The evaluation question: To what extent had the school undertaken deliberate actions that led to an increase in the number of students achieving at or above the National Standards (mathematics, reading and writing) expectation for their year group.
The evaluation framework prompts can be used in two ways. To either look back and make sense of success for some students or to look forward and plan ways to improve outcomes for a particular group of students. The evaluation framework is found in the Methodology section.
Identification of learning strengths & needs - What triggered the need to do something different?
How did/does the school identify priorities?
How well do we know whether this priority represents all students achieving below or well below expectation or the whole school population?
How well do we explain the rationale for focusing on the particular group of students?
How well do we describe the students’ learning strengths and needs?
Responding with an accelerated teaching innovation/s - What triggered knowing what to do differently?
What teaching actions and other innovations were chosen and why? (using what works)
What strategic supports were provided to ensure success? For example:
How well did we monitor progress and review impact? Did we make any adjustments in response to the monitoring and reviewing?
Were students, their parents and whānau partners with us in this focus on acceleration?
Impact of accelerated teaching innovation - How did the school know that acceleration of learning and achievement progress occurred (and for who)?
How well do we know the effect on the students and the school - on teachers, the particular students and other students?
Refocus - How is the school ensuring it has learnt from this focus on acceleration so there are improved outcomes for more students?
How well do we know what worked and what needs to be done differently for what students, what teachers and what relationships?
How are we transferring/ embedding what worked, so other students can benefit?
How are we ensuring that progress continues to accelerate if student achievement has shifted to below or progress stays at year group expectation if student achievement is now at or above?
What are we doing to support acceleration of progress for students who started in the group but whose achievement did not accelerate?
How are we ensuring the focus stays on acceleration so there is a real shift in achievement?
Prompts for improvement
What is the school already doing that can be built on to focus on acceleration?
What could be done differently so more students benefit?
How can we build on our capability to support this focus?
MoE’s System of Support brings together a range of self-review tools, processes and resources that support best practice nzcurriculum.tki.org.nz/System-of-support-incl.-PLD
Examples of research syntheses from:
New Zealand: BES (Iterative Best Evidence Synthesis) Programme - What Works Evidence, Hei Kete Raukura, www.educationcounts.govt.nz/publications/series/2515 and Hattie, J. (2009) Visible Learning a synthesis of over 800 meta-analysis relating to achievement. London: Routledge. visible-learning.org/2013/02/infographic-john-hattie-visible-learing/
United Kingdom: Education Endowment Foundation educationendowmentfoundation.org.uk/toolkit/
United States of America: The What Works Clearinghouse ies.ed.gov/ncee/wwc/