1.
 Support the inquiry cycle used by schools with a
specific focus on how effectively their literacy
approaches and strategies meet the needs of
students achieving below curriculum expectations
in literacy.
 Rubrics are intended to help English-medium
schools reflect on and use a variety of information
sources to answer for themselves the evaluative
questions set out in the 10 rubrics.

2.
 Start with the Core Concept (inquiry question).
 Check the Quick start guide P 20 as to how you
could approach the rubric.
 Decide where your school may fit at this point in
time using the continuum. You will need to think
about supporting evidence.

3.
Question 1 & 2:
How well are we accelerating our students
achieving below curriculum expectations in
literacy, really?
What does the accelerated progress pattern look
like for boys compared to girls? For Māori and
Pasifika students? For English language
learners? For students with special learning
needs and those considered "transient‟? Who is
getting "left behind‟?

4.
Question 3 & 4:
To what extent is there a clear shared
understanding across the school (and with
students and their parents/whānau) about
expectations for accelerated progress?
How many students do we have who we would
describe as "achieving below curriculum
expectations in literacy‟? Who are they? What
do we know about them?

5.
Unfavourable Highly
effective
Reasons for your placement?
Now check against the rubric.

6.
Question 1 & 2
What intervention programmes are currently operating in
your school for students achieving below curriculum
expectations in literacy? (based on what evidence or
observations)
How effectively and appropriately does your school
choose cost –effective mix of approaches and
interventions for students achieving below curriculum
expectations in literacy?

7.
Unfavourable Highly
effective
Reasons for your placement?
Now check against the rubric.

8.
 In groups discuss the differences in perspectives
on effectiveness.