2. LEADERSHIP
Preparation:
O Discussions with Principal, BOT
O Attended ALL Evaluation and Planning Days
O Key documents:
O Theory of Action
O BES Exemplar 3
O ‘Acceleration’ reading
O Rubric 9 (Self Review Tool)
O Intervention Logic
O National Standards Writing
O Literacy Learning Progressions
O Ka Hikitia, Tātaiako
O Pasifika Education Plan
3. ALL TEACHER
O Identified ALL teacher:
O Literacy leader for four years
O Involved in in-depth Schooling Improvement work in
Literacy
O Strong pedagogical and content knowledge
O Willingness to undertake inquiry and knowledge building
FOCUS
O Identified focus area, framed inquiry:
O Use of school-wide data
O Needs of students
O Focus on writing structures, processes and language
features
Implement an intervention in the classroom context,
providing supplementary support for target students while
maintaining an effective writing programme for all students in
the class.
4. TARGET STUDENTS
O Data used:
O National Standards OTJ
O Initial e-asTTle assessment in writing
O Daily writing
O Anecdotal information
O Number in group
5. INQUIRY TEAM
O Literacy Leaders
O Worked together for four years
O High level of expertise
O Experience teaching Y1-8
O Included critical friend with expertise in writing
O Mentor from Vision Education – Leytia
O Cluster meetings - support and sharing of ideas
O Inquiry team support included:
O Self-review
O Meeting for 1 ½ hours every fortnight
O Observations of teaching (NE teacher and critical friend) including
feedback, feed forward
O Purchase of resources
O Discussion of ideas, suggestions
O Marking and moderation of writing assessments (beginning,
middle, end of intervention)
O Discussed and altered action plan at regular intervals
6. INITIAL PREPARATION
O Discussion of documentation e.g. Intervention Logic,
Rubric 9 Self-Review tool, Ka Hikitia
O Selected release teacher, organised inquiry team
meeting times
O Developed action plan incorporating ideas generated
in planning day:
O Ideas from self-review
O Communicating with family/whanau
O Formative assessment
O Assessments
O Student voice
O Goal setting
O Culturally responsive pedagogy
O Observations, feedback sessions
7. INTERVENTION DESIGN
O Group of six students – one girl, five boys; four Maori
students, one Samoan student, one Latin American
student.
O Whole class writing instruction (approximately 15
minutes), including ALL group in initial instruction.
O ALL group worked intensively with teacher during every
lesson for at least 30 minutes while remainder of the
class worked independently.
O Focused work every second Friday in a withdrawal
situation (approximately 1 ½ hours instruction,
discussion, student voice etc).
O Daily planning, lesson review and design, daily
homework based on the learning.
O Communication with families through Facebook, daily
homework book, newsletters, telephone calls
O Affirmation of student success by school leaders
8. WRITING INSTRUCTION
O Focus on narrative, based on e-asTTle school-wide
assessment of ‘Describe’ prompt
O Lessons designed as small, achievable chunks
O Daily planning rather than long term planning
O Daily vocabulary instruction integrated into writing
O Use of National Standards, Literacy Learning
Progressions as exemplars
O Metacognition integral to instruction e.g. self-
questioning, links to prior knowledge
O Formative assessment included in all instruction e.g.
LI and SC written and discussed, SC colour coded for
differentiation, self and peer assessment during and
after instruction, feedback and next steps
9. WRITING INSTRUCTION cont’d
O Consistent planning graphic organiser used
O Extended focus initially on generating ideas (self
questioning)
O ’Purpose’ integrated into all parts of writing
instruction
O Frequent goal setting
O Integrated spelling instruction
O Student voice for student voice discussions
O Regular reflection on progress and achievement
by both teacher and students
10. GROUP MANAGEMENT STRATEGIES
O Strategic placing of students within the group to
maximize learning
O Teacher proximity to reduce distractions and
enhance focus
O Constant teacher monitoring of individual
student’s attention and engagement
O Immediate prompting to redirect focus and
learning
O Regular review of whole class model
O Discussion and sharing of ideas in pairs
O Other students included in target group
instruction as needs arose
11. What Worked for Whom?
O Student 1 – proximity of teacher, refocusing attention, ensuring
instruction in manageable chunks, immediate explanation or
demonstration of learning
O Student 2 – all aspects of formative assessment, goal setting,
dose and density of instruction, discussion and modelling sentence
structures and types, self questioning
O Student 3 – teacher proximity, spelling instruction of strategies to
aide encoding, immediate feedback and feed forward, planning
format remaining consistent, formative assessment particularly
success criteria, vocabulary instruction
O Student 4 – teacher proximity, immediate feedback, feed forward,
confidence built on increased knowledge, dose and density, pair
discussion and feedback, use of picture prompts, self questions
O Student 5 – formative assessment, consistent planning formats,
student voice (increased confidence and capability in talking
about his learning) chunking of lessons, sharing ideas with others,
picture prompts
O Student 6 - proximity, support of the STEPS programme, modified
planning, sound cards, peer sharing, vocabulary instruction,
instruction around structure
O For all students, awareness and knowledge of purpose
