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ALPS- Accelerated Learning Programme. Te Mata School “Seek the Heights”. The Inquiry. In 2008 there were a number of children we believed that were simply not making sufficient progress. Was our induction to school moving our children fast enough?
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ALPS- Accelerated Learning Programme Te Mata School “Seek the Heights”
The Inquiry • In 2008 there were a number of children we believed • that were simply not making sufficient progress. • Was our induction to school moving our children fast enough? • To check our hunch ,within the first two weeks of 2009 • we tested two out of four Year 1 classes – 39 children to • ascertain their reading and writing levels • The data showed more than half of the 39 students reading • at Magenta /Red leveland not able to identify all letters / sounds . This • waswell below our assumption . Whilst all our children reached expectation by the end of 40 weeks we could do substantially better!
Literacy Progressions We used the Literacy progressions to provide the impetus to create the change we needed We completely revised our expectations around School entry…20 weeks and 40 weeks
Sooo what to do? • In the past we have withdrawn individualchildren to work with Teacher Aides with marginal success. • Had a Teacher Aide work in the roomalongside children again with marginal success. • Had employed at Teacher to withdrawgroups of children ….Again marginal success
ALPS We decided that we needed a super team and organised a skilled Literacy teacher and 3 teacher aides to workinthe literacy time with the Classroom Teacher to accelerate the learning of all of our year 0 /1 students . The 2 teachers take the lowest groupsand the teacher aides the other groups. This would lead to increased ownership and sustainability by the classroom teacher.
The parts of the programme that make up the whole • Working alongside teachers • Phonics • Monitoring with information rigour • Teacher inquiry • Targeted interventions • SENCO • Leadership release • Resources suited to the programme
Phonics Phonics ( Yolanda Sorrels’ version) That our children would be through all of the 5 Stages of phonics in the first year They would know all their letter names and sounds ( Initial ,End ,medial ,chunks )within that time Phonics would be taught across year 0-3 daily. Tested 2x per year
Costs • Term 1 teacher time covered by accumulated banked staffing surpluses accrued over January holidays • 3 teacher aides all morning • 4 days per week at approx $16 per hour = • 3 T -aides x 4hrs x 4days x 9 wks x$16 =$7000 • This money will cater for Literacy acceleration for 145 this year
Does it work? 2010 12 children were targetted. 10 of the 12 reached the expected Standard at 20 weeks 2011 16 children targetted at the start of the year. 12 of te 16 at the expected Standard at 20 weeks
Reasons for success • Teacher pressure and monitoring • Raising expectations with speed of progress • Focus on Writing/Phonics • Spin offs into reading acceleration • Shared expectations • Targetted funding and resourcing • ALL teachers aware of the progressions • Best use of teacher skill base
