Programmes for Students: Accelerating Learning in Literacy (ALL)
Year 3 School Guidance Tool
Mentor name and contact:
Supplementary Inquiry Team members’ role in
school and contact:
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Teacher/s leading the intervention:
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Students in the intervention, year & room:
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Date:
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Key tasks:
Comments/notes:
 Supplementary Inquiry Team (SIT) confirmed
 Minimum of 3 intervention teachers selected.
(refer p 16-17 ToA)
 Register on NZCER portal/site
(refer p 22 ToA)
Selection of students -considering as part of the
inquiry process:
 Data
 School targets
 Equity issues (priority learners)
 Below/well below criteria
 Student voice
 Family/ whānau voice
 Other interventions
Continue to build understanding of:
 Theory of Action
 Key question - “How do we develop effective
intervention practices that sustain student
acceleration and ensure intervention
coherence at a school-wide level?”
 Other key documents i.e. - Tataiako, Selfreview tools, ERO report- Accelerating the
progress of priority learners in primary schools
(May 2013), BES case studies
 Intervention Logic p11.ToA
adapted from UC Education Plus
Programmes for Students: Accelerating Learning in Literacy (ALL)
Year 3 School Guidance Tool
Date:
Key tasks:
Comments/notes:
Ensure that the intervention is:
 Additional to the existing classroom
programmes
 A minimum of 4 x 30min weekly
 Over 12-15 weeks
 Supported by adequate release/planning time
for the intervention teachers
 A Tier Two intervention ( see NZC Update Oct 2010
- Supporting Literacy Learning)
 Supported by regular, planned SIT meetings
that include the intervention teachers
Ensure that the interventions:
 Reflect relevant theory and research
 Use known levers for change (ToA p 6-7)
 Reflect key messages from Evaluation and
Planning days
 Consider what each student knows and can
do, and accounts for their identity, language
and culture
 Identify pathways of progress using the LLP (&
ELLP) for each learner (to change the trajectory of
achievement and get acceleration)
 Have planned steps across the period of the
intervention
 Have explicit foci for teaching and learning
 Describe the explicit instructional strategies to
be used
Built in review:
 On-going monitoring of students’ progress
during the intervention
 On-going engagement with student and family/
whānau voice
 On-going critique of, and reflection on, the
effectiveness of teaching and learning
strategies for acceleration
The Literacy Leader/s support and enable, through
coaching and mentoring the intervention teachers
(who are working with a group from their own class)
to:
 Explore the notion of acceleration
 Identify pathways of progress for each student
involved
 Identify , develop and share innovative ways to
achieve acceleration across the team of
adapted from UC Education Plus
Programmes for Students: Accelerating Learning in Literacy (ALL)
Year 3 School Guidance Tool
teachers involved
 Select appropriate assessment tools/practices
for before, during and after (refer NZCER
requirements p22 ToA)
 Use Teaching as Inquiry processes
 Develop agency - belief that they will make the
required difference
 Monitor the effectiveness of Tier 1 teaching
across the school
 Track and monitor the progress of students
from previous years ensuring systems are in
place for the long-term monitoring of students’
progress.
The Supplementary Inquiry Team:
 supports the implementation of the Theory of
Action and leads new ALL learning and
transference across to new teachers and
students.
 Uses the Self Review Tool - especially rubrics 4
and 9, to continue to reflect and to set actions
for improvement.
 Undertakes specific actions to develop family/
whānau engagement for the students in the ALL
groups
 Refines ways to measure qualitative shifts - in
student and teacher agency / family/ whānau
engagement
 Critiques the strength and effectiveness of
interventions and develops a clear view of what
can, and should, be built on from previous
years.
 Develops/refines the CaAP as the strategic
planner for interventions school wide in Literacy
and Mathematics.
 Makes decisions about what will be the most
appropriate intervention responses for Tier 2
and Tier 3 interventions in a range of learning
areas.
 Considers intended and unintended
consequences of any intervention
Developing the Curriculum and Achievement
Plan:
 The CaAP is developed as the strategic
document that determines effective practice for
Tier 1 and the actions undertaken for Tier 2 and
3 interventions in the school.
 Documentation is shared and owned by all staff
involved in the intervention.
adapted from UC Education Plus
Programmes for Students: Accelerating Learning in Literacy (ALL)
Year 3 School Guidance Tool
 School processes of self review include review
and critique of the CaAP.
Data collection and reporting:
 Ensure the appropriate data is collected on a
minimum of 4 students for each teacher
involved
 Analyse the data
 Prepare the required reports and presentations
for Impact and Refocus days
 Prepare a 10-15 minute presentation for Impact
Day
 Send information to the required NZCER site
 Send completed report to
[email protected]
 and to mentor by September 30th 2015.
adapted from UC Education Plus