BSLA Refresher course

It is hard to believe that it has been 3 years since I undertook my training in teaching utilising a structured literacy approach.   As I was lucky to be in one of the very early cohorts of teachers to be instructed in the Better Start Literacy Approach, I was thrilled to be able to join the February Refresher PLD.

This workshop included a number of references to how the BSLA program has been adapted to better align with the new literacy curriculum. From term 2 this year we will see a new focus on handwriting and writing processes.

However, the main tenets of the BSLA program remain steadfast with their focus on

explicit teaching to build engagement, automaticity, model problem solving with repeated exposure to build meaning.  I was reminded of the importance of providing IMMEDIATE feedback and scaffolding to allow for success at the time of reading.

As the BSLA program is a positive strengths based approach it is important to use numerous positive prompts which build the self-efficacy of the students and give a problem solving attitude toward reading.  Prompts being broad and then funnel into more specific needs of the learners.

The BSLA assessment portal has now been updated to display the 

student assessment steps and allows for a direct  comparison within 2 selected time points (terms) and with the expectation built in.  This will provide clear learning progression info when identifying students for Tier 2 support and a great way to group students at the beginning of the year.  Both to assess the appropriate taumata level for whole class teaching (majority of class) and small reading groupings.

Dr Mark LaVernia, spoke to us about the work being done to compile a National data set which allows for reporting of progress with comparisons to National data distributions.  These are done using NWR 10-Week Cumulative Score - 30-Week Cumulative Score. (Non-word Reading).

The expected proficiency achievements for unseen connected text were also discussed and give a clear guideline for student achievement within the first 30 weeks of BSLA teaching. 90% can read Kakano level connected text at 30wks.

54% can read Tupu level @30wks

18% can read Mahuri level @30wks

These connected text assessments can be used to assess if exceptional students could be moved on.. And end of year assessment similar to how schools had previously used Running Records.

Once again the BSLA team provided an engaging, and informative presentation which has renewed my enthusiasm for the program and provided many new insights particularly in the assessment and reporting to whanau space.