success for all - living up to its name? dr louise tracey & professor bette chambers 21 march...
TRANSCRIPT
Success for All - Living up to its
name?
Dr Louise Tracey & Professor Bette Chambers
21 March 2013
Inequalities in Society• Nearly 4 million children are living in poverty in the UK (after housing costs) http://www.endchildpoverty.org.uk/
• Inequalities in pre-school/school entry
• Importance of the Home Learning Environment (HLE) (Melhuish et al., 2001)
• Gaps increase throughout school career (ages 7, 11 & 16).
Literacy• Importance of early literacy
• Support for systematic phonics instruction (Rose Review 2006, National Reading Panel, 2000)
• Primary framework & Letters and Sounds (2007)
Success For All (SFA): 1• Started in US, 1987
• Introduced in UK, 1997
• Empirical studies in US (Mean effect size +0.29)
• Cost effectiveness
• Allen Report (2011)
Success For All (SFA): 2
Professor Bette Chambers
Background
• Success For All is a charitable foundation - a non-profit making organisation.
• Success for All’s main aim is to work in areas where there is underachievement.
• The overriding idea behind SFA is to use everything we know about effective teaching and learning to make a difference to the life chances of children and their families.
Evidence-Based Intervention
• Success for All was designed to put into practice the findings of longitudinal and externally validated research on teaching and learning.
• SFA has been subjected to rigorous evaluations including large-scale randomised studies. SFA has been awarded the highest rating for effectiveness by numerous raters.
Key Features
• Co-operative learning embedded throughout.• Balanced literacy teaching.• Extensive materials.• Pupils grouped by stage not age for literacy lessons.• Fast-paced engaging lessons.• Intensive initial training and ongoing in-school support.• Whole school reading assessments.• Pupils re-grouped according to their progress for the next
term.• Tutoring for struggling readers.• Family support.
Assessment• Monitor• Assess
Partner/Team Practice• Prompt• Reinforce• Peer pre-assessment
Teacher Presentation • Teach• Model• Guide
Practice
Celebration•
Recognise• Celebrate
Co-operative Learning - The Cycle of Instruction
© 2
011
Suc
cess
for A
ll F
ound
atio
n
Curiosity & Kinder Quest
WingsRoots
Success for All: The Curriculum
© 2
011
Suc
cess
for A
ll F
ound
atio
n
Co-operative Learning
Nursery &
reception
Year 1 (beginning readers
to NC level 2c)
Typically year 7 &
8 (NC level 2c readers
and above)
Typically year 2 - 6 (NC level
2c readers
and above)
Success for AllOfsted Key Judgements
• SFA significantly improves the quality and consistency of teaching throughout the school.
• SFA increases pupil engagement and motivation.
• Pupils are set challenging tasks matched to their particular needs – the co-operative learning strategy engages all pupils in learning.
• SFA raises expectations.
• SFA enhances the quality of leadership and management - developing expertise within the school and building its capacity to sustain improvement.
SFA in the UK• Introduced in UK, 1997
• Small scale studies conducted
• First large-scale longitudinal study in the UK (2008-2012)
Research Design• Quasi-experimental design (matched)
• 40 schools (20 control, 20 intervention)
• Long-term implementers to new starters
Study Design
Recruitment:
Reception September 2008 – Pre-test
Post-testing:
Summer 2009 (end of Reception),
Summer 2010 (end of Year 1)
Summer 2011 (end of Year 2)
Summer 2012 (end of Year 3)
Assessments• BPVS – receptive vocabulary• WRMT
– Letter ID– Word ID– Word Attack
• YARC – Rate, accuracy & comprehension
AssessmentsSchools profiles:• No significant difference in pre-test• No significant difference in gender• SEN c.12% I, 9% C • FSM c. 43% I, 36% C • EAL c. 46% I, 24% C
Analysis
Clustering in schools
Results – end of Year 2• Word ID +0.20• Word Attack +0.25• YARC
– Accuracy +0.12– Rate +0.11– Comprehension +0.06
Implementation fidelityObservations – control & intervention
literacy instruction, co-operative learning & assessment
Variations – control & intervention
literacy instruction, co-operative learning & assessment
Discussion• Educationally significant
– Positive effect sizes (& long-term)
• Fidelity – similarities & differences
• Working with schools
School FeedbackAssessments
Assessors
Feedback
change
• EEFRCT SFATeam AlphieQuest
Next Steps?
Any Questions?
Questions for discussion• How important is it to evaluate literacy
programmes?
• Are RCTs the way forward?
• If so, how do we get involvement of schools?
