Breakout Sessions

Self review Preparing for ALL

Purpose

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

Introductions

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

Where ALL fits

What is happening now?What is your current understanding of struggling 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?

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

Intervention Logic

Self-review tool - background

Overall purpose/intent:

To help schools reflect on and use a variety of information sources to answer for themselves evaluative inquiry questions.

Rubric 6:How well do we choose the most educationally powerful and cost effective mix of interventions for the students achieving below curriculum expectations in literacy we serve?Rubric 9:How well do our students achieving below curriculum expectations in literacy make accelerated progress thanks to our efforts?

Rubrics - specific

Categories of choice:

Highly EffectiveConsolidating EffectivenessDeveloping EffectivenessMinimally EffectiveIneffectiveDetrimental

An example to explore

What would a …

“strong and early liaison regarding intervention choices with the child, parents/caregivers and whanau, principal, senior management, classroom teachers and SENCO”

1) Look like

2) Be rated on the rubric

Rubric 6 - evaluation

Where would you place your school?

What is your evidence?

What will you improve?

Using Rubric 9Questions to discuss:

To what extent and how well does our school achieve progress for our students achieving below curriculum expectations in literacy?Is our students’ progress fast enough to be considered minimally effective, highly effective (etc)?How well is the potential of diverse students realised?How well is the school reducing any disparities in literacy progress?How effectively is progress monitored and analysed, and the information shared and used to inform practice?

Rubric 9 – self evaluation

Where would you place your school?

What is your evidence?

What will you improve?

Preparing for the planning days

Thinking about the self review tool…

What do you need to do between now and the planning

days?

Checking In

What do we understand so far?What aspects need further

clarification?

Intervention Logic - background

Evaluation of previous ALL intervention examples has resulted in the development of a new intervention logic.

Successful factors of previous ALL• A clear goal – accelerating the learning of a small group of

students achieving below national standards

• Need to report on and account for student achievement – impact day

• Teaching approaches that were modified and fine-tuned to be responsive to student individual and group needs, including Maori and Pasifika students

• Students willingness to take up the challenge to learn and their sense of pride in their achievements

• learning inquiry that fostered and revolved around supportive relationships, promoted collective responsibility for progressing individual and collective learning, providing a safe environment for sharing and debating ideas, and a variety of relevant materials…

DifferentiationFirst year or Second year on ALL

Second year – start at “refocus”First year – start at ‘evaluation

TaskUse 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

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 their own programmes

- Transfer the learnings from this work

-

SupportWho will be in your supplementary inquiry team?

- RTLit,

- Literacy Leader,

- Literacy team

- RTLB

- Reading Recovery

Select your focus

Probably one of the following ELLs Literacy

Junior literacy

Senior reading

Reading/writing

Levers - BES Exemplars

Exemplar 3 is in the pack that you may use now or later

Mentor contact

Contact 1You can expect your mentor to touch base between now and 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?

Planning Days

Please register as soon as possible.

Any questions please contact your mentor or Luana Walker if it is about travel.