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Aug 10, 2020
Accelerating Learning in Literacy (ALL)
Intake 2 Schools
Wednesday 17 May 2017
National Leader: ALL
Iti rearea teitei kahikatea ka taea.
If effort is sustained we can reach great heights.
Whakataukī for ALL
‘Teachers need an extensive and continually developing knowledge of: the repertoire of reading and writing strategies, and the knowledge and awareness, that learners need to develop as they acquire literacy.’ ELP
‘Each learner lives in a network of significant people, including their teachers, family, peers and specialist teachers. Effective teachers promote partnerships within these networks.’ ELP
‘Teachers need an extensive and continually developing knowledge of each child’s individual profile of learning and the implications of this for instruction.’ ELP
‘Every word, every minute counts, teaching to the last minute is the responsibility of every educator. Accidents of birth or geographic boundary are never reasons for not being given the same educational opportunities as we have had.’ Hargreaves 2015
‘Differentiation is a sequence of common sense ideas made by teachers with a student first orientation.’ C. Tomlinson
What are the expectations?
• Student achievement is lifted from below or well below National Standards (to curriculum expectation).
• Students’ identities as successful learners are enhanced as they read & write across The New Zealand Curriculum to become confident, connected, actively involved, life long learners.
• Schools review current processes and practices around learning and intervention and develop their school- wide responses to student underachievement.
It is driven by inquiry and what is known to work and what we have
collectively found is working in ALL.
MoE researcher findings: Why does PfS work?
• Strong expectations of success • Mentor support is adaptive to school needs • Teachers use effective pedagogy for below and well
(adaptive, take risks and have a sense of urgency)
• Leadership support within schools is important for long term sustainability
• The workshop days set expectations for schools • When schools have had PLD implementation seems
Everybody has a part to play
• thoughtfully adaptive teachers, responsive to student needs and teaching with urgency and pace
• leaders who demonstrate the leadership needed to support teachers involved in ALL
• whānau involvement in their children’s learning • mentors supporting from an outside perspective • students visible pathways of progress • school systems and structures that support
intervening within classrooms
Progress and Acceleration
Progress is the rate of growth in learning over time.
Students need to make 1 year of progress for 1 year of teaching ….
• For most students … progress will, in broad terms, keep pace with the demands of the curriculum, or exceed them.
BUT some students need a greater accelerative focus
‘extend learning beyond what a student can achieve by simply attending school for a year.’ (Fisher, Frey & Hattie 2016 p.8)
The tiers of teaching support
Over time in ALL a shift to Tier 1
Some comments from 2016 reports…
• Removing the mystery of ‘how to do’ literacy • Motivation and engagement to learn • In-class focus – ‘ALL becomes the way we do
things around here’
• Transfer of learning for students to different learning situations, transfer of teacher learning between teachers, across teams, across schools
• Importance of classroom data • Whole part whole teaching • ‘I do it, we do it, we do it, we do it, you do it’.
• Teaching as Inquiry processes • Improved tracking and monitoring of student
• Shifts in teacher pedagogy and teacher practice
• Development of the leadership team • Student self-efficacy, agency and voice
Quantitative data 2016
Reading Writing both
0-20 21-30 31-40 41-50 50+
Hours of Intervention
So what makes a difference?
The recognised strategies and learning conditions that impact on student learning look very similar, over four years of tracking through school reports.
We expect that you will use what is known as a starting place for your intervention work.