nl auckland evaluation day2may 27
TRANSCRIPT
Programmes for Students: Accelerating Learning in Literacy and
Mathematics
Evaluation and
Self-Review Day
May 27, 2014
Rere atu, rere mai
Taku manu e
Rere ki tua, rere ki kō
Kia whetūrangitia e
Fly my bird
In every direction.
Attain
The countless stars.
Quotes
‘Underachievement is neither inevitable
nor immutable.’
S. McNaughton
‘Failure to read and write almost never
ends in spontaneous recovery.’
M. Clay
Accelerating Learning in Literacy…• Is based on a ‘Theory of Action’…• A short term intervention (15 weeks) in
addition to students’ current literacy teaching ...
• Is underpinned by ‘what works’…• Uses a process of inquiry …• Engages whānau …• Is responsive to student needs …• It involves thoughtfully adaptive teachers …• Has some external support …• Is school led and school driven but with
conditions …
Accelerating Learning in Literacy (ALL) is…
‘A school inquiry and knowledge building programme that accelerates progress for a target group of students, (Year 1)
… and sustains the cycles of inquiry for breadth and coherence across the school.’
(Years 2&3)
ALL 1 & ALiM 1 Inquiry
“What is acceleration and how do we achieve it?”
ALL 2&3/ALiM 2 Inquiry
“How do we develop effective intervention practices that sustain students acceleration and ensure intervention coherence at a school-wide level?
Rationale for Programmes for Students
• There is a national problem that needs solving
• There is often confusion about how to respond to particular student needs
• There is a propensity not to respond differently
National, regional & local student achievement data show pockets of success
• Uncertainty about how to respond to the numbers of students that were not making progress;
• A culture of dependency on “second wave” interventions;
• A lack of capability at the classroom level to assess and provide intensive, explicit literacy instruction;
• A confusing clutter of mismatched, sometimes counterproductive interventions.
Recommendation: That the MoE develop a conceptual framework that strengthens all aspects of literacy support.
Borderfield’s Report (2008)
“…business as usual approached prevailed….most schools were able to identify their learners who were not achieving…but continued to use the same strategies, programmes and initiatives they had tried before. Few had evidence that these actually accelerated the progress of their priority learners…”
‘Insanity is doing the same thing over and over again and expecting different results.’ Albert Einstein
ERO Mathematics Report (2013)
There is a propensity not to respond differently
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)
Therefore…
… the system needs do things differently.
It needs to focus on all students and build capability through a system response that is contextualised to meet individual needs.
Implementing a system of support
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)
Using “Teaching
as Inquiry”
to trigger
supplementary
supports for
some students
Questions to consider
• Is the intervention appropriate for the identified students?
• What is the impact of each of these interventions and what evidence do we have that they are successful?
• What next for the students for whom the intervention wasn’t successful?
Tiers of teaching
A three tier model of support that builds on the strengths of all students:
Tier 1 Effective classroom teaching
Tier 2 Teaching to accelerate learning
Tier 3 Intensive response
Curriculum and Achievement Plan
BES Principles and conditions of learning
BES Principles and conditions of learning
• How well are we using what we know works?
• Which levers are we currently using in our work?
• Which ones do we need to focus more on or include?
Intervention Logic for ALL and ALiM 2014
Mentor support
Mentoring is to support and
encourage people to
manage their own learning
in order that they maximise
their potential, develop their
skills, improve their
performance.(Parsloe 2000)
Supplementary Inquiry Team
The key role of this team is to ensure there are adequate conditions for sustaining and embedding effective practices.
(e.g. one role of this group is to support other classroom teachers to inquire into the effectiveness of aspects of their practice and transfer learnings from the supplementary
programme to the classroom.)ToA Pg.12
And WE need to do something differently …
Schools’ inquiry should be focused on doing something differently, but pedagogically sound in response to the PfS inquiry focus.
Intervention design
Reflecting and building on what
worked in 2013.
National Leader reflections on 2013
Strengths:
• Student achievement
• Student and teacher agency
• Appreciation of regionally based delivery
• High levels of engagement and positivity
• Uptake of the key understandings in the ‘Theory of Action’
• Priority learners
So… What worked for whom?
• close analysis of students capabilities to determine needs … and then teaching to these
• innovative and exciting contexts and content chosen as the ‘vehicle’ of learning
• a focus on goal setting by students
• a focus on oral language
• providing opportunities for fluency and mileage
• well planned and structured lessons where careful scaffolding occurred (and continual modifications)
• quality literature as foundation material
• some schools had considerable success in the development of a strong home link
Areas for improvement:
• Scripted, shallow, skill-based programmes that can be bought and followed
• Acceleration
• Overall teacher judgements
• Teaching as inquiry
• Inquiry teams
• Curriculum contexts
• What does ‘in addition’ mean?
Gazette articles
• July 29, 2013
• August 26, 2013
• November 11, 2013
Our kids are
…part of
a system
that ensures
our
kiwi kids
can fly…
He waka eke noa
Ki te hoe
Impact and refocus report
Reporting framework (to guide thinking and
planning)
Reporting requirements
Inquiry and Refocus report (Developed from 2013)
• Completed over the intervention - forming the basis of your presentation on the ‘Impact and Refocus’ day
(Discuss with Mentor)
• Has a space for school ‘tool’ data to be included
• Has a space for OTJ (and a ‘best fit’ OTJ)
Email to [email protected]
(and mentor)
Information that you may be recording..
• All of the information you have gathered about the child and their family.
• Comments on student progress.
• Significant events in the child’s learning.
• The way your planning is informed from what you have noticed.
• Identify what is working and is making a difference to learning.
DATA COLLECTION:
NZCER will be assisting in the collection of assessment data for the project.
1. You will receive an email to confirm information they have received from the MOE about your school
2. You will be asked to complete a web form link which provides NZCER with your school's initial contact and intervention focus details
Please submit this information asap.
Contacts for queries: Melanie Dickinson & Sandy Robbins
DATA COLLECTION:
NZCER and our Impact and Refocus report will include
one of the following:
• Reading (Years 3-8) using STAR and OTJs
• Writing (Years 3-8) using e-asTTle and OTJs
• Junior Literacy (Years 0-2) using Obs survey and OTJs
You need to know if you are an ALL
Year 1, Year 2, or Year 3 school.
Further information about ALL…
• nzcurriculum.tki.org.nz/system-of-support
• Literacy on line – system of support
• www.educationcounts.govt.nz
(look under Topics/Public Achievement Information)
• www.educationcounts.govt.nz/topics/BES