1.
ALLs Mentor Groups
Planning
2nd
March 2015
doreen.mjukes@gmail.com
leytia.leota@xtra.co.nz
davis.vision@xtra.co.nz

2.
What are we aiming
to do?

3.
Build understanding of
Theory of Action: Two expected
outcomes
1) Accelerate a group of target
students.
2) Curriculum and achievement action
plan.

4.
Ensure your intervention is –
additional to classroom programme
a minimum of 4x 30min sessions weekly
15 weeks
supported by adequate release for the
intervention Teacher a Tier Two intervention
supported by regular SIT meetings with
intervention teacher

5.
Intervention Considers:
relevant theory & research (Professional Readings sourced
from MOE / TKI Site / Other)
known levers of change (Theory of Action)
key messages from Evaluation and Planning days
what each student knows & can do & accounts for their
identity, language & culture
identified pathways of progress using the LLP (& ELLP) for
each learner– to change the trajectory of achievement 
acceleration
planned steps across 15 weeks
explicit foci
overt instruction that will be used

6.
L3
*
TL3
L2
*
TL2
* * * * * * * * *
Wk 1 2 3 4 5 6 7 8 9 10

7.
Built in review:
on-going monitoring of students’ progress during
the intervention
on-going engagement with student and whanau
voice

8.
Will be based on:
The learners
Teacher strengths/role
Physical resources
How it fits in with other literacy interventions
Role of parents, family, whanau
Organisational considerations

9.
T
Staff
GroupGroup
One Approach

10.
T
T
T
Group
Group
Group
Group
Project
Leader

11.
 Advantages:
 Less noise and disruptions
 Student confidence levels rise – risk taking
 Positive feelings
 Disadvantages:
 Space
 Disruption for classroom teachers
 Students miss classroom experiences
 Older children may be reluctant

12.
 “Withdrawal programmes can help
them (students) get their bearings
away from the pressures of the regular
classroom. These programmes give
students the benefits of one-on-one or
small group language instruction and
offer them an opportunity to ask
questions.”
 Ashworth, 2000, p.96

13.
 Advantages:
 Students feel part of classroom teaching and learning
 ALL teacher is seen as part of everyday classroom teaching
 No other teaching space required
 Other students may benefit
 Disadvantages
 Becomes replacement rather than supplementary
 May always need to be at the same time of the day
 Competing noise may be difficult for some students

14.
 Supplementary ‘NOT’ replacement.
 Data driven.
 Metacognition
 Dose and Density.
 Student agency.
 School led and driven.
 Pedagogically sound.
 Culturally responsive.
 Innovative – based on sound ideas.
 Iterative inquiry
 Implementing a system of support plan.
 Curriculum and Achievement Map