Preliminary Findings

 I started my data journey by analysing my target groups beginning of year STAR and PAT reading comprehension tests. I am always interested in find out raw scores (how many questions were actually answered correctly), the scale scores and stanines. Here are the results of my target group.

Unfortunately we had a technical glitch which didn't allow Student G1 to complete her test in order to generate a mark. 

One of the things I always find fascinating in analysing students test results is to look at their raw scores. How many questions our of the 37/38 questions in the test, did they actually get correct. As shown in the table above, only half the students managed to get more than 10 questions correct.

It's important to also note that the students whose test was out of 37 questions sat a slightly easier test that the rest who had 38 questions. This was because the students had already been identified as high needs in reading and writing in general. 

Another source of data gathering I conducted was collecting student voice. The list of questions and answers will be discussed in my next blog post.

My weekly reflections have been very useful. I have used my groups modelling books to take notes of vocab/attempts students have made as well as ideas being shared. This was to initially help with report writing comments coming up later in the term, but I've also found upon reflection that it works with my next steps for some students. 

One of the things which I didn't count on was having a student teacher. This meant I had 2 weeks of observing while she taught my classes. This gave me an opportunity to get some 1-1 time with my target learners, unpacking some of their thinking processes and ideas around school and reading in particular. This also will be discussed together with the student voice survey carried out.

Historic Hikoi with Nagti Paoa

 I can hand on heart say this was one of the most powerful, insightful, greatest learning experience I've had in my 15 years of teaching. As part of our partnership with Ngati Paoa, our teachers at Pt England experienced a part 2 session with Hayden and Crystal with a historic hikoi to certain sites around the area which told stories of how things came about for them as people of Ngati Paoa.

Here is a map of our trek on Thursday 1st April.

There were many favourite parts to the day but one I did find fascinating was listening to the battles which happened at Mokoia. Learning about the different Taniwha's and where the name Mokoia derived from - Mokoikahikuwaru. Another exciting part I look forward to is the building of the Marae at Te Whanake - Just next to the Pt England Reserve now. Just listening to the stories and making connections with names I've heard before and getting to know the history behind street names and historical sites. So much to take in! I cannot wait to share this same experience with our learners! Well worth the sore feet at the end of the day! Thank you to everyone involved in making this day possible.

Inquiry focus 2021

 Starting the year with provocations from Rebecca Jesson always get be excited for the teaching and learning journey for the year ahead. As part of our Manaiakalani cluster report for 2020, it was very clear what we needed to work on: Reading and Maths.

My 2020 inquiry looked at maths and helped me pick out just a few surface reasons why nearly half my class was failing in maths. Unfortunately, due to covid, we didn't get to unpack this inquiry into any deeper level of understanding due to the limited face to face time, and sharing of equipment when we did return back to school.

This year I would like to have another go at tackling reading. I inquired into reading in 2019 and this was a huge success. The difference then was that I was focussing on the very tip of the tail students, and finding ways to fill in some of the huge gaps very fast. A lot of them simply needed age appropriate texts at a lower reading level.

As CoL members, we are looking to work collaboratively to strengthen our inquiry in terms of what we are trialling and also sharing ideas with a collective rather than on our own. For this I am hoping to work with Kelsey Parrant and maybe one other member looking at students 'stuck' at the reading ages 8 - 9.5. Kelsey being in year 5/6 and my class being year 7/8. 

I look forward to our inquiry focus this year.