Self review tool for schools
The document provides guidance for schools to evaluate how effectively their literacy approaches meet the needs of students achieving below expectations. It instructs schools to use an inquiry cycle to reflect on multiple information sources. Schools are encouraged to start with an inquiry question, review the rubrics, and decide where they fall along a continuum for each rubric using supporting evidence. Sample inquiry questions evaluate how schools accelerate progress for different student groups and ensure shared understanding of expectations. Schools are also prompted to consider their literacy intervention programs and how effectively they choose approaches to support below level students.
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Self review tool for schools
- 2. Support the inquiry cycle used by schools with a specific focus on how effectively their 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.
- 4. Start with the Core Concept (inquiry question). Check the Quick start guide P 20 as to how you could approach the rubric. Decide where your school may fit at this point in time using the continuum. You will need to think about supporting evidence.
- 5. Question 1 & 2: How well are we accelerating our 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‟?
- 6. Question 3 & 4: To what extent is there a clear shared understanding across the school (and with students and their parents/whānau) about expectations for accelerated progress? How many students do we have who we would describe as "achieving below curriculum expectations in literacy‟? Who are they? What do we know about them?
- 7. Unfavourable Highly effective Reasons for your placement? Now check against the rubric.
- 8. Question 1 & 2 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?
- 9. Unfavourable Highly effective Reasons for your placement? Now check against the rubric.
- 10. In groups discuss the differences in perspectives on effectiveness.
Editor's Notes
- #6: Gives schools an insight to how well their schools are doing overall, how urgent and are their any serious shortfalls needing attention.