Programmes for Students:
Accelerating Learning in Literacy and
Mathematics
Evaluation and
Self-Review Day
Central South
19 March, 2014
gaylene.price@canterbury.ac.nz
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 ...
• 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?
90.0%
80.0%
70.0%
Total
77.4%
Māori
Pasifika
73.6%
70.0%
68.2%
62.6%
63.6%
60.0%
59.7%
60.2%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Reading
Maths
Writing
56.8%
Borderfield’s Report (2008)
• 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.
ERO Mathematics Report (2013)
There is a propensity not to respond differently
“…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 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)
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
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
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 requirements
REPORT:
• 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 accelerating.literacy@minedu.govt.nz
Include a final OTJ!
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 as soon as possible.
Contacts for queries: Melanie Dickinson & Sandy Robbins
assessmentservices@nzcer.org.nz
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
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.