• Meets twice a term to discuss and contribute to the literacy strategies for their classes

• Observed teaching their class

10 FTN – SARAH AND MARGARET10SMP – KATIE AND MICHELLE10MSY – ARCHANA AND ROBINA

9PUL – LIBBY AND MARGARET

THE OTHERS HAD CLASSES WITH HIGH NEEDSAUBREY – 10BGHGARETH – 9HDGPHILLIP – 9KTZLIBBY – 9PUL (who Margaret also taught)

LINKING THE CLASSES AND THE FOCUS GROUPS

These building blocks are unpacked during the course of the year

asTTle TESTINGTwice a year

GOAL SETTING USING asTTle scores

ACTIVITIES are matched to the evidence in the asTTle analysis

• The data that is focused on for a class has determined the focus of the lessons that we teach the students

• There are CONTENT/KNOWLEDGE Learning Outcomes and LITERACY Learning Outcomes

• Lessons are observed• Students are interviewed during the lesson• Feedback is given

OBSERVATION TEMPLATE

OBSERVATION LINKSTO GEALIS

GEALiS provide the research base Guidelines for Effective Adolescent Literacy Instruction

We have gathered some walk-through data that suggests that students are not doing enough reading or writing on their own

Reading is not done enough by the students themselves and writing is not their own writng but rather copying what the teachers give them

What do you think?

FILMING•Richard W and John P along with Alana Madgwick our facilitator from TEAM Solutions have been filmed•Two classes and four teachers have been filmed by COGNITION with a view to gathering evidence to show on LITERACY ONLINE about how the SLP operates when a class is targeted for a literacy intervention

Those classes and teachers are:•10FTNSarah Mulcahy (English) and Margaret Sutton (Science)

•10SMPKatie McColl(English) and Michelle Simpson (Social Studies)

RESOURCES MADE AVAILABLE FOR FOCUS GROUP STAFF AND DEPARTMENTS

Complete the Teacher Survey

And hand back to John

There have been some meetings that Richard and I have attended that asks us to plan what we are going to do next year.

This survey will inform part of that process.