Resource Teacher of Literacy

Target One at a Time (TOAT Intervention)

 

Research findings – one to one instruction

Traditionally, one-on-one instruction in which the student receives explicit instruction by the teacher is considered the most effective practice for enhancing outcomes for students with LD. In fact, the clinical model where the teacher works directly with the student for a designated period of time has a long standing tradition in LD (Kirk, Kirk, & Minskoff, 1985; Lerner, 1997).

Welcome to TOAT (Target one at a time intervention), an approach that has been implemented and guided by the Wainuiomata Resource Teacher of Literacy Service within the Wainuiomata Cluster since 2015.  

The Wainuiomata cluster is serviced by one Resource Teacher of Literacy and consists of 22 schools from the Western Hills, to Muritai, and within the Wainuiomata region.  The intervention was designed to reach more schools, more students and in the process up-skilling teachers in working with targeted students in literacy.  Teachers are introduced to different types of assessments which help to identify students gaps in literacy.  Together, the classroom teacher and RT:Lit set specific learning goals for the student and these gaps are addressed through quick short 10-15 minute daily mini sessions by the classroom teacher.  Every three weeks, the RT:Lit meets with the teacher to discuss the students achievements and they plan for the students next learning steps.  Data is updated and collated at 3 weekly intervals and further evidence of teaching and learning is sighted through the modelling book.  The intervention incorporates a multi-sensory learning approach.  Varying teaching strategies to address all sensory preferences increases learning, regardless of the individual student's primary preference (Thomas, Cox, & Kojima, 2000)

There are currently 11 schools working this way within the cluster.  Please see below the appraisal from 2016 to see what the teachers responses are to the TOAT approach.