success for all - living up to its name? dr louise tracey & professor bette chambers 21 march...

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Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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Page 1: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Success for All - Living up to its

name?

Dr Louise Tracey & Professor Bette Chambers

21 March 2013

Page 2: 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).

Page 3: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Literacy• Importance of early literacy

• Support for systematic phonics instruction (Rose Review 2006, National Reading Panel, 2000)

• Primary framework & Letters and Sounds (2007)

Page 4: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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)

Page 5: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Success For All (SFA): 2

Professor Bette Chambers

Page 6: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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.

Page 7: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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.

Page 8: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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.

Page 9: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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

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Page 10: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Curiosity & Kinder Quest

WingsRoots

Success for All: The Curriculum

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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)

Page 11: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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.

Page 12: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

SFA in the UK• Introduced in UK, 1997

• Small scale studies conducted

• First large-scale longitudinal study in the UK (2008-2012)

Page 13: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Research Design• Quasi-experimental design (matched)

• 40 schools (20 control, 20 intervention)

• Long-term implementers to new starters

Page 14: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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)

Page 15: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Assessments• BPVS – receptive vocabulary• WRMT

– Letter ID– Word ID– Word Attack

• YARC – Rate, accuracy & comprehension

Page 16: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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

Page 17: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Analysis

Clustering in schools

Page 18: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Results – end of Year 2• Word ID +0.20• Word Attack +0.25• YARC

– Accuracy +0.12– Rate +0.11– Comprehension +0.06

Page 19: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Implementation fidelityObservations – control & intervention

literacy instruction, co-operative learning & assessment

Variations – control & intervention

literacy instruction, co-operative learning & assessment

Page 20: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Discussion• Educationally significant

– Positive effect sizes (& long-term)

• Fidelity – similarities & differences

• Working with schools

Page 21: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

School FeedbackAssessments

Assessors

Feedback

change

Page 22: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

• EEFRCT SFATeam AlphieQuest

Next Steps?

Page 23: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Any Questions?

Page 24: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

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?

Page 25: Success for All - Living up to its name? Dr Louise Tracey & Professor Bette Chambers 21 March 2013

Thank you!

Further queries: [email protected]