1. Breakout Sessions Self review Preparing for ALL

2. Purpose To critically inquire into the effectiveness of current practices To use self-review tools available to support your evaluative inquiry To establish your own strengths and needs to develop an ALL intervention plan

3. Introductions Tell us briefly: Who you areWhere you are from1 Key understanding from the previous session

4. Where ALL fits

5. What is happening now? What is your current understanding ofstruggling readers and writers? - Who are they? - What “hunches” do you have? - What makes it hard for them? - What do you do to support them? - What interventions have you trialled already and how do you evaluate these? - Were they successful – what will you repeat?

6. Self- review tool for schools: Focus on students achieving below curriculum expectations in literacy ( Years 1-8) Intervention Logic

7. Self-review tool - background Overall purpose/intent:To help schools reflect on and use avariety of information sources toanswer for themselves evaluativeinquiry questions.

8. Rubric 6:How well do we choose the most educationallypowerful and cost effective mix of interventionsfor the students achieving below curriculumexpectations in literacy we serve?Rubric 9:How well do our students achieving belowcurriculum expectations in literacy makeaccelerated progress thanks to our efforts? Rubrics - specific

9. Categories of choice : Highly EffectiveConsolidating EffectivenessDeveloping EffectivenessMinimally EffectiveIneffectiveDetrimental

10. An example to explore What would a …“strong and early liaison regardingintervention choices with the child,parents/caregivers and whanau, principal,senior management, classroom teachersand SENCO”1) Look like 2) Be rated on the rubric

11. Rubric 6 - evaluation Where would you place your school? What is your evidence? What will you improve?

12. Using Rubric 9 Questions to discuss : To what extent and how well does our school achieveprogress for our students achieving below curriculumexpectations in literacy?Is our students’ progress fast enough to be consideredminimally effective, highly effective (etc)?How well is the potential of diverse students realised?How well is the school reducing any disparities inliteracy progress?How effectively is progress monitored and analysed,and the information shared and used to informpractice?

13. Rubric 9 – self evaluation Where would you place your school? What is your evidence? What will you improve?

14. Preparing for the planning days Thinking about the self review tool… What do you need to do between now and the planning days?

15. Checking In What do we understand so far? What aspects need further clarification?

16. Intervention Logic - background Evaluation of previous ALL interventionexamples has resulted in thedevelopment of a new interventionlogic.

17. Successful factors of previous ALL A clear goal – accelerating the learning of a small group ofstudents achieving below national standards Need to report on and account for student achievement –impact day Teaching approaches that were modified and fine-tuned tobe responsive to student individual and group needs,including Maori and Pasifika students Students willingness to take up the challenge to learn andtheir sense of pride in their achievements learning inquiry that fostered and revolved aroundsupportive relationships, promoted collective responsibilityfor progressing individual and collective learning, providinga safe environment for sharing and debating ideas, and avariety of relevant materials…

18. Differentiation First year or Second year on ALL Second year – start at “refocus” First year – start at ‘evaluation

19. Task Use the Intervention Logic grid to evaluate where you are now and where you need to go next. Link this thinking to today’s presentations to develop an initial action plan

20. Selection of teacher/s Consider what makes them suitable? - Holds high expectations of students - Strong literacy PCK and CK - Open to learning and confident to try new things - Notice, understand, reflect and respond - Flexibility with a variety of appropriate teaching strategies - Permanent staff member - Approachable and patient - Ability to encourage and connect to whanau, parents and students - Able to inquire into the effectiveness of their intervention to support student acceleration - Able to work as part of a supplementary inquiry team within your school and support others to inquire into the effectiveness of theirown programmes - Transfer the learnings from this work -

21. Support Who will be in your supplementaryinquiry team? - RTLit, - Literacy Leader, - Literacy team - RTLB - Reading Recovery

22. Select your focus Probably one of the following ELLs Literacy  Junior literacy  Senior reading  Reading/writing

23. Levers - BES Exemplars Exemplar 3 is in the pack that you may use now or later

24. Mentor contact Contact 1You can expect your mentor to touch base between nowand the next planning days about: your focus area, who your students are, how they were selected the data that has informed this Choice of intervention teacher/s Will you be set up ready to go after Easter?

25. Planning Days Please register as soon as possible. Any questions please contact your mentor or Luana Walker if it is about travel.