programmes for students: accelerating learning in literacy and mathematics evaluation and...
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Programmes for Students: Accelerating Learning in Literacy and Mathematics
Evaluation and Self-Review Day
Central South
19 March, 2014
Rere atu, rere maiTaku manu eRere ki tua, rere ki kōKia whetūrangitia e
Fly my birdIn every direction.AttainThe 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 ...
• Uses a process of inquiry …• Engages whānau …• Is responsive to student needs …• 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 cycles of inquiry for breadth and coherence.’ (Year 2 & 3 - a school curriculum and achievement programme)
ALL 1 & ALiM 1 Inquiry
“What is acceleration and how do we achieve it?”
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 • The system has not developed a mediating layer to support capability building
National, regional & local student achievement data show pockets of success
Equity – is it good enough?
Reading Maths Writing0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
77.4%73.6%
70.0%68.2%63.6%
60.2%62.6%59.7%
56.8%
Total Māori Pasifika
• 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 accelerate 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)
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 INQUIRYWhat strategies will
help my students learn this?
What do I need to do differently?
TEACHING AND LEARNING
SUPPLEMENTARY SUPPORT INQUIRYScaffolded 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 INQUIRYWhat 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 INQUIRYWhat’s important to
learn? (socio-cultural
learning, school curriculum)
Using “Teaching as Inquiry” to trigger
supplementary supports for
some students
Tiers of teaching
A three tier model of support that builds on the strengths of all students:Tier 1 Effective classroom teachingTier 2 Teaching to accelerate learningTier 3 Intensive response
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.
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
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• What does ‘in addition’ mean?
Intervention design
Reflecting and building on what worked in 2013.
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)
Gazette articles
• July 29, 2013• August 26, 2013• November 11, 2013
Reporting requirementsREPORT:
• Inquiry and Refocus report (Developed from 2013)• Completed over the intervention - forming the basis of
discussion for the ‘Impact and Refocus’ day (Discuss with Mentor)• Has a space for school ‘tool’ data • Has a space for OTJ (and a ‘best fit’ OTJ)
Email to [email protected] Include a final OTJ!
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 as soon as possible.
Contacts for queries: Melanie Dickinson & Sandy [email protected]
Data Collection
You need to know if you are ALL Year 1, Year 2, Year 3 ..
NZCER will be collecting ALL data for :
• 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
Data collection
Rere atu, rere maiTaku manu eRere ki tua, rere ki kōKia whetūrangitia e
Fly my birdIn every direction.AttainThe countless stars.