1. Programmes for Students: Accelerating Learning in Literacy and Mathematics Evaluation and Self-Review Day (ALL) February 2015 gaylene.price@canterbury.ac.nz

2. 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.

3. The session… Provide some policy context Suggest some key reports and readings Highlight key elements in the implementation of ALL Reflect and give feedback about the successes and questions arising from 2014. My Strength is not mine alone but that of the multitudes

4. Beliefs… ‘Underachievement is neither inevitable nor immutable.’ S. McNaughton ‘Failure to read and write almost never ends in spontaneous recovery.’ M. Clay

5. Rationale for Programmes for Students There is a national problem that needs solving There is often confusion about how to respond There is a propensity not to respond differently (see ToA-p.5-2.1) It requires …. An achievement picture of your own school – numbers, names, needs… Research knowledge Policy response and school response

6. Equity – is it good enough?

7. Research and knowledge 1.Best Evidence Synthesis programme – brings together research-based evidence from NZ and elsewhere to explain what works and why in education (Section 2.2-p6&7) 2. ERO publications – Evaluation at a Glance: Priority Learners in NZ schools (August 2012) Accelerating the Progress of Priority learners in Primary Schools (May 2013) Raising Achievement in Primary Schools (June 2014) Raising Achievement in Primary Schools: ALiM and ALL (June 2014) (This includes a framework for schools to evaluate their success)

8. International Literature Regie Routman – Read, Write, Lead Breakthrough Strategies for Schoolwide Literacy Success How do we create schools and classrooms where all students thrive and become highly literate? Suzy Pepper Rollins – Learning in the Fast Lane 8 ways to put ALL students on the road to academic success Remediation vs acceleration 8 high impact instructional responses

10. 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) NB: Preparation for a change in thinking. Understanding Tiers 1, 2 & 3. Change for improvement across school A school curriculum and achievement plan

11. Tiers of teaching A three tier model of support that builds on the strengths of all students: Tier 1Effective classroom teaching *Tier 2Teaching to accelerate learning Tier 3 Intensive response

12. What we need to think about… School capability - best teachers Student selection - ‘below’ and/or ‘well-below’ - priority students - at least 60 weeks at school - 6-8 students in first year - minimum of 4 students per teacher involved in second/third year Supplementary Inquiry Team – who will help you lead this work? Intervention model and design

13. Intervention/implementation Logic for ALL and ALiM 2014

14. 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. ‘Innovation floats on a sea of inquiry and curiosity is a driver for change’ Timperley, Kaser and Halbert (2014) Develop a collaborative inquiry – a different spiral of inquiry

15. Intervention implementation National Leader reflections from 2014

16. Strengths noted Student achievement Students seeing themselves as successful learners (perseverance/confidence) Teacher pedagogy & teacher agency High levels authentic contexts that motivate and engage students (including presentation of learning) Teaching environment and resource development Uptake of the key messages in the ‘Theory of Action’ Use of digital technology

17. Areas for consideration How linked to the NZC are our selected teaching contexts? Acceleration – Can we identify it? Can we describe it? Is our pace of teaching enabling this? Recording of Overall Teacher Judgements How effective was the Supplementary Inquiry team? What is an optimal learning/teaching time for a shift in achievement? What does ‘in addition’ mean? How different is the intervention teaching from effective classroom teaching? Bilingual students – is additional language acquisition understood? How connected was teaching to identity, language and culture Communication between teachers involved – is there a time and mechanism for this?

18. So… What worked for whom? Close analysis of students capabilities to determine needs … and then teaching to these at the age appropriate level Spending time to know the students (and families) in advance of the intervention Innovative and exciting contexts and content chosen as the ‘vehicle’ of learning (genuine purpose and audience) Formative assessment strategies - goal setting, identifying success criteria, seeing examples of success

19. So… What worked for whom? An explicit focus on oral language and vocabulary teaching Providing opportunities for fluency and mileage (multiple opportunities to learn) Carefully planned and structured lessons Provision of scaffolding (and continual modifications of it) Quality literature as foundation material Some schools had considerable success in the development of a strong home link

20. So what do you think are the key elements to implementing a successful ALL intervention…? Talk … and list these …

21. Accelerating Learning in Literacy… Is based on a ‘Theory of Action’… A short term intervention (15 weeks) in addition to students’ current literacy teaching... Has a focus to accelerate outcomes for students… Requires teaching innovation – motivation, agency Engages whānau … Is responsive to students’ interests and needs … Has some external mentor support … Is school led and school driven-but with conditions Uses a process of school inquiry to build knowledge and to transfer this to others Supports a review of school-wide tier 2 and 3 interventions

22. Our kids are …part of a system that ensures our kiwi kids can fly… He waka eke noa

23. 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.

24. Resources that will be useful… www.educationcounts.govt.nz (Public Achievement Information) ERO reports: Evaluation at a Glance: Priority Learners in NZ schools (August 2012) Accelerating the Progress of Priority learners in Primary Schools (May 2013) Raising Achievement in Primary Schools (June 2014) Raising Achievement in Primary Schools: ALiM and ALL (June 2014) Best Evidence Synthesis Programme - Education Counts

25. Resources that will be useful… Regie Routman – Read, Write, Lead - Breakthrough Strategies for Schoolwide Literacy Success (ASCD 2014) Suzy Pepper Rollins – Learning in the Fast Lane - 8 ways to put ALL students on the road to academic success (ASCD 2014) Timperley, Kaser and Halbert - A Framework for transforming learning in schools Centre for Strategic Education www.cse.edu.au (April 2014) nzcurriculum.tki.org.nz/system-of-support Literacy on line – system of support