1. Programmes for students: Data collection & reporting

2. Why was your school chosen? Its capability to:- Lead an initiative like ALL Display effective classroom teaching Self review, monitor and adapt/change Understand the importance of the professionals and whānau members interacting to improve the child’s learning Know about literacy learning & teaching

3. The child at the centre

4. http://www.educationcounts.govt.nz Reading Writing National standards information

5. Pay close attention

6. Policy frame – nzcurriculum.tki.org.nz/system-of-support

7. NZC curriculum update Issue 2 – October 2012 Supporting literacy learning (PfS is a tier 2 support)

8. There are no silver bullets The supplementary programme for students is designed for success. (Theory of Action)

9. Data collection designed to fit with ‘normal’ school practices as much as possible

10. Student Achievement data requirements for ALL Report on a minimum of 6 students Norm referenced test that is ONE of these: Years 3 – 8 Writing – asTTle 2012 Years 3 – 8 Reading – asTTle, PAT, STAR (2011) Years 1 and 2 – Observation Survey, all 6 items Report at the start of the year and the end of the intervention Overall Teacher Judgments – end of 2012, interim at end point of intervention, and end of 2013 (NB: Your report will contain other data – a qualitative description of student progress)

11. What will you need to have recorded? asTTle reading – ARS asTTle writing – AWS STAR (2011) – test score, scale score, subtest score, stanine PAT – Comprehension and Vocabulary – year level, test score, scale score, stanine Observation Survey – the band of age norms, item raw score, stanine, running record text level

12. Draft reporting framework (to guide thinking and planning) School details The selection process of those involved Student demographics and OTJ Student achievement data Intervention design - a description of student progress using LLP, ELLP - and an outline of strategies that worked Impact of working together … Key levers for improvement … Successes and next steps

13. Create a plan Consider the endpoint… Consider the starting point Identify an achievement trajectory … Plan the steps… Build in review…

14. Key points  Based on a Theory of Action to ‘change’ both in the short term and long term.  Innovative – yet based on sound ideas/research  Alignment of supplementary supports for long term outcomes. NB: (Year 2 schools need to consider & critique all school interventions and the ‘triggers’ that lead to student selection)  Emphasis on changing the trajectory of learning for identified students  School-led and driven