1. Programmes for Students:
Accelerating Literacy Learning: ALL
Principal evaluation and self review day
Workshop 1
March 2014
Presenter – Alison Davis Vision Education
davis.vision@xtra.co.nz
2. What is programmes for students 2014?
Accelerating Literacy Learning (ALL) is part of
Programmes for Students (PfS). ALL focuses
on using the expertise within the school to
evaluate the effectiveness of current practices
that support accelerated literacy learning and to
closely monitor the impact of a 10 -15 week
intervention for a small group of students in the
first year.
3. An absence of common expectations for student outcomes
at every level in the system;
A culture of dependency on “second wave” interventions;
Uncertainty about how to respond to the numbers of
students that were not making progress;
A lack of capability at the classroom level to assess and
provide intensive explicit literacy instruction;
A confusing clutter of mismatched, sometimes
counterproductive interventions.
Borderfield’s Report (2008)
There is often confusion about how to respond to particular student needs
4. ERO Report – Accelerating the
progress of Priority Learners in
Primary Schools (May 2013)
‘A system–wide emphasis on the strategies
teachers can use to accelerated progress
is needed. All teachers have an ethical
responsibility to help those students that
need to catch up to their peers. This is
essential if we are to raise the achievement
of NZ students relative to their international
counterparts.’
(p.21)
5. What is acceleration?
Acceleration in this context has three dimensions:
Acceleration is the student’s learning progress showing a
noticeably faster, upward movement than might otherwise have
been expected by the trend of their own past learning.
Accelerated learning is learning at a rate faster than classmates
progressing at expected rates in order catch them up; and
Accelerated learning is learning at a rapid rate that brings the
student achievement level to that consistent with, or beyond, a set
of benchmarks or standards (NZ Curriculum Reading and Writing
Standards).
6. A shift in the trajectory of learning
ReadingLevel
Weeks at School
7.
Progress
that
is
expected
for
all
students
A
supplementary
programme
iden7fies
• when
an
interven7on
takes
place
e.g.
students
below
expecta7on
as
shown
here,
• what
it
would
be
–
based
on
evidence
of
impact,
• monitoring
during
and
a?er,
• plan
b
for
the
students
who
do
not
accelerate
learning,
e.g.
the
students
with
“flat’’
progress
Achievement
pathway
for
a
par&cular
student
(group
of
5
Xs)
curriculum
levels
Years
at
school
8. National priorities
Programmes for Students – ALL sits within the national priorities for
Improved student learning and accelerated improvement for all, and in particular
Maori, Pasifika, students with special needs and those achieving below curriculum
expectations
Culturally responsive pedagogy centred on the needs of students
▲ Tätaiako: Cultural Competencies for Teachers - teachers’ relationships and
engagement with Mäori learners and with their whänau and iwi.
▲ Maori Education plan
▲ Pasifika Education plan
▲ Success for all
Inquiry at the head of Professional learning and development, school practice,
classroom practice, student agency, family/whanau engagement
Embedding NZC and key competencies
Assessment FOR learning
9. Programmes for students aims
to:
Work at the level of the individual student
Provide intensive learning opportunities for students
who are not achieving in literacy and numeracy at the
expected level (the National Standards for reading,
writing and mathematics)
Provide additional support over and above regular
classroom teaching
Focus squarely on the student,
Have accelerated success in learning
10. Three tiers of intervention
▲ Tier 1- effective classroom practice = effective teaching for all
▲ Tier 2 – Short term intensive school based specific
interventions - If effective teaching is happening then there will
only be a small amount of students who should need this type
of support.
▲ Tier 3 – Additional Specialist support from outside of the
school - this level of support should only be required for 2 to 5
% of the school population at some schools.
11. What we know about effective interventions?
Supplementary NOT replacement – dose and density – still focuses
on the “instructional core” – the daily discourse of teaching and
learning
Data driven – multiple data sources including student and parent/
whanau voice
Targeted inquiry and targeted improvements focusing on literacy
and effective teaching that significantly improves student learning
Embedded with culturally responsive beliefs and practices
Success is not about teacher “mastery” of new practices – it is
about the impact of the new practices on improving student
achievement
12. What are the critical factors in accelerating
literacy achievement
●
Knowing your learners and deliberately linking instructional content to
learner’s prior knowledge – before, during and after instruction
●
Student agency
▲ Metacognitively rich instruction and experiences
▲ Integration of formative assessment across the curriculum
●
Deliberately instructing to know, select, use and control strategies employed
by “skilled” readers and “skilled” writers – in literacy and transferred to meet the
demands of all curriculum areas
●
Selection of appropriate text, task and teaching approach
●
Active engagement of learners – student agency - motivation and
engagement
15. Identify the level of
support groups of
students will need to
access this learning
focus
Describe what students
know and do (describe the
rich resources students
can bring to the next
learning experiences)
TEACHING
INQUIRY
What strategies will
help my students
learn this?
What do I need to do
differently?
TEACHING AND
LEARNING
SUPPLEMENTARY
SUPPORT INQUIRY
Scaffolded learning
(inside and/or outside
of the classroom) that
leads to
acceleration of
progress so students
able to engage with
classroom curriculum
TEACHING AND
LEARNING
Rich classroom
experiences for all
students based on
school curriculum
LEARNING
INQUIRY
What happened as a
result of the
teaching?
An evaluation of
impact, including
whether students
are at or above
standard and/or
progressing as
expected
FOCUSING
INQUIRY
What’s important to
learn?
(socio-cultural
learning, school
curriculum)
Using “Teaching
as Inquiry”
to trigger
supplementary
supports for
some students
18. Teacher inquiry at the heart of improved
learning outcomes for students
Inquiry :The key question for the focusing inquiry is: What is
important (and therefore worth spending time on), given where my
students are at?
19. School self review and professional learning as inquiry
H
a
b
i
t
u
a
l
I
n
q
u
i
r
y
C
y
c
l
e
Continual inquiry in to the impact of change. On-gong explicit discussion of the challenges faced.
20. Teaching as inquiry – ALL
In the teaching inquiry, teachers select teaching strategies that will
support their students to achieve desired outcomes. This involves
asking questions about how well current strategies are working and
whether others might be more successful.
The learning inquiry takes place both during and after teaching as
teachers monitor their students’ progress towards the identified
outcomes and reflect on what this tells them.
Teachers use this new information to decide what to do next to ensure
continued improvement in student achievement and in their own
practice.
This focusing inquiry establishes a baseline and a direction. The
teacher uses all available information to determine what their students
have already learned and what they need to learn next.
21. What is collaborative inquiry?
Groups of teachers working together to address a shared issue or
concern
Teachers search their own and their colleagues’ past practice for
strategies that may be more effective, and they also look in the
research literature to see what has worked in other contexts. They
seek evidence that their selected strategies really have worked for
other students, and they set up processes for capturing evidence
about whether the strategies are working for their own students.
Reflection – time to make sense of the experiences we are having
and what we are learning
22. Using data to inform decision making
Schools will select to use data from
▲ Running records, use of wedge graphs
▲ AsTTle Reading
▲ PAT Reading
▲ asTTle writing
Supported by
▲ Strong formative assessment practices
▲ A focus on student agency
▲ Family/whanau involvement and voice
▲ Literacy learning progressions and national standards
▲ ELLP documentation
A key focus of successful intervention includes on-going close monitoring of students by using
assessment data as part of inquiry to show improvement and acceleration.
23. Student agency
How do our students view their own literacy learning? Do they see
themselves as successful readers and/or writers.
How do students know they are being supported to achieve?
How do students have access to high levels of support?
Can students talk about their self-directing strategies for literacy
learning?
What does the teacher do to help you become a successful
reader and/or writer? What would you like your teacher to do to
more of, to help you with your reading and writing? What makes a
good teacher of reading and writing?
Which subjects do you like or dislike – and why
24. A thought to consider….
“We
need
to
understand
that
teaching
happens
outside
the
head,
but
learning
occurs
inside
the
head-‐
the
teacher
is
the
one
outside
the
head!”
26. Leadership commits to…
Attendance at ALL self review, planning and impact workshops by
principal and ALL teacher (March and August)
Full leadership involvement in the project
Organisation that facilitates teacher involvement
Intense focus on the project that includes at least 10 weeks of daily
instruction for target students
Developing school systems that will sustain the new way of
operating beyond MOE funding
Provision of any additional teacher release costs not covered by
MOE
Providing data and a full report to the MOE at the completion of the
project.
27. Ministry commits to…
Payment of get $6140 (GST exclusive) for teacher release time to
support attendance at compulsory workshops; planning, monitoring
and evaluation and a minimum of 10 weeks of intensive teaching
Covering the costs for travel and accommodation for the
compulsory workshops
Mentoring support through contracted literacy suppliers
Guidance if needed and sought by schools.
28. Mentor support
Schools could expect approximately 4 contacts during the 15 week
period of the intervention, including:
Email contact
Phone conversations
Visits – school and/or cluster
Skype
Professional readings
Cluster meetings
All schools have mentor attached to them – CPL or Vision.
29. Moving forward – planning for success
Inquiry in to our own school practices and learning needs of our students
What is a successful intervention – rubric 6- Choices of Approaches and interventions
Accelerated learning – Rubric 9 – Accelerated progress for students achieving below curriculum
expectations in literacy
Inquiry in to the needs of our students
What criteria will we use for the selection of students for ALL and why will we select these students?
What other information do you need to source?
Last years data – previous interventions - student voice – talking to family/whanau
Selecting personnel
Who will you choose to lead the intervention – what will you look for in this person and WHY will you
choose them? What is YOUR schools’ criteria for selecting this teacher?
Establishing a team and levels of support
Not alone - Who will be in your supplementary inquiry team – support team in your school – RTLit,
Literacy leader, RTLB, teachers within your school with Post graduate papers, TESOL
30. In determining the students who will be
the focus of your invention consider
1. What is your data telling you?
2. What are you going to/have done with it?
3. What triggered the need to instigate a supplementary programme?
4. What do you know about the students who are showing no improvement?
What is needed to accelerate their progress?
Who are you students in the following priority groups
1. Students who are ELLs
2. Students below expected curriculum achievement level
3. Maori students
4. Pasifika students
Responses to these questions should identify students for whom multiple
sources of data and inquiry illustrate a need for planned and targeted
intervention
31. Selection of a teacher to lead this programme
Teachers who have:
The ability to work as part of a supplementary inquiry team within your
school in order to sustain and embed effective practices and support
other classroom teachers to inquire in to the effectiveness of their own
class programmes and transfer learnings from this work
• High expectations of students
• Strong literacy PCK and CK
• Open to learning and confident to try new things
• Notice, understand, reflect, respond
• Flexibility with a variety of appropriate teaching strategies
• Permanent staff member
• Approachable and patient
• Ability to encourage & connect to whanau, parents & students
• Able to inquire in to the effectiveness of their intervention to support
student acceleration
32. Preparing for Planning….
What are the needs of the students we have selected?
What will the intervention include and WHY?
How will we closely monitor and review the impact of our
intervention?
How will we develop student agency?
