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The GPLMS

Bridge Community of Practice

26 August 2015

Brahm Fleisch

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• Background

• The literature that underpins GPLMS

• Components of the GPLMS

• Research

• Spin-offs

• Insights about system-wide change

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Bimodality – indisputable fact (From Spaull)

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0

.005

.01

.015

.02

Den

sity

0 20 40 60 80 100Literacy score (%)

Black White

Indian Asian

U-ANA 2011

Kernel Density of Literacy Score by Race (KZN)

0

.002

.004

.006

.008

Den

sity

0 200 400 600 800 1000Learner Reading Score

Poorest 25% Second poorest 25%

Second wealthiest 25% Wealthiest 25%

0

.001

.002

.003

.004

.005

kden

sity

read

ing

test

sco

re

0 200 400 600 800reading test score

African language schools English/Afrikaans schools

0

.005

.01

.015

.02

.025

Den

sity

0 20 40 60 80 100Numeracy score 2008

Ex-DET/Homelands schools Historically white schools

0

.01

.02

.03

.04

Den

sity

0 20 40 60 80 100Average school literacy score

Quintile 1 Quintile 2

Quintile 3 Quintile 4

Quintile 5

U-ANA 2011

Kernel Density of School Literacy by Quintile

PIRLS / TIMSS / SACMEQ / NSES / ANA / Matric… by Wealth / Language / Location / Dept…

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Insurmountable learning deficits: 0.3 SD (From Spaull)

4

0

1

2

3

4

5

6

7

8

9

10

11

12

13

Gr3 Gr4 Gr5 Gr6 Gr7 Gr8 Gr9 Gr10 Gr11 Gr12

(NSES 2007/8/9) (SACMEQ 2007) Projections (TIMSS 2011) Projections

Effe

ctiv

e g

rad

e

Actual grade (and data source)

South African Learning Trajectories by National Socioeconomic Quintiles Based on NSES (2007/8/9) for grades 3, 4 and 5, SACMEQ (2007) for grade 6 and TIMSS (2011) for grade 9)

Quintile 1

Quintile 2

Quintile 3

Quintile 4

Quintile 5

Q1-4 Trajectory

Q5 Trajectory

Spaull & Viljoen, 2014 (SAHRC Report)

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Four Pillars of the GPLMS Strategy 1. Measuring literacy and raising expectations

1.1 Annual National Assessments 1.2 Common Assessments

2. Strengthening the teaching of literacy & maths

2.1 Lesson Plans 2.2Provision of Resources:, i.e. Graded Readers, Phonics &

Workbooks Catch-Up Programme 2.3 Training & Instructional Coaches

3. Improving programmes of learner support

3.1 Homework Assistants 3.2 Parent Support Programme Support 3.2 Strengthening book collections in schools.

4. Improving the management of teaching and learning 4.1 District Officials 4.2 School Management Teams

• Implementation 2011-2014

• Initial literacy only, 2012 incorporated mathematics

• Grades 1-7.

• 1000 underperforming primary schools

• ~12 000 teachers

• ~700 000 learners

• Funded out of the provincial budget

• GDE lead, contracts with outside NGO service providers

• Support from McKinsey & Co

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6 Change Knowledge • Conventional input/output models problematic (Cohen, 2003; Raudenbush, 2005).

Focus on ‘instruction’.

• Cohen and Spillane (1993) five categories policy to change instruction: curriculum frameworks; external assessment of learner performance; provision of instructional materials; monitoring of classroom instruction and policies requirements for teacher education and licensure. The degree of specificity or prescriptiveness is key.

• Michael Fullan (2010) -- NLNS was the first use an explicit theory of large-scale change as the basis for bring about system reform.

• Barber (2008) high challenge, high support approach

• Mourshed and colleagues’ (2010) ‘education systems’ are different points in the ‘change journey’. Systems moving from ‘poor’ to ‘fair’, a cluster of interventions that include highly prescriptive mandated lessons, monitoring compliance through regular class visits, and setting performance targets based on universal external assessment would work best.

2015/08/25 Draft: Not for Distribution or Citation

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7

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• Change strategies often triggered by international test results or national attention generated on the weaknesses of the education system

Standardized Tests used as a Catalysis

• Basic knowledge and skills in reading, writing, and mathematics, and the natural sciences

• Narrowing of the curriculum, deemphasises on arts and other subjects

Focus on Literacy and Numeracy

• Political identification of national numerical targets attached to the political cycle National Targets

• Sources of educational change are external innovations brought from the corporate world through legislation and national programs.

External Assessment and Accountability

• Tightly prescribed curriculum aligned to daily lessons with detailed scripting Prescriptive Curriculum

• Provision of centrally procured and educative learning materials to all learners Standardized Learning

Materials

• This takes a variety of forms from conventional short-course, just-in-time training to site-based coaching. Professional Development

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Basic Assumption

Practice

(Tasks) Performance

2015/08/25 Draft: Not for Distribution or Citation

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Basic Model of Change

Instructional Practice

Lesson Plans

Learning Materials

Training & Instructional

Coaching

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GPLMS: Key Components

Aim: To improve teaching practices resulting in improved learner outcomes. Began by… Providing resources (Literacy only) Providing coaches In year 2, went on to… Provide Lesson Plans Introduce Mathematics component In year 3, went on to Provide DVDs showing best practice Innovations based on responses, research + evaluation

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Resources

Language

1. Published materials FP: Graded readers (*) + DBE workbook IP: Catch-up programme + Class readers (8), + Group readers (12), + DBE workbook 2. GPLMS/GDE materials (per term) Lesson plans Poster (+ line drawing) Reading words (1 page) DVDs + workbooks From Year 3, Exemplar learner books

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Resources

Mathematics GPLMS/GDE materials (per term) Lesson Plans DBE workbooks DVDs and handbooks Inter-sen 6 month revision programme Foundation Phase

Teacher Lesson plans + learner materials (DBE workbook linked) Continuous assessment – daily plans, rubrics, checklists and instruments From Year 3, Re-usable Learners’ Activity Resource Book

Inter-sen Phase Teacher Lesson plans + learner materials Grade 4-7: high quality maths textbooks from the National catalogue

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Lesson Plans

• Not a text book, adjusted termly by a reference group including Language Advisors, Coaches, Teachers and Developers.

• Provides scope and pacing required to ensure CAPS coverage • Provide planning but not preparation for daily teaching • Embeds systematic routines (language and maths) • Shows core methodologies from CAPS (process writing, shared reading,

guided reading, hands-on maths to establish key concepts, etc.) • Integrates assessment (tasks, rubrics, recording methods, exams) • Unintended consequences: • Empowerment of coaches • Up-skilling of teachers through changing daily practice • Peer group preparation • Learner book exemplars developed

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Theoretical Underpinnings: Language: Oral & Reading

Oral : Structured language building • Poster work : Structured oral sentences • Systematic vocabulary building Reading : Balanced approach 1. Word recognition: • Phonics, Spelling words, Sight words 2. Language comprehension: • Question words, types of questions. (recall, inferences,

own thought) • Assessed in oral and written comprehensions. Model

answers provided.

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Theoretical underpinnings: Language: Grammar & Writing

Grammar: • Incidental learning: Through oral poster work, reading

lessons • Explicit teaching: Traditional, inductive and systematic. • Assessed in writing and comprehension Writing • Structured writing programme linked to CAPS • Writing frames provided • Re-cycle skills/vocabulary from oral work and reading • Assessment rubrics provided

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Theoretical underpinnings: Maths

• Mental maths – Sets the tone and focus of the lesson – Fosters knowledge of necessary number skills

• Sequenced structured daily activities – Resources recommended and provided (if possible) – Activities that enable the teacher to introduce concepts using concrete aids, then move

to the more abstract/symbolic representations required – Paced according to CAPS – Clustered to allow maximum time for exposure to new concepts

• Independent/group learner activities – Allow for learning through doing – to consolidate knowldege learners need to do maths

themselves not just listen to the teacher – All activities are provided – following on from the lesson activities

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Coaches role/District role

• Support for teachers (Critical friends) • Two skills sets: soft skills, hard skills Responsibilities • Deliver lesson plans each term to teacher • Train teachers in their use, Demonstrate/advise

re core methodologies, Show DVDs • Monitor pacing (through Learner books) • Monitor teaching and learning practices and advise (observation/report) • Conduct School Based Workshops (single school) • Organise Peer Learning Groups (cluster) • Needed a manual for standardization + rubric + TPR on key features • Needed training in both skills sets + termly lesson plan training • Needed mentoring, supervision themselves

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Research

• Fleisch B & Schoer, V (2014) Large-scale instructional reform in the Global South: insights from the mid-point evaluation of the Gauteng Primary Language and Mathematics Strategy. South African Journal of Education. 34(3)

• Fleisch B, Schoer V, Roberts G &Thornton A (2014) System-wide improvement of early-grade mathematics: new evidence from the Gauteng Primary Literacy and Mathematics Strategy. Paper Presented to the SAERA, Durban August 2014

19 Achievement in Grade 3 Language for GPLMS and non-GPLMS schools

for different test instruments (%)

SE 2008 ANA 2011 ANA 2012

GPLMS 27.3 37 51.9

Non GPLMS Schools 58.9 54.7 63.4

Difference

(percentage points) -31.6*** -17.7*** -11.5***

Notes: *** indicates that differences in means are statistically significant at a 1 percent level of

significance

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20

0

.02.04

.06

densi

ty

0 20 40 60 80

Average grade 3 literacy test scores (%)

SE 2008 ANA 2011 ANA 2012

Note: GPLMS treated primary schools only

0

.01.02

.03.04

densi

ty

20 40 60 80 100

Average grade 3 literacy test scores (%)

SE 2008 ANA 2011 ANA 2012

Note: untreated primary schools only

Distribution of Grade 3 literacy scores in SE 2008, ANA 2011 and ANA 2012

GPLMW and Non-GPLMS schools

21 Difference in Grade 3 Mathematics Performance between treated & control schools;

around GPLMS assignment threshold: 35 - 45% literacy 2008 SE

2011 2012 2013

ANA ANA ANA

Diff Treated & -0.298 6.436** 7.775***

Cont Schools (3.164) (2.908) (2.672)

Constant 36.43*** 41.68*** 52.06***

(2.711) (2.492) (2.289)

Observations 109 109 109

R-sq 0.000 0.044 0.073

(Standard errors in parentheses *** p<0.01, ** p<0.05, * p<0.1)

22 ANA, 2014 Percentage at acceptable achievement (≥50%) Verification

Gr 3 Gr 6 Math Lang Math HL FAL EC 52.3 51.0 22.0 53.7 24.2 FS 65.2 64.8 41.0 69.3 45.3 GP 73.6 70.5 53.1 90.7 58.2 KZN 56.4 56.7 31.4 73.3 32.1 LP 33.6 42.5 15.9 54.6 24.0 MP 54.9 56.6 27.1 83.8 34.9 NC 48.9 44.8 24.4 63.1 28.8 NW 39.4 51.2 20.0 74.5 31.6 WC 68.0 64.2 44.9 79.9 52.2 National 55.6 56.5 32.4 74.6 36.1

Diff GP and next highest 5.6 5.7 8.2 6.9 6.0

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New studies

• Reading Catch-up Study, Pinetown 2014

• Early Grade Reading Study, North West 2015-2016

• Early Grade Reading Study II, Mpumalanga 2016-2017

• Early Grade Mathematics Study, TPA 2016-2018

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New innovations

• PILO

• NECT

• GPLMS Phase II

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Insights about system-wide instructional reform

• System leadership

• Embedded interventions

• On-going improvement

• Research informed