2018

Kath Jones
Institute of Professional Learning,
University of Waikato.
Whakataka te hau ki te uru
Whakataka te hau ki te
tonga
Kia mākinakina ki uta
Kia mātaratara ki tai
E hī ake ana te atakura
He tio, he huka, he hau hū
Tīhei mauri ora! Cease the winds from the west
Cease the winds from the south
Let the breeze blow over the land
Let the breeze blow over the ocean
Let the red-tipped dawn come with a
sharpened air.
A touch of frost, a promise of a glorious day.

Kath Jones
Institute of Professional Learning,
University of Waikato.
 Iti rearea teitei
kahikatea ka taea

The rearea (bellbird) is one of the

smallest birds in the forest, yet it is
capable of reaching the top of the
kahikatea, the tallest tree in the
forest

Kath Jones
Institute of Professional Learning,
University of Waikato.
 Purpose for Today

• To use in-school evaluation and self review to develop a context-specific

theory of action based on Strategic Curriculum and Achievement Plans.

• To identify key messages and levers for improved literacy teaching and
learning in order to design for success.

• To understand what has led to success in ALL

• To consider effective strategies and practices for acceleration

"What is acceleration and how do we achieve “How do we develop effective systems of

it?” support that sustain student acceleration and
ensure intervention coherence at a school-
wide level?”

Kath Jones
Institute of Professional Learning,
University of Waikato.
“It is vital all schools have organisational structures, processes and
practices that enable and sustain collaborative learning and decision
making designed to continuously improve student achievement.”
Education Review Office, November 2017. Teaching approaches and strategies that work.

Therefore a key outcome of a school’s participation in ALL is a plan that

strategically guides responses to improve student outcomes, implementing
agreed structures, processes and practices.

This plan is part of overall strategic improvement planning, it:

• Ensures schools have system processes encompassing teaching and learning
for all.
• Is the basis for sustaining “ALL-style” interventions to interrupt trajectories
of underachievement in classroom settings.
• Ensures “ALL-style” interventions become ‘the way we do things around
here’.

Kath Jones
Institute of Professional Learning,
University of Waikato.
Accelerated improvement requires a whole system to function as a
collaborative learning community, advancing progress on the four
areas of leverage:

identified through the BES programme, that, when used

together, support improved outcomes for diverse (all) learners.

Kath Jones
Institute of Professional Learning,
University of Waikato.
 Tier 1 Most
NZC Curriculum teams
How will we respond when students are not achieving?
Tier 2 Some
Literacy / ALL CaAP
Leader
Does this learner need specialist support to access the curriculum?

Tier 3 few
SENCO
Planning for a total strategic response
inclusive of every learner in the school.

Kath Jones
Institute of Professional Learning,
University of Waikato.
The CaAP ensures:

Inquiry–based interventions are coherent with the school

curriculum.

Teaching and learning are led and driven by the school using their
existing literacy expertise.

Teachers provide short, intensive support for students in addition

to, and connected with, their existing classroom programmes to
accelerate their progress.

Kath Jones
Institute of Professional Learning,
University of Waikato.
School’s Curriculum Tier 1 Most
Progress & Achievement
NZC Curriculum teams
Tier 2 Some
CaAP Literacy / ALL
Leader
Acceleration, Progress & Achievement

SENCO Roll
Tier 3 few
Curriculum access, Progress & Achievement
SENCO

Kath Jones
Institute of Professional Learning,
University of Waikato.
Year 2 and 3 schools sharing ‘work-in-progress’ CaAPs

• How did you arrive at the document you have?

• How is your process for implementing the CaAp described?

• Share what your CaAP says about:

– Student selection
– Inquiry
– Tracking and monitoring
– Responsibility for Tier 2 teaching?
– Effective practices for acceleration?

Kath Jones
Institute of Professional Learning,
University of Waikato.
 THE END RESULT of this Strategic Planning
Effective practices, that lead to acceleration, are embedded widely
in the school, ensuring gains in both teaching and learning are
sustained.

ALL-style inquiry is collaborative, investigating ‘what works for

whom’, adapting and changing to accelerate learning for more
students.
The ALL leader supports teachers to understand the impact of
practice on learners not yet at curriculum expectation.

All literacy interventions are coherent, based on a whole school

curriculum and achievement plan.

Kath Jones
Institute of Professional Learning,
University of Waikato.
Students who are underachieving risk remaining on a trajectory to
continued underachievement.

To bring students’ progress back on track, they need intervention to

accelerate their progress.

Acceleration is described as the learner’s progress showing a

noticeably faster upward trajectory than their previous learning;
progressing faster than the expected rate of their peers in order to
catch them up. This rate of progress brings the learner’s achievement
level to that consistent with, or beyond, the expected benchmarks or
standards.
ToA P 7
Kath Jones
Institute of Professional Learning,
University of Waikato.
 Acceleration What does Remediation
teaching for
 
acceleration look like?
Self-efficacy Self-confidence and Students perceive they're in the "slow class,"
engagement increase. and self-confidence and engagement decrease.
 Academic progress is evident.  Backward movement leads to a sense of futility
and lack of progress.
Basic skills  Skills are hand-picked just in  Instruction attempts to reteach every missing
time for new concepts. skill.
 Students apply skills  Skills are taught in isolation and not applied to
immediately. current learning.
Prior  Key prior knowledge is  Typically does not introduce prior knowledge
provided ahead of time, that connects to new learning.
knowledge enabling students to connect
to new information.
 Treats relevance as critical  Relevance is not seen as a priority.
Relevance
component to student
motivation and memory.
Connection  Instruction is connected to  Instruction is typically isolated from core class.
core class; ongoing
to core class collaboration is emphasized.
 Active, fast-paced, hands-on.  Passive, with focus on worksheets or basic
Pacing and software programs.
 Forward movement; goal is
direction for students to learn on time  Backward movement; goal is for students to
with peers. "catch up" to peers.
Kath Jones
Institute of Professional Learning,
University of Waikato.
Accelerating students as a method of boosting academic achievement
is as much a shift in mind-set as it is in instruction.

Acceleration is a process that may seem counterintuitive.

Struggling students, rather than pounding away at every hole in their

learning, every gap they have, are moved forward.

We jumpstart them a day or so ahead of their peers, dipping their toes

in the new concepts. This is referred to as frontloading.

Remediation is still present, but it's in the context of new learning.

Rollins, 2014

Kath Jones
Institute of Professional Learning,
University of Waikato.
The intent is not to find an excuse for the lack of
progress, or a label to explain the child’s difficulty, or to
state what was wrong with the child’s past experience
at home or at school.

The intent is to find a way to get around the road block

and re-establish accelerated learning.

M. Clay (2005) Literacy Lessons Part Two, P. 159

Kath Jones
Institute of Professional Learning,
University of Waikato.
• thoughtfully adaptive teachers, responsive to student
needs, teaching with urgency and pace
• leaders who demonstrate qualities as described in the
ERO indicators
• whānau involvement in their children’s learning
• mentors supporting from an outside perspective
• students engaged with their visible pathway of progress
• school systems and structures that support intervening
within classrooms

Kath Jones
Institute of Professional Learning,
University of Waikato.
 "How do we develop effective systems of support that sustain
student acceleration, and ensure intervention coherence,
school-wide?”

Schools focus on:

• Ongoing cycles of inquiry to build knowledge of acceleration.
• Strategies and learning conditions that support acceleration, spreading
these across the school.
• School-wide coherence of literacy interventions
• Critiquing and monitoring the effectiveness of supplementary supports
• Developing a Curriculum and Achievement Plan to reflect intervention
coherence and effectiveness.

Kath Jones
Institute of Professional Learning,
University of Waikato.
 Where will concentrating
our energies make the most difference?

What’s going on How are we contributing

for learners? to the situation?

How and where will we

Have we made learn more about what
enough of a difference? we do?

What can we do differently

to make enough of a difference?

Kath Jones
Institute of Professional Learning,
University of Waikato.
 Jackson and Temperley 2006

Using what is known to work and what we have collectively found is working in ALL

Kath Jones
Institute of Professional Learning,
University of Waikato.
Cycles of inquiry are central to the success of ALL.

Teaching and learning to accelerate student outcomes should be

innovative and based on research of effective teaching practices.

Schools need to ensure that teaching is responsive to students’

strengths, needs and aspirations, including family/whānau.

Learning occurs within socio-cultural contexts that are important to

the students and reflect their identity, language and culture.

Kath Jones
Institute of Professional Learning,
University of Waikato.
• What were your key successes (strategies, learning
conditions, design, inquiry etc) in ALL 2017 inquiry
and what factors enabled those?

• What new knowledge will you be transferring / inquiring into

further?

• What challenges, roadblocks or barriers did you

encounter and how did you overcome them?

• How are you thinking you might make ALL work with multiple
teachers and more students?

Kath Jones
Institute of Professional Learning,
University of Waikato.
 • Group

Teacher

• Group
Teacher
• Group
ALL
Lead
Teacher

ALL
Lead

Teacher
• Group

Kath Jones
Institute of Professional Learning,
University of Waikato.
Priority learners are groups of students who have been
identified as historically not experiencing success in the
New Zealand schooling system. These include many
Māori and Pacific learners, those from low socio-
economic backgrounds, and students with special
education needs.
ERO (August 2012)

Parental involvement in their child’s literacy practices

is a more powerful force than other family
background variables, such as social class, family size
and level of parental education.
Flouri & Buchannan 2004

Kath Jones
Institute of Professional Learning,
University of Waikato.
A pathway for progress is
• A plan for explicit teaching
• About loops of learning and adaptive, intense teaching
• Based on the student’s expertise, knowledge, skills and learning goals

Its purpose is to
• Focus on the end point and the necessary trajectory
• Plan short term goals and monitor what is working
• Identify which big ideas need to be taught then prioritise first and fast
teaching

Kath Jones
Institute of Professional Learning,
University of Waikato.
• Student achievement is lifted from below or well below curriculum
expectation.

• Schools involve a minimum of 3 teachers, with groups of 6 – 8 students.

• 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.

Kath Jones
Institute of Professional Learning,
University of Waikato.
The focus is on ongoing inquiry, to understand,
spread and embed new practices which build
knowledge of acceleration and the strategies
and learning conditions that support it.

Including:

•Growing the capability of the ALL leader

•Leadership by the Supplementary Inquiry team,
• Developing a CaAP,
•Close tracking and monitoring of progress
•Engaging parents and whānau.

Kath Jones
Institute of Professional Learning,
University of Waikato.
Ko te manu kai i te miro
Nona te ngahere
Ko te manu kai i te matauranga
Nona te ao

The bird which feeds on the miro

Owns the forest
The bird that feeds on education
Owns the world

Kath Jones
Institute of Professional Learning,
University of Waikato.