1. Programmes for Students: Accelerating Learning in Literacy
Evaluation and self-review day
29th February 2016
●Emergency protocols
●Toilets
●Packs - agenda
●Breaks – when and where
●Introduce us
●Any other introductions – eg. (MoE)
●Internet access

2. Introductions Gaylene Price – National Co-ordinator Mentors:
Brenda Godwin
Rita Palmer
Andrea Piters
Nicki Sturgeon
Caron Watson
Marieke Whitwell
Cath Runga
Emergency protocols
Toilets
Packs - agenda
Breaks – when and where
Introduce us
Any other introductions – eg. (MoE)
Internet access

3. Gaylene
ALL overview
Themes

4. Theory of Action
In school groups, locate in the Theory of Action (ToA), answers to the questions.
Record the answers.
Theory of action is a framework that supports the implementation of the interventions.
sheet with questions and space for answers in packs.
30 mins to have a scavenger hunt which will help to familiarise you with the document.
Could ask if there is any
surprises,
questions
clarifications needed.
and do kahoot after lunch, if too close to morning tea.

5. 1 person in each team
Go to on your laptop, tablet or phone
Enter the game pin ……..
Click enter
Decide on a name for your team
MOrning tea at 11am 5

6. https://create. kahoot. it/. _ga=1. 248472705. 722839588
Morning tea at 11am

7. What is acceleration and how do we achieve it?
Year 1 inquiry question
This is the focus of your learning, knowledge building and inquiry - what is acceleration and how do we achieve it for our learners in our school context.
This session will explore what is meant by acceleration. We start with a task in which you are positioned as learners.
(handout - Betsy paragraph)

8. What is Betsy doing? Read the text provided.
In your own words explain what Betsy is doing.
What did you notice?
How did you feel?
What were the problems?
Fast track for learning group – how did you feel? Why? What supports did you have that enabled acceleration to your learning?
Consider the students you know – which most closely represents them – how would they usually feel?
What incentive do they have to keep doing the ‘hard’ stuff of learning to read and write? 8

9. Having vocabulary knowledge, visual support and some prior knowledge made the reading task more accessible for the fast track group.
Frontloading.
The “Banzai Pipeline” is a famous surf spot in Hawaii - it is also known as the “cement mixer”, “meat grinder” and “man-eater” - waves can reach up to 30ft. Macker - a really big wave (like a Mack truck). 9

10. Frontloading Without prior knowledge full comprehension is difficult.
Prior knowledge about a topic speeds up learning by freeing working memory so that connections to new information can be more readily made.
Acceleration is not about mastering concepts of the past. 10

11. Acceleration / Remediation
Discuss the statements at your tables
Sort the cards into the columns: Remediation or Acceleration
Rita and Nicki
Surfacing beliefs
Task to support you in identifying the difference between acceleration and remediation.

12. Acceleration or Remediation
Having an understanding of the difference will support the leaders and intervention teachers in planning the intervention.
Learning in the fast lane. Suzy Pepper Rollins p. 8

13. A shift in the trajectory of learning
Many of you will be familiar with graphs similar to this one.
what we are aiming for is an interruption to the learner's’ trajectory.
ALL as an intervention needs to interrupt the pattern of progress experienced by the selected students.
Diagram of trajectories
Acceleration - progress noticeably faster than it might otherwise have been expected. Progressing faster than others in their class so that they can catch up to similar levels of achievement
the gap between the student’s achievement and the National Standards has been dramatically decreased
Figure 1 Learning progress showing: (red) progress without intervention, and (green) the change in learning trajectory if accelerated learning occurs following intervention. The dotted lines indicated the NZC Standard for Reading that the student needs to attain.

14. So what does it look like in action. An example:
Video from Hampton Hill - a 3rd year school last year. This is a clip that demonstrates the use of acceleration strategies in action. As a year 3 school they have interventions across all classrooms. 14

15. Time to reflect…
Take some time to discuss thoughts and implications for the design of your intervention:
- acceleration
– back at 1.15
Lunch 12:30 15

16. Key points of ALL
Accelerating progress for small groups of students – 6-8 students
Inquiry is central to ALL
Teacher level: Evidence related to students and teaching informs cycles of inquiry and knowledge building
Leadership level: inquiry cycles and knowledge building support leaders to develop school – wide systems and organisational conditions that support student outcomes.
Tier 2 intervention additional to classroom
Instructional and leadership practices
Supplementary Inquiry Team (SIT) driving change
Review of the key points at this point.
Inquiry - spiral of inquiry. 16

17. Using the Spiral of Inquiry
TASK - overlay of the spiral of inquiry on the teaching as inquiry model from the NZC.
what scanning is and isn’t - reference the spiral of inquiry document in pack.
Leaders what is their role in spiral of inquiry – relation to their role as a SIT
How do leaders support teachers within the inquiry process?
What do teachers need to learn more about?
What assumptions are there, that need checking?
What is acceleration and how do we achieve it?

18. What contributes to the success of the intervention?
Selection of teachers – adaptive expertise
Adaptive teaching is teaching that deliberately responds to moment-by-moment and day-by-day interactions with students in ways that enhance the learning experience for the students.
Selection of students – ‘below’ or ‘well below’
Pg 25 ToA
Refer: Pg 22 ToA
Importance of the decisions made by leaders and intervention teacher.
Selection of teachers p 25 ToA
Selection of students p. 25 ToA
On p 26 - Groups to consider
those with irregular attendance,
Tier 2 this is the point to be inquiring into the acceleration for students that are not achieving in tier 1 effective classrooms.
What are strategies that can support those irregular in attendance to connect to their previous learning, what are strategies that support acceleration of the learning they may have missed. How might strengthening home school partnerships impact on the attendance?

19. School achievement What is the pattern for your school?
Using the template, plot the achievement data for each year group. Well below at the bottom, above at the top.
Well below and below. which year levels are most represented?
Link to the strategic plan, annual student achievement targets,
The students selected for the intervention will be from the cohort outlined in your targets.
This is enables coherence – with the intervention aligned to and contributing to your targets. 19

20. Do the achievement activity - % WB,B,@,Ab for each year group
May be beginning to make decisions about the next thread of the Intervention Logic – the design of the inquiry, and the selection of students.

21. What do you know about the students who are not achieving as expected?
Is there a pattern of underachievement?
What is already in place for these students?
What interventions are currently happening?
How are students selected? When? Who by?
Are the current interventions working? How do you know?
What happens when the intervention is finished?
Year 1 inquiry 21

22. Literacy focused Learning maps
Who helps you to be a reader/writer?
Where do you read / write?
What is hard in reading / writing ?
What is easy in reading / writing?
Why do you need to read and write?

23. Teacher inquiry is at the heart of improved learning outcomes for students
How will you as leaders support the intervention teacher’s inquiry.
what systems need to be in place?
How will the SIT engage with the teacher’s inquiry?

24. The supplementary inquiry team
ensure there are adequate conditions for sustaining and embedding effective practices
support other classroom teachers to inquire into the effectiveness of aspects of their practice
transfer learnings from the supplementary programmes to the classroom
Adequate Conditions - P23 ToA
What research / evidenced based knowledge will the SIT be utilising to support the intervention and the inquiry into:
What is acceleration and how do we achieve it?
What are the current school processes that would support the transfer of teacher learnings within the intervention?

25. BES model for systematic improvement Levers for change
Refer page 9 ToA and as (Handout)
Task - in school groups consider and jot down the current processes, you have in school that support the 4 levers of change.
Levers for change –
Focus on valued outcomes for diverse (all) learners
Effective pedagogy for valued outcomes for diverse (all) learners
Activation of educationally powerful connections
Productive inquiry and knowledge-building for professional and policy learning
Leadership of conditions for continuous improvement 25

26. Research - What works and why.
The BES exemplars
32 cases bring togther research-based evidence from New Zealand and elsewhere to explain what works and why in education.
explain what works and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners.
Page ToA (Handout)
The BES exemplars
32 cases bring together research-based evidence from New Zealand and elsewhere to explain what works and why in education.
explain what works and why for diverse (all) learners in schooling, focusing particularly on what makes a bigger difference for Māori and Pasifika learners.
draws on the four research identified levers for improvement (BES)
– effective pedagogy,
- activation of educationally powerful connections,
- leadership of conditions for continuous improvement,
- productive inquiry and knowledge building 26

27. Other BES case studies include:
10: Facilitate effective inclusion of learners with special needs
11: Create educationally powerful connections with learners’ cultures
12: Use effective strategies to include quiet learners
13: Use effective teaching to counter the effects of reading difficulties as a barrier to curriculum learning
14: Facilitate the inclusion and achievement of new learners of English
17: Improve outcomes by actively engaging learners
27: Treat appraisal as a co-constructed inquiry into the teaching-learning relationship 27

28. Using the Intervention Logic
Starting with the Evaluation thread
Curriculum and achievement
What works in our school, for whom and why?
What does research say works faster, for whom and why?
What are the resourcing needs?
p.22 ToA
Intervention logic P.22 ToA.
Information that informs CaAP -- visual representation of the achievement of your learners across yr1 -8, including the triggers that alert you to the need for Tier 2 or 3 interventions for particular students.
As first year expectation is that you look at this in terms of the cohort represented in the intervention. Look at this more closely on the planning days.
During the planning days we will be looking more closely at
Evaluation day – curriculum and achievement. Which workshops it works to.
Planning day – implementation.
Impact and refocus day - outcomes and refocus. 28

29. Intervention Logic Intervention logic P.22 ToA.
Information that informs CaAP -- visual representation of the achievement of your learners across yr1 -8, including the triggers that alert you to the need for Tier 2 or 3 interventions for particular students.
As first year expectation is that you look at this in terms of the cohort represented in the intervention. Look at this more closely on the planning days.
During the planning days we will be looking more closely at
Evaluation day – curriculum and achievement. Which workshops it works to.
Planning day – implementation.
Impact and refocus day - outcomes and refocus. 29

30. The self review tools The full set is available at:
Online/Impact/Progress-and-achievement/Self-review-tool- for-schools-focus-on-students-achieving-below-curriculum- expectations-in-Literacy-years-1-8
Rubric 4: Consultation and involvement with parents, caregivers, families and whānau
Rubric 6: Choices of approaches and interventions – an effective mix
Rubric 9: Accelerated progress for students achieving below curriculum expectations in literacy
What is the evidence that supports my decisions?
In the pack.
These form part of the end of intervention report - as you do these components they can be added into the final report. 30

31. Workshop 2 – two days - Planning the intervention
Wellington – 16th & 17th March
Whanganui – 31st March & 1st April
What has to happen before then?

32. Confirm selection of students, teacher, supplementary inquiry team
Focus? – reading, writing
Student voice
Consider timetables etc – the mechanics, how it will work? 30 min sessions, at least 4 days a week for weeks,
Rated self review rubrics, 4, 6,9 and determined a goal.
Action plan template – who , what, when ?

33. http://cpl.org.nz/ Where to find resources … Our services
Accelerating literacy learning
Central South region
Facebook:
Cath Runga – Facilitator
Literacy PLD 2016
Please complete the evaluation form and leave on your tables.