Breakout Sessions Self review Preparing for ALL

1. Breakout SessionsSelf review Preparing for ALL

2. To critically inquire into the effectiveness of current practices • To use self-review tools available to support your evaluative inquiry • To establish your own strengths and needs to develop an ALL intervention plan Purpose

3. Tell us briefly: • Who you are • Where you are from • 1 Key understanding from the previous session Introductions

4. Where ALL fits

5. 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? What is happening now?

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

7. Overall purpose/intent: To help schools reflect on and use a variety of information sources to answer for themselves evaluative inquiry questions. Self-review tool - background

8. 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

9. Highly Effective Consolidating Effectiveness Developing Effectiveness Minimally Effective Ineffective Detrimental Categories of choice:

10. What would a … “strong and early liaison regarding intervention choices with the child, parents/caregivers and whanau, principal, senior management, classroom teachers and SENCO” • Look like • Be rated on the rubric An example to explore

11. Where would you place your school? • What is your evidence? What will you improve? Rubric 6 - evaluation

12. Questions 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? Using Rubric 9

13. Where would you place your school? • What is your evidence? What will you improve? Rubric 9 – self evaluation

14. Thinking about the self review tool… What do you need to do between now and the planning days? Preparing for the planning days

15. What do we understand so far? What aspects need further clarification? Checking In

16. Evaluation of previous ALL intervention examples has resulted in the development of a new intervention logic. Intervention Logic - background

17. 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… Successful factors of previous ALL

18. Second year – start at “refocus” First year – start at ‘evaluation DifferentiationFirst year or Second year on ALL

19. Use 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 Task

20. 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 Selection of teacher/s

21. Who will be in your supplementary inquiry team? • RTLit, • Literacy Leader, • Literacy team • RTLB • Reading Recovery Support

22. Probably one of the following • ELLs Literacy • Junior literacy • Senior reading • Reading/writing Select your focus

23. Exemplar 3 is in the pack that you may use now or later Levers - BES Exemplars

24. Contact 1 You 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? Mentor contact

25. Planning Days Please register as soon as possible. Any questions please contact your mentor or Luana Walker if it is about travel.