Case Studies – RWMP

HPP and PPP Clusters, Rotorua and Tauranga

The HPP and PPP clusters in Rotorua and Tauranga is the name given to a project aimed at improving the literacy progress of low-progress students.

This ambitious and extensive project, directed by Kathryn Atvars, began in 1999 with eight schools led by Ngongotaha Primary in Rotorua. A further five schools, led by Te Akau ki Papamoa in Tauranga, joined the project in 2000, and another 20 in 2001. Over the three years 1999–2001, approximately 1700 students have been tutored within the programmes, and over 650 parent tutors have been trained.

The issues

The schools shared a common concern about literacy progress among two groups of students: those in years 1–4 with reading ages below 7 years who were making slow progress, and older students with reading ages from 7 years up who lacked strategies for gaining greater levels of competence. The schools sought ways to provide a direct boost to these groups so that the students met success, increased their enjoyment of reading, developed a richer range of oral language, and gained the confidence to move forward with their peers.

The programmes

HPP – Hei Awhiawhi Tamariki ki te Panui Pukapuka

For the first group of students, the programme Hei Awhiawhi Tamariki ki te Panui Pukapuka (HPP) (Embracing children within a storybook reading context) was chosen. In the HPP programme, students hear a wide variety of storybooks selected to provide the context of connected, interesting narrative for promoting oral language development and phonological awareness. Parent reading tutors use the "one hand" strategy – providing four elements of information or language before asking a question – to help students probe the text and expand their ideas in responses. Oral language is integral to the reading, with lots of talking, exploration of sounds and word structures, and fun with rhyming and other activities.

New elements include a reading folder, where students can see a record of their reading behaviour and learn to set measurable, attainable goals for themselves.

PPP – Pause Prompt Praise

For older low-progress readers, the tutoring procedure of Pause Prompt Praise (PPP) was employed. These students receive more opportunities to self correct errors, and to practise problem-solving strategies. Parent tutors are therefore trained to learn a set of specific tutoring skills.

To bring these programmes to life, and to develop strong relationships with the community and homes, the project was designed to extend the expertise of both teachers and parents. Each school allocated a liaison teacher to the project, with larger schools (over 300) usually involving a senior teacher as well. The liaison teacher set up the infrastructure within the school and was responsible for supporting the tutors, giving them feedback, assessing the students, ensuring that students' progress was monitored, and maintaining contacts with parents. Schools were grouped into clusters of four or five, and each cluster appointed a teacher coordinator. Her task was to work with each liaison teacher and support the training of volunteer parent tutors who were willing to train and work on a one-to-one basis with students using the selected programmes.

The actions

Professional development

Liaison teachers and coordinators began the project with a full week's residential course. As well as becoming competent with the procedures and their specific roles, they developed a strong sense of collegiality and purpose. Three further days' professional development were built in to the plan.

Adult volunteer tutors

In each school cluster, the coordinators and liaison teachers brought together their adult volunteers to train them as tutors. These carefully structured training days were supported by handbooks so that tutors were able to take material home. Coordinators maintained their follow-up with each school, and liaison teachers sat with tutors to support and guide them. Parent tutors of PPP supplied tapes of their tutoring sessions. Feedback by coordinators and liaison teachers to these volunteers was genuinely helpful. Parent tutors using HPP are encouraged to peer review, and give each other feedback.

Each parent tutor was assigned three children, and worked with them three times a week for ten weeks.

The results

Student achievement

The project has been extremely successful in improving literacy. Students in the HPP programmes improved their placing on the Ready to Read "colour wheel" by an average of just under three levels in the first ten weeks, with marked improvements in accuracy and oral language as well. It is of special significance that Māori students made even greater gains than Pākehā students, showing that this is indeed a positive and accelerative programme for them.

HPP results

All the students who received tutoring through the PPP procedures made progress of at least one year in reading age, with over 40 percent gaining two years or more. These gains kept growing when students stayed in the programmes, and those who had reached beyond their chronological age did not regress when tutoring was discontinued. And over 80 percent of the students enjoyed the tutoring "heaps"!

PPP results

Tutors' satisfaction

Over 80 percent of the tutors in both programmes understood the procedures well, found the experience enjoyable and relevant, and were eager to continue tutoring. They appreciated opportunities to revisit and extend their training. Some chose to apply for training as teachers or teacher-aides.

Principals' satisfaction

Over 80 percent thought the programmes were effective, and were positive experiences for the students. They recognised that they needed to provide continued professional development and feedback so that success continued to build.

Teachers' satisfaction

Improved skills and self-confidence from both programmes impacted on student's attitudes and behaviour. The liaison teachers were very significant in helping tutors maintain and grow their skills, and in bringing classroom teachers into the loop.

Parental satisfaction

Almost 90 percent of the parents perceived their children as having benefited greatly, or "quite a bit". Over half the parents were interested in learning about the procedures so that they could help their children at home.

Impact on the school and community

Some of the comments from the adult tutors highlight the value of the partnerships. Some said they had become more relaxed – the feeling of dread about being summoned to the school had gone – and they had become aware of how to help children enjoy word-play, rhyming, and other verbal skills. They were developing their own vocabulary, range of expression and confidence.

"Praise" statements had become part of parental behaviour. Tutors also developed new friendships as they met and worked with other parents and with teachers.

The project has engendered community awareness and support, and has supported schools in the evolution of the aspects of education that look beyond the immediate goal of literacy progress to the wider vision of interacting with whānau, parents, and the community to promote the best possible relationships among all involved with these literacy endeavours.

Schools involved

Contact person
Kathryn Atvars
112 Haukore St
Hairini
TAURANGA

Ph 07 5440 119
Fax 07 5440 692

October 2001

Case studies index | top

Ashbrook School, Opokiti | Cargill Open Plan School, Tokoroa | Coley Street School, Foxton | Edendale School, Sandringham, Auckland | Foxton Primary School | HPP and PPP Clusters, Rotorua and Tauranga | ICAN Cluster, Porirua | Kaipara Literacy Initiative | Linden School, Wellington | Linwood Avenue School, Christchurch | Rawene School, Hokianga | Rosebank School, Avondale | Rotorua Primary School | St Pius X School, Hamilton | Supporting At-Risk Readers (SARR) | Taita Central School, Lower Hutt | TATA | Te Papapa School, Onehunga | The Urewera Early Literacy Initiative (TUELI) | Waipa School