Case Studies – RWMP

Te Papapa School, Onehunga

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This is an account from one of the schools, or clusters of schools, that have received funding from the Reading, Writing and Mathematics Proposals Pool (RWMP) to support programmes in reading, writing and mathematics for students years 1 to 6.

The issues

Te Papapa is a decile 1 school with a roll of around 250 children. About two-thirds are Tongan and Samoan. Early in 1999 the 6-year net showed that after a year at school, around 80 percent of the children were still working at an emergent level. Similar results were observed in areas of mathematics. Slow acquisition of English language, including the language of mathematics, was impeding their progress in all areas of the curriculum.

The planning

The staff at Te Papapa includes teachers of Indian, Samoan, Māori, and Filipino descent, as well as palangi. The school has shown its commitment to development by also being involved in the Ministry NESB contract now known as The Literacy and Oracy Contract during 2000 and 2001.

They decided to seek literacy pool funding for three initiatives to:

extend their resources;
establish a pattern of continuing professional development; and
involve parents as partners in their children's learning.

They based their planning around research that showed the strength of a model for "transfer of training": demonstration, practice, feedback, and coaching. The school wanted to be sure that they could sustain the model they developed and maintain momentum.

The actions

One associate principal was released from classroom practice to lead a mentoring programme in best teaching practice in literacy and to develop literacy programmes and procedures throughout the school.

Mentoring

There is a focus on supporting children into oral language that includes strategies from the Literacy and Oracy Contract. They focus on oral language as the basis for reading and writing, leading children from oral language to text. A strong emphasis is put on teaching for understanding and use of curriculum vocabulary across the school.

Daily News Board (as per Harry Hood) was introduced into year 1–3 classes as a very effective way for teachers to introduce and teach letter and word knowledge as appropriate to the needs of the children.

Similar concepts are built on from year 4 up, drawing on children's experiences, and on current news items, to give contexts for their talking and writing, extending both understanding and vocabulary, and providing texts to share.

Writing is modelled throughout the school. It was important to develop a set of graduated procedures and consistent teaching stages throughout the school, carefully planned for children's growth.

A focus on a more explicit approach to teaching the skills and strategies necessary for early reading has been made, and an emphasis on comprehension at all levels throughout the school. Positive attitudes to reading are also fostered through the Duffy Books in Homes programme.

These and other literacy strategies were initially fostered by the associate principal observing, giving feedback, and demonstrating. Now teachers are beginning to work with their colleagues in providing observation, feedback, and demonstrations for each other.

Assessment

Te Papapa staff have also worked to improve assessment practices including moderation. Teachers gathered samples of writing and together developed criteria to support them in interpreting children's work so that they could shape their programmes to help at points of need. They are now lifting their sights by developing expectations of achievement for each cohort of children.

Resource purchase

Te Papapa invested in a large number of resources. They bought lots of easy-reading titles to extend mileage, and included many very high quality non-fiction books, with excellent illustrations and low text, to support discussion and develop vocabulary. Books are chosen to relate to children's interests and conceptual levels. They have also increased the number of titles available in multiple copies so that reading groups have a wide choice to extend fluency. A programme has been purchased with rhymes, actions, and activities that help develop awareness of letter-sound relationships. Computer programs to support the PM Readers have been purchased from Red to Purple levels. Listening Post sets have been placed in every classroom and the library.

The school also celebrates the children's first languages, and provides as many books and audiotapes as possible in the home language. Parents have been both surprised and encouraged when they see their languages valued and have access to resources.

A space has been refurbished in a prefabricated block to use for literacy support programmes. These include reading mileage sessions, self-pacing boxes, Rainbow Reading, Reading Recovery and small-group work to help years 4 and 5 students in curriculum vocabulary.

Links with parents

Parents have been informed through newsletters and meetings. Some meetings have had sessions available in first language. The school has found the Feed the Mind pamphlets very useful. Most days, year 1–3 children take home two books – a reading text and a picture book – to share with the family. A small number of parents have become more closely involved within the school, once teachers have had the opportunity to bring their practice to a point where they can identify suitable purposes for in-class support. Parent involvement is an ongoing process and further plans are being developed.

The results

There has been a significant rise in children's achievements, with good gains measured after one year at school. Reading data shows the following trends:

At the beginning of 1999, 19/58 children were reading at emergent level.
A very small number were reading between level 4–8.
At the beginning of 2000, 6/43 were reading at emergent level.
Most children were reading between level 3–9.
At the beginning of 2001, 3/33 were reading at emergent level.
Most children were reading between level 13–20.
The trend for 2001 indicates that this shift up the levels is continuing.
Six-year net data indicates improvements in average stanine scores.

The work Te Papapa has done in assessment of writing has helped establish school-wide routines for writing progression, with many more children prepared to take risks in writing and enjoying seeing their work published. The first school-wide data was collected at the end of term 1, 2001 and further data will be collected at the end of term 3, 2001. However, teachers know that school-wide levels are rising. The quality of the work, the higher spelling levels, and use of a wider curriculum vocabulary is evident at all levels across the school. As the year 1–3 children move through the school in the next few years it is expected that the writing levels across the school will show significant improvement.

The strong mentoring model emphasises using "others strengths to strengthen one another", has empowered teachers. Teachers are increasingly confident in lifting their expectations and moving beyond their comfort zone. Professional development with teacher aides has provided them with satisfying roles in boosting reading and supporting the classroom programme. Sessions on parent reading partnerships have been very successful in encouraging parents to feel part of the school and involved with their children's learning.

The coordinator has prepared support materials to reinforce professional development and provide a continuing framework for teachers to refer to. In years 1–4, the curriculum areas of science, social studies, and technology are vehicles for developing literacy, whereas in years 5 and 6 the focus shifts towards literacy becoming the means of reaching curriculum goals. The core strategies of a balanced programme are used at all levels.

Te Papapa is a happy school, with a sense of direction, and staff co-operating in a constructive, positive atmosphere to promote children's learning.

Contact person:

Jenny Moss
AP/Literacy Leader
Te Papapa School

Ph 09 634 5252
Fax 09 6345237

2001

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