1. Breakout Sessions Self review Preparing for ALL

2. Purpose To meet other schools in your ALLS cluster To critically inquire into the effectiveness of current practices To establish your own strengths and needs to develop an ALLintervention plan To understand acceleration vs remediation and using this to informour inquiry Work through the planner to have in place planning / model / SITmembers / Teachers selected and students chosen Understand the requirements for your CaAP ( Curriculum andAchievement Plan) Have visit and cluster dates sorted

3. Introductions Introduce yourself to others at your table Who you are Where you are from A challenge for you/ school around thisALL ’ s project

4. Acceleration vs Remediation In school pairs, clarify your understandings of acceleration vs remediation and identify key messages Buddy up with another school at your table and identify key factors Collect key thoughts/ ideas and record on google doc http://bit.ly/17YjSeC

5. Where ALL fits

6. What we know about effective interventions? Supplementary NOT replacement - Provide additional support over and above regular classroom teaching Dose and density – still focuses on the “instructional core” – the daily discourse of teaching and learning. Provide intensive learning opportunities for students who are not achieving in literacy at the expected level (the National Standards) Focus is on the student ( Programme FOR Students) Success is not about teacher “mastery” of new practices ( NOT PD) – it is about the impact is has on improved student achievement (PLD based on Teaching as Inquiry) Data driven – multiple data sources including student and parent/whanau voice Targeted inquiry and targeted improvements focusing on literacy and effective teaching that significantly improves student learning Embedded with culturally responsive beliefs and practices

7. ALLS intervention logic slide

8. Evidence Informed Collaborative Inquiry Based on iterative cycles of inquiry

9. In the teaching inquiry, teachers select teaching strategies that will support their students to achieve desired outcomes. This involves asking questions about how well current strategies are working and whether others might be more successful. The learning inquiry takes place both during and after teaching as teachers monitor their students’ progress towards the identified outcomes and reflect on what this tells them. Teachers use this new information to decide what to do next to ensure continued improvement in student achievement and in their own practice.

10. Scanning A key focus of successful intervention includes on-going close monitoring of students by using assessment data as part of inquiry to show improvement and acceleration. Using data to inform decision making: Achievement maps Data – Reading: STAR, PAT – E-asttle – Writing: e-asttle – Junior Literacy: Running records, E-asttle writing, Obs Survey Supported by – Strong formative assessment practices – Student voice – Family/whanau involvement and voice – Literacy learning progressions and national standards – ELLP documentation

11. The Students NB: Students must have been at school 60+ weeks 1.What is your data telling you? 2.What are you going to/have done with it? 3.What is triggering the need to instigate a supplementary programme? 4.If there is an area showing no improvement, why is there none? What is needed to accelerate progress? Consider 1.Students who are ELL 2.Students below expected curriculum achievement level 3.Students for whom multiple sources of data and inquiry illustrate a need for planned and targeted intervention

12. Focusing Where will our energy best be focused? How will we check our learners are on track? What are our teachers/ students strengths and needs This will be associated to targets and ALLS inquiry

13. Hunches How will you check your assumptions? Keep the focus on something we can do something about! What is your current understanding of struggling readers and writers? -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?

14. New Learning What old research will inform our inquiry? What new research will inform our inquiry Innovative? Student agency? BES Kahikitia, Tataiako, PEP 4 levers of change other…

15. MAPPING OUT PROGRESS for acceleration Where are the students achieving now? If the students are having their learning accelerated…Where will the students need to be achieving after 5,10,15 weeks? Map this out across the 15 weeks ( like a LTP) Think of this in regards to NS, LLP, Norm referenced Tool data e.g e- asttle, STAR, PAT etc Analyse the gap so you know what these students will need to be able to know and do to to achieve acceleration What teaching needs to happen to achieve the acceleration What could support this acceleration? – e.g. their prior knowledge, understand and challenge students schema, linking new learning to other existing learning etc

16. What are the critical factors in accelerating literacy achievement Knowing your learners and deliberately linking instructional content to learner’s prior knowledge – before, during and after instruction Student agency – Metacognitively rich instruction and experiences – Integration of formative assessment across the curriculum Deliberately instructing to know, select, use and control strategies employed by “skilled” readers and “skilled” writers – in literacy and transferred to meet the demands of all curriculum areas Selection of appropriate text, task and teaching approach Active engagement of learners - motivation