Evaluation and Self Review Day:
23rd February 2015
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1. Strategic and successful schools
2. Schools that had strategically trialled a new
approach
3. Schools aware of the need to accelerate
progress
4. Schools with little sense of urgency.
ERO Raising achievement in Primary Schools: Accelerated learning ALiM &
ALL, June 2014, pg 2
ERO Accelerated Learning in Primary Schools: ALiM & ALL, June 2014, pg 8
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ERO found four distinct groups of schools of the 93
participated in ALiM and ALL.
1. Twenty-eight percent of schools (n=26) were
strategic and successful in their actions to
accelerate progress and had a whole school focus
on underachievement.
2. Twenty-five percent of schools (n=23) had
strategically trialled a new approach that had
successfully accelerated progress for the students
involved. They were now developing systems for
the whole school to benefit from the trial.
These two groups were effective as the schools
responded innovatively to underachievement.
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3. Thirty-four percent of schools (n=32)
were aware of the need to accelerate
progress and had invested in one-off
initiatives. The schools were not systematic
in their practices to respond to
underachievement.
4. Thirteen percent of schools (n=12) had
little sense of urgency to accelerate
progress and had a minimal increase in
students’ achievement.
These two groups were less effective as the
schools responded with more-of-the-same
to underachievement report.
ERO Accelerated Learning in Primary Schools: ALiM & ALL, June 2014, pg 10
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Support the inquiry cycle used by schools
with a specific focus on how effectively your
literacy approaches and strategies meet the
needs of students achieving below curriculum
expectations in literacy.
Rubrics are intended to help English-medium
schools reflect on and use a variety of
information sources to answer for themselves
the evaluative questions set out in the 10
rubrics.
 Examine
school practices and
identify areas of strengths and
needs to set actions for
improvement
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Reflect and discuss previous school
outcomes to identify further actions for
improvement and embed sustainability.
Year 3
Include final rating Year 1 or 2- school
report.
What actions, strategies and thinking took
place or will take place?
How well is your school accelerating your
students achieving below curriculum
expectations in literacy, really?
What does the accelerated progress pattern
look like for boys compared to girls? For
Māori and Pasifika students? For English
language learners? For students with special
learning needs and those considered
"transient‟? Who is getting "left behind‟?
What intervention programmes are currently
operating in your school for students achieving
below curriculum expectations in literacy?
(based on what evidence or observations)
How effectively and appropriately does your
school choose cost –effective mix of
approaches and interventions for students
achieving below curriculum expectations in
literacy?