ALLs Mentor GroupsPlanning

2nd March 2015

doreen.mjukes@gmail.comleytia.leota@xtra.co.nzdavis.vision@xtra.co.nz

What are we aiming to do?

Build understanding of

Theory of Action: Two expected outcomes1) Accelerate a group of target students.2) Curriculum and achievement action plan. 

Ensure your intervention is –

€additional to classroom programme€a minimum of 4x 30min sessions weekly€15 weeks€supported by adequate release for the intervention Teacher a Tier Two intervention €supported by regular SIT meetings with intervention teacher  

Intervention Considers:€relevant theory & research (Professional Readings sourced from MOE / TKI Site / Other)€known levers of change (Theory of Action)€key messages from Evaluation and Planning days€what each student knows & can do & accounts for their identity, language & culture

€ identified pathways of progress using the LLP (& ELLP) for each learner– to change the trajectory of achievement acceleration

€ planned steps across 15 weeks€ explicit foci€ overt instruction that will be used

L3 *TL3

L2 *TL2 * * * * * * * * *Wk 1 2 3 4 5 6 7 8 9 10

Built in review:

€on-going monitoring of students’ progress during the intervention €on-going engagement with student and whanau voice

Will be based on:The learnersTeacher strengths/rolePhysical resourcesHow it fits in with other literacy interventions Role of parents, family, whanauOrganisational considerations

TStaff

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One Approach

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Project Leader

Advantages: Less noise and disruptions Student confidence levels rise – risk taking Positive feelings

Disadvantages: Space Disruption for classroom teachers Students miss classroom experiences Older children may be reluctant

“Withdrawal programmes can help them (students) get their bearings away from the pressures of the regular classroom. These programmes give students the benefits of one-on-one or small group language instruction and offer them an opportunity to ask questions.”

Ashworth, 2000, p.96

Advantages: Students feel part of classroom teaching and learning ALL teacher is seen as part of everyday classroom teaching No other teaching space required Other students may benefit

Disadvantages Becomes replacement rather than supplementary May always need to be at the same time of the day Competing noise may be difficult for some students

Supplementary ‘NOT’ replacement. Data driven. Metacognition Dose and Density. Student agency. School led and driven. Pedagogically sound. Culturally responsive. Innovative – based on sound ideas. Iterative inquiry Implementing a system of support plan. Curriculum and Achievement Map