ambassadors in country schools. The events were promoted in the Learning Technologies Online Learning Events Guide and through the Premier’s Reading Challenge. Apart from being online for

approximately 40 minutes, when students interacted with the ambassador, students could participate before and after the event in the web-based ‘moodle’ site which included information and activities about reading, the Challenge and the ambassador. Schools that hosted an ambassador reported on the positive experience it brought to their students. Reports and photos of many of these visits were recorded on the Premier’s Reading Challenge website in the News section and are now in the 2008 archive pages. There was an ambassador section on the website with information about and photographs of all the ambassadors. The ambassadors are all high profile, busy people who give their time voluntarily to promote the Challenge.

Adelaide United Football Club players enjoyed reading books about soccer from the Premier’s Reading Challenge booklist, September 2008.


OTHER COMPONENTS OF THE PROGRAM

The website The website was the main avenue of communication for the Challenge and was used to inform and keep people up-to-date with news, including refreshed booklists and visits to schools. In 2008, there were 95 600 visitors to the website, confirming that it was a well-accessed resource. Hourly activity showed that peak use was between 8.00am and 8.00pm each day, indicating that many people accessed the website after school hours. The most popular days were Monday to Thursday, followed by Friday and Sunday. Indications from the survey were that the website was very useful for staff and parents. It was easy to navigate and very user-friendly. However, student respondents indicated that very few of them used the website and tended to rely on others for information about the Challenge, which is an issue to be addressed in 2009.

School contact people School contact people received information about the Challenge on a regular basis via e-mail, approximately twice per term. The updates were a vital link factor in the success of the program in organising the Challenge at the school level, and the school taking responsibility for data entry of students completing the Challenge. Responses to the survey indicated this was a valued means of communication. The success of the program largely depends on the valued input of these school contact people.

Booklists The booklists were developed by a panel of three teacher-librarians and a public librarian, in consultation with the Project Manager: • Fran Knight, teacher-librarian • Pauline Annear, Nairne Primary School • Judy Woods, teacher-librarian • Janice Curtis, Port Adelaide–Enfield Public

Library. The program was fortunate to have this dedicated group that was so knowledgeable about child and adolescent literature. Many people from schools and parents commented on how useful the booklists were. Many teacher-librarians used the booklists to purchase new resources for their libraries and comments in the survey demonstrated the value of these booklists, which are available on the website in both searchable and printing format.

In 2008, there were 3851 books on the Premier’s Reading Challenge booklists, which was an additional 455 books from the previous year. The booklists were made up of: • 1117 books in the Reception to Year 2 section • 1121 books in the Year 3 to Year 5 section • 1613 books in the Year 6 to Year 9 section. A total of 107 223 students read at least 12 books each, so a minimum of 1.28 million books were read. Many schools encouraged their students to keep reading once they had completed the Challenge and various ‘in-house’ incentive schemes were used. These included acknowledgment at assemblies, bonus certificates, book presentations and recognition on library displays. There were many anecdotes of students who had read well over 100 books.

Irene from Modbury South Primary School read many books to improve her reading. A stratified random sample of schools was selected to record data about the books that students read for the Challenge in 2008. The average number of books read by this sample of students was 17 books each. From the data entered, popular books for each year level emerged and these lists are available on the Premier’s Reading Challenge website. This data was also supported by students responding to the survey question about their favourite books for 2008.


Posters

Posters were the initial way of publicising the Premier’s Reading Challenge in all schools and public libraries. They were also distributed to bookshops, district centres, DECS central office and electoral offices. The poster included the website address and other brief details about the Challenge for easy reference. Survey comments showed they were very useful in schools.

Premier’s Reading Challenge poster, 2008.

Database and data entry

Opportunities to enhance the database were taken in 2008, usually as a result of suggestions from schools or to add autonomy of use to produce reports. School contact people received an automatically generated acknowledgment when they registered their school and also when they requested a visit from an ambassador. DECS schools entered Challenge completion data for the fourth time directly through the Education Department School Administration System (EDSAS) at their site. The data came via the Centralised Education Data System (CEDS) to the Premier’s Reading Challenge database, which was an initiative supported by Technology and Knowledge Management Services (T&KMS) in DECS. In 2008, for the third time, data were entered by non-government schools at each school site, using the Eduportal System. Although some central processing of data was still required, this was kept to a minimum.

Survey respondents commented that data entry was easy but could be time consuming, especially in non-government schools with children new to the program. The most difficult aspect was tracking students who had changed schools.

LINKS WITH OTHER PROGRAMS

Within DECS, links were formed with the Early Years Literacy Program. The Premier’s Reading Challenge was also strongly promoted by the Policy and Program Officer in Home Education, with a record 247 students completing the Challenge in 2008. Supportive links were also established with the Premier’s be active Challenge, which was launched in 2007. Initiatives to benefit both programs continued in 2008. Adelaide United Football Club became the first joint ambassador team for both the Premier’s Reading Challenge and Premier’s be active Challenge. There was also a combined event for the presentation of the first medals for both programs by the Premier in November at Riverdale Primary School. Strong links were developed with public libraries and school community libraries, both services being very supportive of families participating in the Challenge. MS Readathon is a reading program organised to raise funds for the Multiple Sclerosis Society, and the Premier’s Reading Challenge encouraged students to read for both programs. Links were also established with Windmill Theatre. The books used as a basis for theatre productions were added to the Premier’s Reading Challenge booklists. Close links were established with The Little Big Book Club which encourages parents to read aloud to children from birth to 5 years of age. Children who had been involved with The Little Big Book Club were encouraged to progress to the Premier’s Reading Challenge once they began school. After participating in the Premier’s Reading Challenge, students were encouraged to become involved with The Big Book Club. These three programs encouraged South Australians of all ages to enjoy reading throughout their lives.


SURVEYS Three surveys were conducted through the Premier’s Reading Challenge website in November and December 2008 for: • students • staff • parents.

Demographic data

There were 64 respondents to the student survey, of whom 50 per cent were males and 50 per cent were females, with 91 per cent attending DECS schools. All the student respondents attended primary school. The number of years they had completed the Challenge were spread reasonably evenly from one year through to five years. The 100 staff respondents included school leaders, teacher-librarians, teachers, school support officers and public library staff. Of these, 76 per cent were from DECS schools and the remainder from non-government schools, with one public librarian. The respondents were predominantly from primary and junior primary schools, with 8 per cent from high schools and 18 per cent from Reception to Year 12 schools. For 60 per cent of the respondents it was their fifth year of involvement in the Challenge. For 8 per cent of respondents, it was the first year of involvement. There were seven parent respondents—three associated with DECS schools and three with non-government schools and one associated with

a public library. They were parents of students ranging from Reception to Year 12. Response rates for the surveys were quite low, particularly for the student and the parent survey and this must be kept in mind when reading the results.

Student reading

As shown in Figure 6 below, when asked why they took part in the Challenge, students gave the greatest number of responses indicating it was because they liked reading. This accounted for 25 per cent of the responses.

The influence of schools and teachers on student participation accounted for 30 per cent of responses from students. This acknowledgment from students tended to confirm what has been suspected: that the attitude of schools and teachers was an important component in student participation.

The response that students liked a challenge or they wanted to improve their reading accounted for 28 per cent of responses, emphasising intrinsic reasons for participation, with an additional 9 per cent wanting the award.

Students reported that friends and parents were the least likely to influence them to participate.

Figure 6: Why students took part in the Challenge in 2008 (according to student survey responses)

Why Students Participated in the Premier's Reading Challenge 2008

25%

17%

15%

13%

13%

9%

5% 3%

I like reading

Had to do itI like a challengeTeacher suggestion

To improve readingI wanted the award

Parent suggestionFriends doing it


Over two-thirds (69 per cent) of respondents reported reading more than 12 books in 2008. A pleasing 42 per cent said that they read more books now that they were participating in the Challenge, with another 31 per cent being unsure. Interestingly, 57 per cent answered that they were getting better at reading because they were participating in the Challenge. A large majority (84 per cent) of respondents indicated they would like to participate again next year. Although only a small number of parents responded to the survey, 88 per cent agreed that the Premier’s Reading Challenge had increased the number of books their child read in 2008. Some 52 per cent of student respondents said they were good readers, with 62 per cent responding that they enjoyed reading. The parent responses were very positive with 86 per cent agreeing that participation had improved their child’s reading, increased their child’s enjoyment of reading and given their child a sense of achievement. In the staff survey, 81 per cent agreed that the Challenge had increased interest in reading, and 74 per cent of staff responded that the Challenge encouraged students who were not usually keen readers, with 65 per cent indicating the Challenge motivated boys to read. Over 70 per cent of staff respondents agreed that the Premier’s Reading Challenge had increased the number of students who were reading at least 12 books a year, and that the variety of books students were reading had broadened, resulting in improved reading ability. Over 80 per cent felt students were spending more time reading due to the Challenge. Some 9 per cent of students reported reading a book in a language other than English, and 2 per cent of staff respondents were aware of students who had done so. These student survey answers indicate that the Challenge was a positive experience that they would like to continue in 2009. They felt it made a difference to the number of books they read and their reading proficiency.

Management of the Challenge

Respondents felt that the overall management of the Challenge was well organised with good communication and efficient assistance available. Responses from over 90 per cent of staff and 86 per cent of parents agreed that they received enough information about the Premier’s Reading Challenge.

Very few students reported that they used the website to find out information about the program or about the booklists but over 60 per cent of parents found the website useful. Some 80 per cent of staff respondents indicated that they found the website useful. Over half the students liked hearing about the ambassadors. The medals continued to be very popular, with 90 per cent enjoying receiving them. Of staff respondents, 86 per cent agreed that the awards were an incentive for students to read more books and 84 per cent of parents agreed.

Benefits of the Challenge

A number of themes emerged in response to the question about the major benefits associated with the Premier’s Reading Challenge, including that it: • provided an incentive to read (overwhelmingly

the most popular response) which particularly encouraged boys and reluctant readers

• encouraged students to talk to each other about books, recommending titles and broadening their reading selection and awareness of authors

• created a sense of enthusiasm and ‘a buzz’ about reading as more students discovered they enjoyed reading as a recreational activity

• increased the numbers of books being borrowed from libraries and highlighted quality literature as many schools encouraged students to read beyond the initial challenge of 12 books each year

• enhanced the profile of reading and the support from the school community, whilst developing a whole school reading focus and a sense of pride and achievement

• motivated students with varying levels of reading ability to improve their literacy skills, indicating the inclusivity of the Challenge and the opportunity for the recognition of children who do not usually receive awards

• encouraged students to develop persistence and organisational skills to achieve a goal.

Ideas to enhance the Challenge

The responses to the question asking for suggestions for improving the Premier’s Reading Challenge covered a variety of topics. Some of the suggestions were already in place in 2008, so these aspects need to be highlighted more to participants in 2009. These included promoting: • that there are annotations available on the

website for every book on the booklist • that there is the facility for data to be entered in

class groups so that all awards arrive ready to be given to students in their class group in November.


Over half the respondents had no suggestions for improvement and many of these indicated they were very happy with the program.

Below is a summary of respondents’ suggestions: • further increase the number of books on the

booklist, especially the graphic novels • provide schools with funding to purchase more

books • improve the matching of records for students

who change schools, and provide schools with updated records

• make the website more interesting for students.

General comments

The final question of the survey asked for any other comments from respondents. Overwhelmingly, the comments were positive with respondents saying such things as: • ‘There is a good selection of books on the list.’ • ‘Upper primary classes are increasingly

becoming interested.’ • ‘Thank you for extending the medals for a few

more years.’

• ‘The organisation and communication is excellent.’

• ‘The Premier’s Reception was an exciting opportunity for our student representatives.’

• ‘Ambassador visits are excellent.’ • ‘It is a useful means of encouraging reading of

books in a digital age.’ • ‘Let’s keep refining the process so that

teachers will be more willing to participate.’ • ‘This rewards students of any ability for

persevering with their reading.’

The few negative comments reflected the following themes: • There was concern about students in older

year levels not wanting to participate. • Concerns were expressed about the extra

workload the Challenge created for classroom teachers and library staff.

• The political nature of the program was mentioned as a negative by some respondents.

Premier Mike Rann and Minister Jane Lomax-Smith presented Koonibba Aboriginal School representatives with a certificate and books for their school at the Premier’s Reception, November 2008.


RECOMMENDATIONS FOR 2009

Implementing the following recommendations in 2009 will work towards strengthening the program. • Reflecting DECS and government priorities,

continue to encourage Aboriginal schools and Aboriginal students to increase participation in the Premier’s Reading Challenge.

• Consider more promotional materials for school contact people, public library staff, teachers and students.

• Consider an acknowledgement for classroom teachers to demonstrate appreciation for the time and effort they put into the Challenge.

• Investigate the feasibility of providing funding to schools to purchase books to support participation in the Challenge.

• Enhance the website to make it more interesting for students and further promote the website to students.

• Work with the database designers to improve the matching of student participants when they change from one school to another.

CONCLUSION

This report has provided evidence that suggests that the Premier’s Reading Challenge has contributed to increased reading engagement by students in South Australia. In 2008, all aspects of the program continued to expand and improve, which indicated overall success of the Premier’s Reading Challenge. Increased levels of school participation and continued growth in student completion numbers indicated this is a valued literacy program. The strategies used to promote the Premier’s Reading Challenge to all school sectors and stakeholders, to organise the ambassador program and events, to promote the Challenge and to maintain the website, database and booklists have proved to be very effective in 2008. While the feedback obtained through the surveys cannot be assumed to be representative, it does suggest a high degree of satisfaction, as well as providing a variety of strategies to further enhance the program. Together with the evidence from statistics and literacy scores, continued positive progress has been made towards Premier Rann’s aims in introducing the Challenge in 2004, which were to: • encourage children to enjoy reading more

books • improve literacy levels.


APPENDICES

Appendix 1—Schools invited to the Premier’s Reception, 2008

Augusta Park Primary School Blackfriars Priory School Bordertown Primary School Brompton Primary School Burton Primary School Clapham Primary School Coromandel Valley Primary School Flaxmill Junior Primary School Good Shepherd Lutheran School, Angaston Goolwa Primary School Heritage College Holy Family Catholic School Houghton Primary School Investigator College John Morphett Primary School Keyneton Primary School Kilburn Primary School Koonibba Aboriginal School Lucindale Area School Lyrup Primary School Maitland Lutheran School Marion Primary School Mitcham Girls High School Modbury Special School Mount Barker South Primary School Mulga Street Primary School Murray Bridge Special School Naracoorte Primary School Paracombe Primary School Plympton Primary School Point Pearce Aboriginal School Renmark Junior Primary School Ridgehaven Primary School Riverton Primary School Rosary School Salisbury High School Springton Primary School St Bernadette’s School St Columba’s Memorial School, Yorketown St John the Apostle Catholic School, Christies Beach St Joseph’s School, Clare St Joseph’s School, Payneham St Michael’s Lutheran School, Hahndorf St Patrick’s Special School Stradbroke Primary School Swallowcliffe Junior Primary School Westport Primary School Williamstown Primary School Yahl Primary School Yunta Rural School


Appendix 2—Schools with continuing outstanding achievement, 2008 Allendale East Area School Ashford Special School Augusta Park Primary School Barmera Primary School Belair Junior Primary School Belair Primary School Berri Primary School Black Forest Primary School Blanchetown Primary School Blyth Primary School Booborowie Primary School Bordertown Primary School Brinkworth Primary School Brompton Primary School Bute Primary School Cadell Primary School Calvary Lutheran Primary School Clare Primary School Cobdogla Primary School Cowandilla Primary School Darlington Primary School Dernancourt Junior Primary School Dover Gardens Primary School East Para Primary School Edithburgh Primary School Edwardstown Primary School Elizabeth Grove Primary School Elliston Area School Faith Lutheran Secondary School Farrell Flat Primary School Fraser Park Primary School Fulham Gardens Primary School Gawler East Primary School Glenburnie Primary School Glossop Primary School Good Shepherd Lutheran School, Para Vista Hackham South Primary School Hackham West Junior Primary School Hallett Cove South Primary School Hamley Bridge Primary School Happy Valley Junior Primary School Henley Beach Primary School Indulkana Anangu School Islamic College of SA Kalori Catholic School Kangaroo Island CE Penneshaw Campus Karkoo Primary School Keller Road Primary School Kersbrook Primary School Kilparrin Teaching and Assessment Unit Kingston-on-Murray Primary School Koolunga Primary School Lake Wangary Primary School Langhorne Creek Primary School Laura Primary School Loveday Primary School Loxton Lutheran School Loxton Primary School Madison Park Junior Primary School Madison Park Primary School Marree Aboriginal School Mary MacKillop Memorial School Massada College Adelaide Melrose Primary School Memorial Oval Primary School Millbrook Primary School Moana Primary School Moorak Primary School Moorook Primary School Mount Pleasant Primary School Mount Torrens Primary School Mylor Primary School Nazareth Catholic College, Findon Junior Campus (was Our Lady of the Manger School)

Nazareth Catholic College, Flinders Park (was Cardinia Catholic School)

Nicolson Ave Primary School North Adelaide Primary School North Haven Junior Primary School North Haven Primary School Norton Summit Primary School One Tree Hill Primary School Our Lady of Visitation School Parafield Gardens Junior Primary School Peterborough High School Plympton Primary School Point Pearce Aboriginal School Port Lincoln Special School Port Neill Primary School Port Vincent Primary School Ramco Primary School Rapid Bay Primary School Redeemer Lutheran School Regency Park School SA School for Vision Impaired Salisbury Junior Primary School Salisbury Park Primary School Seaton High School Sedan Primary School Settlers Farm Junior Primary School Spalding Primary School St Albert’s Catholic School St Catherine’s Parish School, Stirling St Dominic’s Priory School St George College St James’ School St John the Baptist Catholic School St Joseph’s School, Hindmarsh St Joseph’s School, Ottoway St Monica’s Parish School, Walkerville St Paul’s College St Peter’s Collegiate Girls’ School St Spyridon College Stradbroke Junior Primary School Sunrise Christian School, Marion Campus Sunrise Christian School, Paradise Tarlee Primary School Terowie Rural School Truro Primary School Ungarra Primary School Unley Primary School Watervale Primary School Wharminda Primary School Whyalla Special School Wirrabara Primary School

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