1. Programmes for Students: Accelerating Learning in Literacy
Yr 1 Planning day
Yr2/3 Evaluation and self-review.
30th May Intake 2
●Emergency protocols
●Toilets
●Packs - agenda
●Breaks – when and where
●Introduce us
●Any other introductions – eg. (MoE)
●Internet access

2. Introductions Project co-leader – Julie Beattie Mentors: Cath Runga
Marieke Whitwell
Rita Palmer
Nicki Sturgeon
Marieke
Emergency protocols
Toilets
Packs - agenda
Breaks – when and where
Introduce us
Any other introductions – eg. (MoE)
Internet access

3. Whakatauki Iti rearea teitei kahikatea ka taea
Marieke
If effort is sustained we can reach great heights.

4. Overview of the day Exploring ToA
Focus on the roles and responsibilities of the SIT
Data literacy to support our evaluative capability
Refocus for 2016
Sharing across schools
Marieke

5. Theory of Action
In school groups, locate in the Theory of Action (ToA), answers to the questions.
Record the answers.
Cath
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.

6. 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
Cath 6

7. https://create. kahoot. it/. _ga=1. 31908542. 1886865095
Morning tea at 11am

8. How do we develop effective systems of support that sustain student acceleration, and ensure intervention coherence at a school-wide level?
Cath
Situate the day in the Year 2&3 inquiry question
This is the focus of your learning, knowledge building and inquiry -How do we develop effective systems of support that sustain student acceleration, and ensure intervention coherence at a school-wide level?
What are effective systems? What do they look like?
Video clip 1 shared beliefs Systems to ensure shared knowledge, expectations and beliefs
What does it mean to have intervention coherence at the school wide level?
Your curriculum and Achievement plan documents the schools thinking around this. It is a living document that needs regular updating . It also needs to be referenced regularly with staff so they understand the processes and systems in the school.
Video clip 4 target students- accelerating target learners. Ensuring a focus on targeted students. Coherence of interventions – eg of tier 2 practices beign tier 1 practice
This might include such things as what learning are we taking from past interventions ( tier 2) that can be incorporated into our tier 1 teaching?
what are the implications for staff in terms of planning and teaching and learning pedagogy?.
This session will explore the roles of the Supplementary Inquiry team

9. Inquiry at 2 levels As a SIT/change team As intervention teachers CATH
Leaders what is their role in spiral of inquiry – in 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?
Changes to the ToA this year mean the the traditional pathway of all schools getting three years have changed .
For some year 2 schools this could be your last year. Due to the size of your school. SO you need to be thinking about sustainablity?
Short reading
Short chalk and talk two spirals sit /teachers

10. In our context - What actions have been taken to support coherence, transfer and sustainability?
What strategies supported acceleration in previous years? How have these been transferred across the school?
How does the CaAP support intervention coherence?
What actions need to be taken this year?

11. Supplementary Inquiry Team
MARIEKE
This is the year to create sustainability for the strategies you were developing and trialing last year.
An effective SIT team will lead to the vision and maintenance of the ALL long term within their school; with staff leaving, leaders changing the Sit team will ensure it is embedded practice.
So who is in it ? - the SIT in a small school could be made of the whole staff, in a bigger school it may be the leaders from with areas of the school, Junior/Senior/ Literacy Leader, DP , principal and some classroom teachers.
How does it work?- The SIT team supports teachers to strengthen their teaching strategies and approaches, they ensure there are regular, meaningful critical conversations and meetings to embed the transfer of acceleration strategies across a school. They monitor the changes and improvements that are occurring for the learners through out the process of intervention. It requires planning for meetings, planning for discussions, developing critical conversations, carrying out regular and purposeful of observations, ongoing gathering of data and samples of work. The development of a ‘living CaAP ‘. The strategies, the systems, the assessment practices that the SiT develop should become embedded into the schools self review and long term monitoring.
What does it look like? Refer TOA what are the opportunities in their own school. Watch HH3. Record evidence on sheet, repeat view record and discuss their own and share in group. Complete the actions for the specific leaders, who will do what? Take responsibility for what areas?

12. How well are we as Leaders supporting ALL?
There needs to be deliberate, planned and monitored actions by the leadership and the SIT to ensure the success of the interventions
MARIEKE
Reflect back on your previous work as a SIT in ALL
Jot down the opportunities within your school that contribute to the responsibilities described in the ToA pg 24
Watch HH clip 3
Identify actions in this ideo, record on template
Reflect on your own actions.
Record
Whole group discourse 12

13. Year 2 &3 inquiry 2016 Your school inquiry will be informed by:
SIT planned actions
Self review Rubrics
Data
Consider actions that will support coherence, transfer and sustainability
CATH
Changes to the ToA this year mean the the traditional pathway of all schools getting three years have changed .
For some year 2 schools this could be your last year. Due to the size of your school. SO you need to be thinking about sustainablity?
Short reading
Short chalk and talk two spirals sit /teachers

14. BES model for systematic improvement Levers for change
CATH
Refer page 9 ToA and as (Handout) (refer to their previous report)
Task - in school groups consider and jot down the current processes, you have in school that support the 4 levers of change. Page 20.
GROW template.
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 14

15. 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. 15

16. Evaluative capability
Look back did we make enough of a difference?
Analyse the sample data , did this intervention make enough of a difference.
What would you do in response to these findings?
CATH
We could talk about the e-asTTle stuff here.
This is an assessment tool.
“The primary purpose of assessment is to improve students’ learning and teachers’ teaching as both student and teacher respond to the information that it provides.”
Therefore we take the information from these samples to identify areas for improvement and deliberate teaching to support the student in his/her learning.
An e-asTTle Writing assessment provides a snapshot of what a student can achieve by themselves under standardised conditions. Teachers can consider this as one piece of evidence when making an overall teacher judgment. No single source of assessment information however, can accurately summarise a student’s achievement or progress. A more comprehensive picture will involve collecting multiple pieces of assessment data from a range of contexts and experiences across the curriculum. This includes teachers’ general observations of students’ writing and careful consideration of the expectations described by the National Standards and supporting documentation.
DATA ANALYSIS

17. Being evaluative Rubric 4.6.&9 What gains did you make last year?
Where should your focus be this year?
What are the goals for SIT?
What are the goals for teachers?
How will the leadership /SIT support teachers and students
How can you strengthen your CaAP?
Give time to rubrics
Write some goals and actions

18. Pulling it together
Are you clear about what you want to achieve and how you will action that?
What communication needs to happen from your thinking today?
Tomorrow……
Luxury of time today to work as a team .
Are you clear about your sense of direction. Can you articulate this. Share