Supplementary Supports Inventory/Directory
Supports for schools: Programme for Students (PfS)
Design Elements
Design Elements
Target for support
(strengths and needs)
Description
Learners who need a supplementary programme to accelerate progress.
Schools need strength in:
 Effective classroom teaching
 Effective leadership
Effective classroom pedagogy occurs in classrooms where the teacher has
evidence of accelerating the progress of priority group learners. Evidence
would be from classroom observations and student achievement data. Effective
leadership occurs when student achievement data is disaggregated, responses
are well resourced and monitored for impact and there is acceleration of
progress for a high proportion of priority learners. Evidence would be from
school documentation.
Programme for Students (PfS) focuses on using the expertise within the school
to evaluate the effectiveness of current practices that support accelerated math
or literacy learning and to closely monitor the impact of a 10 -15 week
intervention for a small group of students in the first year.
Expected Outcomes
Literacy/math needs to be a key target area for 2013
PfS has 2 expected outcomes for schools
 Acceleration for small groups of learners (an inquiry into possible
supplementary support)
 A school curriculum and intervention programme (including supporting
infrastructure)
These will be improved through processes of critical inquiry and knowledge
building.
Schools should be doing something different in response to the PfS focus.
What data is used to
support access
decision?
Delivery design (who,
how long,
interactions)
Leadership and classroom teacher data as described above.
There are two programmes within PfS - Accelerated Learning in Math (ALiM)
and Accelerated Literacy Learning (ALL). There is a difference between math
and literacy in the detail of the design because literacy has a network of
specialists available to work within a school curriculum and supplementary
programme whereas maths is using PfS as an opportunity to build some of this
expert knowledge.
ALiM/ALL: Year 1 inquiry "What is acceleration and how do we achieve it?"
This is the first year of inquiry and focuses on short and intensive
supplementary support alongside the classroom curriculum. In the first year of
both ALL and ALiM the focus is on supporting teachers and schools to inquire
into how an effective teacher provides a short and intensive supplementary
programme alongside their classroom programme to accelerate progress.
ALL/ALiM: Year 2& 3 inquiry for improvement "How do we widen the support and
develop coherence across year groups so students sustain their progress gains?"
Year 2 and 3 focus on responding to the outcomes of the initial inquiry and
embedding practices.
The second and third year is a school focus.
For maths the aim is to build maths support capability – the Maths
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Support Teacher. The Maths Leader would be responsible for
ensuring there is coherence between any supplementary support and
classroom curriculum and the ongoing monitoring i.e. they would be
responsible for contributing the maths component in a school’s
curriculum and achievement map.
In literacy the focus is on coherence. In literacy the Literacy Leader has
an equivalent role as the Maths Leader. Other effective teacher or
teachers will be supported to inquire into their provision of
supplementary programmes.
In both literacy and maths the focus is on the supplementary
programmes.
It is expected that schools will have the following roles already in place. The
focus for these roles while participating in PfS is on the curriculum and
achievement map.
 Principal - instructional leader with responsibility for the school curriculum
and achievement map
 Lead teacher (math/literacy) - to ensure the school has a curriculum and
achievement map that clearly identifies the range of interventions for
learners at risk of underachieving. This includes in-class, out- of class (e.g.
Reading Recovery and RTLit) and specialist support. The Maths/Literacy
Leader would ensure that the supplementary supports chosen are those
that are known to be educationally powerful and cost effective, are well
implemented and monitored for impact in both the short term and long
term.
Some schools will have these roles:
 ESOL teacher/SENCO/RTLit/RR teacher – expert teacher supporting the
acceleration of learning so learners can access the curriculum.
PfS teacher roles:
 ALiM/ALL teacher/s – inquiring into the effectiveness of a short intensive
programmes to support learner acceleration.
 MST – expert teacher supporting the acceleration of learning so all learners
can access the curriculum. The provision may be within class and outside of
the class.
It is suggested that schools set up a supplementary inquiry team based on the
roles described above during their participation on PfS. The key role of this
team is to ensure there are adequate conditions for sustaining and embedding
effective practices e.g. one of the roles 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 programmes to the classroom.
Schools may decide to undertake the initial inquiry only and complete only year
1 of a programme and/or they may decide that they need to focus on
mathematics and not literacy (or vice versa) so may shift to the other
programme if they meet the criteria. Schools will be encouraged to continue to
support the improvements they have made through the PfS programme as well
as anything new they introduce to the school.
Principal, lead teacher and ALiM/ALL of each school are funded to and expected
to attend three regional workshops. These dates depend on starting dates of
schools but are spread over the year.
 Evaluation workshop (1 day)
 Intervention planning workshop (2 days)
 Impact and refocus workshop (1 day)
The school will be funded for the regional workshops and ALL/ALiM teacher
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release 5 hours/week for 15 weeks. The in school support is over the 10-15
weeks intervention for learners in each year. Schools need to commit to
ensuring this happens.
Math Support Teacher funding includes 50% subsidy for the qualification and a
proportion of up to 0.5 teacher release as per formula. 1
Literacy leader funding is the 50% qualification subsidy.
Schools will need to cover the other aspects of these costs.
MST papers will be around mathematics pedagogy and the Literacy Leaders
papers will focus on leadership and literacy/language learning. The number of
teachers undertaking study does not need to be limited to just these roles.
Schools are expected to support this programme. Providing the math/ literacy
lead teacher with a management unit can do this.
The ALL, ALiM and MST finding will come through staffing entitlement. Schools
need to apply for this each year.
Each year the school will have 20 hours of expert mentor support. In year 1 this
will be during the time of the supplementary programme. In years 2 & 3 the
timing can be negotiated with the school.
How will the support
contribute to
classroom practice
and school
capability?
Effective classroom teaching ensures that most learners are working at cohort
expectation. Some learners need rich learning opportunities over and above
this. A school needs to explicitly design for these opportunities.
 A school curriculum involves effective classroom teaching, intensive shortterm supplementary programmes (within and/or outside of the classroom),
and specialist long-term supplementary programmes (the mix depends
whether the learner is just below, well below, or making little progress).
 Both the school level programme and the classroom programme are based
on highly effective culturally responsive teaching.
Schools with effective teaching and effective leadership have the inherent
capability to undertake a supplementary teaching programme to accelerate
progress for learners.
 This means identifying learners below or well below expectation for their
year level, identifying what the most effective next learning steps would be
(based on educational need and aspirations of learners, and their
families/whānau), designing and implementing a programme that will
support the acceleration and is culturally responsive and identifying the
support they need to do this.
 The focus is on learners.
PfS focus is on the intensive short-term intervention that should improve
classroom teaching for:
 All learners, as the teacher has the time to reflect on and evaluate impact of
practices and then transfer to whole class
 Learners whose intensive learning is within the class
 Learners who may have some learning opportunities outside of the class, as
the teacher will now be monitoring progress to ensure the class and
intervention programmes together support acceleration.
The teachers involved in the PfS have the:
 Motivation and support to undertake a period of intensive teaching.
 Capability to transfer learning to others in the school.
1
This funding is based on decile and the size of the roll is dependent on the number of learners
e.g. MoE will fund 0.4 and schools 0.1 for 0.5 release for schools with 235 – 415 learners.
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Acceleration is described as the learner’s learning progress showing; a
noticeably faster, upward movement than might otherwise have been
expected by the trend of their own past learning; a rate faster than
classmates progressing at expected rates in order to achieve equitable
outcomes; and that it brings the learner achievement level to that
consistent with, or beyond, a set of benchmarks or standards (NZ
Curriculum National Standards or Nga Whaneketanga Rumaki Maori).
How will the support
contribute to building
educationally
powerful
relationships with
parents,
whānau/family, hapu,
iwi and community?
Fidelity elements e.g.
small groups, one on
one, timing, etc.
Schools will be asked to evaluate the quality of these relationship at the
beginning of the programme and design and monitor aspects of their
supplementary programmes and school-wide learning programmes that
support relationship that lead to accelerated progress for learners.
How is support
monitored and
measured in terms of
outcomes?
School need to be reporting the long-term and short-term outcomes of their
supplementary programmes to a range of people for a range of purposes.
 Ongoing BoT reports describing aspects of the inquiry.
 Impact and refocus reports for the target learners for school community
(teachers and parent/whānau/family of target learners). These reports will
describe the observed shifts in learners’ knowledge, skills, strategies and
key competencies before during and after supplementary programme in
terms of progress, achievement and outcomes. These same reports will be
shared with other schools involved in PfS for professional sharing of
learning and to support the evaluation of the programme
 School curriculum and achievement map for school community (year 2).
This will describe how the curriculum for supplementary programmes
(both inside and outside of the classroom) supports learners to be able to
access the classroom curriculum and the achievement points that will
trigger the instigation of these programmes. These same maps will be
shared with other schools involved in PfS for professional sharing of
learning and to support the evaluation of the programme.
 School annual variance statement at end of year to describe long-term
outcomes for discussions with MoE around impact and next steps for the
school.
 Annual plan to describe the way the refocus will be resourced.
Mentoring of ALiM/ALL teachers, Maths Support Teachers, Literacy leaders and
Principals by expert maths/literacy facilitators.
Student achievement data collected by external source into a data-base
(NZMaths, e-asTTle and NZCER) for programme evaluation. The data will
depend on the school focus;
Maths – NumPA, PAT mathematics
Literacy – Observation Survey (years 1 – 3), STAR (Reading years 4 – 8), easTTLe (Writing years 4-8)
Both - National Standard data
Schools will need to give permission for the PfS programme leaders to access
the data.
Schools may be asked to work with a research and/or evaluation team.
What needs to be
sustained?
A school curriculum and supplementary programme that is built around
knowledge building and self-review.
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Roles and responsibilities for the support
What are the conditions for successful delivery?
Provider
School
Expertise in literacy /maths
Strengths in effective
/leadership
classroom practice
Focus on self review &
(literacy/maths) and effective
acceleration
leadership (literacy/maths,
evaluative, organisational and
relationship capability).
Active participation in all
workshops and school based
learning.
System/MoE
Understand purpose and
limitations of programme
Identify schools
Support schools as they enter
and leave the programme – to
help with coherence with
school curriculum and self
review practices.
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