This document discusses acceleration and developing effective intervention practices to support student progress. It defines acceleration as faster-than-expected progress that allows a student to catch up to or exceed benchmarks. It addresses implementing systems of student support, monitoring progress, and developing curriculum and achievement plans. A curriculum and achievement plan brings together assessment, outcomes, and supplementary supports to plan for accountability and focus on effective strategies. The document provides examples of curriculum and achievement plan elements and evaluating their impact. It asks how schools can appropriately choose cost-effective interventions to improve literacy achievement for students below expectations.

1. ALL Year 1 Inquiry
“What is acceleration and how do we achieve it?”

2. ALL Year 2&3 Inquiry
“How do we develop effective intervention practices
that sustain students acceleration and ensure
intervention coherence at a school-wide level?

3. Acceleration
Acceleration is described as the learner’s progress
showing a ; noticeably faster upward movement
that might otherwise be expected by the trend of
their own past learning; and is progressing faster
than classmates progressing at expected rates in
order to catch them up. This rate of progress brings
the learner’s achievement level to that consistent
with, or beyond , a set of benchmarks or standards
(NZ Curriculum Reading, Writing standards)

4. Implementing a
system of support
•Consider external or internal student support
initiatives continuing in the school.
•Have you considered how
you will effectively utilise
internal support services
and personnel in our school
to support this project?
•Discuss ideas about how
you will monitor and track
progress.

5. Curriculum and Achievement Plan

6. What is worthwhile learning?
• Consider self-review process (internal
and external supplementary support
systems)
• School student profile
• Teacher actions @ tier 1 instruction
• Teacher actions @ tier 2 instruction
CaAP

7. Curriculum and Achievement Plan
• Many schools already have elements of a CaAP
• A school wide plan showing the NZC (and school curriculum)
• Brings together an assessment plan – but includes responses to
achievement
• Shows outcomes – what schools want students to achieve (graduate
profile)
• Helps schools plan for and be accountable for all supplementary
supports
• Keeps the focus on ‘what works’
• Supports schools to pick up the pace for all students to achieve
nzcurriculum.tki.org.nz (Pages 7-10 ‘Theory of Action’)

9. Critique some exemplars of a CaAP
• What elements do you see in the
CaAP?
• What makes sense for your
school?

10. 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

11. How effectively and appropriately does your
school choose a cost-effective mix of
approaches and interventions for our students
achieving below curriculum expectations in
literacy?
Discuss what actions you have taken or intend
to take to move along the continuum to
improve your current rating
Rubric 6: Is ALL the right choice?