Impact Story: Student access to their assessment data empowers student learning AND teaching!

Glad you've visited my blog to read the impact story behind my 'burst' shared during our 'Burst' session today!
What happened for the learners? 
Empowered learners in the house whoop whoop!!
The group of target learners:
BEFORE inquiry:

• very quiet 
• accepted anything that was presented
• dialogue with each other and teacher minimal in small group time
• almost no questions asked
• focus was not on any specific part of maths learning
• did not have access to assessment results or analysis
• nervous about sitting tests - lack of confidence

DURING and AFTER inquiry in action:

• began to question more with a closer focus on the number strand (IKAN analysis prompted this)
• discuss how they'd found the teaching/learning/testing/results
• identify what areas were strengths and work ons
• went the next step to find support for work ons 
• students were empowered:  I could tell this by the way they asked questions, compared their own data as well as peers in group.    Having access then understanding their data created proactive learners, in particular in the number strand (analysis of IKAN, Gloss results and now PAT in Term 4)

 What evidence do I have for this? 
Please click on above links I've made to blog posts that show or describe this in action.  Also look at these latest results from our PAT tests.  I have gathered specifically data for the number strand.  (All year we had a close focus on IKAN and part on Gloss)

Key:
NS T1 = Number strategy Term 1
NS T4 = Number strategy Term 4
NK T1= Number knowledge Term 1
NK T4= Number knowledge Term 4
A - H: individual students who make up target group.   Where no bar is present this equates to have '0' correct - zero.

Average of results from Term 1 for Number Strategy in PAT test:
NS T1   NS  T4   NK T1  NK T4

3.25

5.625

2.25

3.875

**The greatest gain as a group - according to PAT test was in number strategy**  This correlates with the inquiry focus that has been on this strand.   

 What did I do to make this happen? 
There are the normal good practices of classroom teacher that are utilised to support my inquiry.  The looking closely at group work through to independent learning on sites was maintained as per normal Manaiakalani classrooms. 

Points of difference to make it happen:

• Building a sense of trust between teacher and student, student to student.  This to build up student's sense of self-efficacy when analysis and discussion of data would start.  Student self efficacy and student achievement relate
• Small group work included 1-2 sessions regularly to simply look at our data from IKAN's and Gloss.  Plotting our results in a graph to show comparative data was hugely motivating for the target learners.  Using colour coding - this seemed to have greater impact that just number comparisons.
• IKAN tests no longer one screen and one run through.  Now on own device with headphones, with the chance to run through test a second time.  
• MARKING IKAN, students marked their own test with the opportunity to circle those that were 'silly mistakes' made in the speed of the test.   
• OPPORTUNITY was continually provided to provide evidence that did 'know' what the question was asking therefore bettering their results when they initiated the conversation and provided evidence to the teacher.
• EXPLAIN READY, a problem with interpreting what was being asked in word problems became evident in mid-year gloss tests.  An additional practice was now to use 'Screencastify' to explain how we were solving problem.  This was analysed along side what the question was actually asking.   These discussions around interpreting the word problem and our screen cast of solution were carried out in groups for support and learning from our artefacts (screencasts).  It became very clear to students AND teacher what parts if not in whole we were misinterpreting. 

Wonderings about what next

1. With those remaining from the target group, 6 out of 8 I need to pass onto 2018 teacher the key actions from my inquiry to ensure this acceleration continues.  
2. More focused planning around other strand areas need to be implemented as most shift was made in the number strand.
3. Collating data in 2018 from these target students to track further progress
4. Creating a 'directory' for students to access once they have analysed their assessment data.   The next step AFTER they identify their strengths and weaknesses, especially a directory that supports them outside 9 - 3pm of school hours.

2016 the year of 'So'o Tau'au' - To join shoulders

So'o Tau'au, 2016 sign off from SchoolTV on Vimeo.

2016 has been everything BUT normal!   We had changes to the timetable weekly, family, new baby :) teacher's on leave and leaving, Papa's and a Mama passing -  and in all this our kids stayed amazing!  Stayed normal!  Why??
We knew how and why - to 'So'o Tau'au'.

So'o tau'au is a Samoan saying that you typically hear in times of challenge.  Families and elders will visit those in a time of trial to offer support, this statement will be made.    Typically in our team we have sayings that help to embed our school wide korero.   Rather than a growling - it's a prompt to re-focus using our korero - saying.   This we carried through our learning spaces, in and out of the classroom - Te Reo, camps/field trips, tech@Tamaki College, testing, tuakana teina, visiting speakers, fundraisers, health talks and more!

Early in term 2 I shared this Samoan saying with our team during one of our morning karakia times.   It became something we used year long along with all other korero.   With all the changes that were expected and especially those that were not - this saying was one we held fast to.

Signing off for 2016 - I would like to wish all the students and teaching staff of Team 5 a fantastic festive season!    Well done on another amazing year, you've all contributed to making this year one of positive difference.

Looking forward to what 2017 will bring - opportunity to again 'So'o Tau'au'.

Ia manuia lava le tausaga fou, faamanuia atu le Atua ia te outou uma.

Mrs Andrea Bakulich Tele'a

Simon says this about 'So'o Tau'au' 

2016 Inquiry focus

2016 brings us to another inquiry into my teaching and learning. My new focus:
How can I teach learners to make inferences or judgements from layers of meaning in a text?

Group 1 Background.
Higher order thinking to extend (focus on improving evaluation in Comp) using Solo model 12 kids reading at 14+. These students have reasonable demand on their time with the roles of student leadership for most. They are often called upon to be spokespersons for the school for a range of professionals that visit our school. They have a high standard of the key competencies which allows for good collaboration as well as independent achievement.
  Challenge - area needing strengthening: Stuck on 'Evaluative' questioning and thought processes in probe tests. Ability to infer needs to be pushed further to make conclusions and summaries more easily.
  Action to support: Drawing conclusions across range of texts to prompt the thinking process further than the text in front of them. Adding also their own experience and knowledge. Second group:

Group 2 Background: This group enjoy reading and at times seem bored with it. In discussions they can explain their thinking. When having to respond in writing, often it will seem the wrong way around when. Sequence to answering process is not correct.
  Challenge: Making an inference or a judgement from layers of meaning in a text clearly. When testing they struggle with looking across text to make a clear conclusion or summary using sound judgement from what they could infer. 
Action to support: A lot of 'So what?' questions. Encouragement of full sentences to respond. Opportunities to teach each other about - not simply teacher to student.

Group 3 Background: This group is one of the most enthusiastic. Often asking for the next piece before others.
  Challenge: Word knowledge poor. This prompts a unclear response to text often and an inability to express their opinions verbally.
  Action to support: work on linguistics...sounds/shapes of letters through to words, sentences, contexts. Lots and lots of talking about what we read BEFORE our written responses. A shift in focus for sharing to happen between the group more rather than student to teacher alone. Group 3 this term has shown improvement in understanding inferences through a more focused learning sequence around learning and then sharing - teaching each other. This culture of sharing and teaching one another has prompted a positive approach from this particular group to ensure all understand before moving on. An element of peer support has occurred. A short reminder weekly of how we can help one another with language and processes modelled by myself has supported this group better. Deliberate acknowledgement and praise of when this 'Learning and teaching talk' is heard and seen has been powerful.

 All groups: have deliberate acts of teaching that 'Sell the text' and modelling of linking to other texts.  The students are more enthusiastic about the learning and teaching around selected text when this hook has been made. This is important to do at all levels.

 Term 2: I will continue with a focus on groups 2 and 3. I am hoping with group 1 that the demands on their time will lessen from outside class which will enable a more settled and prepared group of learners - ready to use the SOLO model in a real and meaningful way.

Solutions Hunters

A great afternoon listening to this bunch!  A group of dedicated - devoted and passionate teachers.   The barriers shared covered a whole range of things we face daily as educators!    In the image you will see what topics led our discussions.   From classroom practice of scaffolding through to the key competencies and the typical logistics of state schools.   We spent a greater portion of our time sharing about how we can or at least begin to overcome some of the barriers our students can face.

One thing I'd like to share here and didn't this afternoon (my forgetfulness) was the inability a teacher experiences from time to time to make connections with students.  In particular the students that we may find extremely quiet or disruptive.  This can be a real barrier to the student's learning.

My attempt to find a solution to this is talking with a range of experienced people.   This includes people who may have taught the child  or is experienced educator in the leadership team.  I've found time and time again that the team - wrap around actions of colleagues, whanau and community brings about the most change.  When we're all on the same page - the support and sometimes forced direction the team promotes has the student begin to change and in some cases get right back on track!

Thanks to the team of expert teachers and student teachers this afternoon.    It's a huge plus that we discuss these very things because we desire only the best for our Tamaki Tamariki.  

IEP - yeah you know me!

IEP - Individual Education Plan = Yeah you know me??

Individual Education Plans

IEPOnline is for anyone involved in developing or implementing individual education plans (IEPs) to support students with special education needs. Central to the website is the Ministry of Education publication Collaboration for Success: Individual Education Plans (September 2011) which replaces the 1998 ‘Individual Education Programme (IEP) Guidelines’.

Connecting to my previous presentation 'To obey like a canoe before the wind' I have arrived at this point in my inquiry.   There are students in my classroom and across my team where school is a serious challenge to be a functional part of.  These students have - special needs in the classroom daily.  You plan for groups at a time, however the plans must then be tailored again to support these particular individuals as their ability to work in a small group is challenging for themselves, their peers and teachers.

It has been aptly put on the TKI site, under the title 'How to succeed at IEPS': 

The IEP process is about writing students INTO the New Zealand Curriculum rather than writing students out.   

This has a teacher thinking, dreaming and looking ahead to the new term of what can be done for the INCLUSION of these students in the day to day, week to week running of the learning environments we strive to create, maintain and sustain??  What do I write into my plans to ensure these students are not just here in body but seriously engaging with the curriculum? 

My vision is to have blocks of learning change during the week for these particular individuals.   Relate to the time of day/week where the student tends to become disengaged or may need a 'second wind'.    Recent talks also with GATE in our staff meetings have supported this view.

For example:

Sporting student: weekly learning sessions with our Sports Teacher and Coordinator, linking to learning in classroom. Planning how to tackle the tasks set and further.  Linking to community and region sporting events and goals.  Mentoring with people in community outside PES?

Naturalistic student: weekly sessions to work on garden boxes in block and further.  Support from our school caretakers etc.  Linking this to the wider community and it's benefits.  

All this would need to be consistent and regular to ensure engagement and shifts of positive change for the students.

Barriers: 

• the teachers/adults/mentors need to be available consistently.  
• feedback and feedforward to be regular from student/mentor and teacher to ensure progress is monitored and recorded
• resourcing of people to work one on one and to fund the projects for these programmes
• 
  

Solution

• look at timetable of team teachers, locate time specifically for the set up 
• research funding/resources available for this type of IEP - more individuals to make up the different focus groups?
• regular updates on the progress of these programmes, record and share with SMT for future

In striving to achieve this we will be looking closely at what these particular learners have in their winds and hopefully provide the 'second wind' .   It will certainly differ from the majority.   

Imagine if we get this right the IEP will have these students saying - 'Yep, teachers knows me!!

Being ready to learn...SOLO Key Competencies

Peer to peer notice, key competencies

Establish personal goals/ plan my work/ set high standards/ act appropriately in a range of settings/become aware of my actions and words on others/ set high self expectations/ developing a range of strategies to become a successful learner/ make well informed choices. These goals are outlined in Pam Hook's description of SOLO in action through Key Competencies for learners.

 I have been a little stuck in my inquiry in deciding what to be recording and sharing. Given that I am a new team leader I have spent the majority of my time, effort and goal setting around the tone, culture and expectations in the year 7 & 8 team. I have felt stuck in that I hastily decided on this inquiry thinking purely curriculum - as in literacy and numeracy. I however found it challenging as this curriculum for me in regards to numeracy and literacy has captured very little of my time and efforts. With a team just established, students having to change with the new team - a whole lot of focus was to be devoted to the building of a culture and set of expectations. One where the key competencies would be visited daily, daily goals outlined across the team. The expectations from uniforms through to positive interactions set and consistently revisited. What has this meant for us? A whole lot of positive reinforcement of things that our team of teachers believe effect the big picture of learning. If we look good, sound good and even smell good - we're ready to learn!

 Our efforts team wide, follow on from the previous years of learning at PES - have produced the following in the senior school:
 -Students arrive prior to 8.30am start, actively preparing for day of learning
-Students in full school uniform for class and PE is the norm
-Students are disappointed when a member of the class forgets their PE shirt/swimming gear.
-Students are eager to share with teachers when they achieve -Students desire to be praised and named in class and team gatherings
-Students point out what is appropriate...right place, right time and right attitude
-Student's positive, respectful and considerate behaviour is 'normal'
 There is more to list - so expect another post soon.  I am planning to work on SOLO within the context of key competencies for the year 7 & 8 students of PES. Given this is my most urgent priority to be maintained for this exciting part of the school!

 The following is an example from Pam Hook's rubrics based on managing self - being responsible to start school day well. It relates to our efforts of teacher's meeting every morning at 7.45am, ready to open our space at 8am for our students. In the aim of our students being in the extended abstract level of consistently being ready ahead of time for school day and assisting others along the way. The great news is that over 70% of our students are doing this!
  Managing Self:
Being responsible to start the school day
Extended Abstract: I can consistently get all things ready for my school day and can assist others in this process
Relational: I can consistently be ready ahead of time for the school day I need reminding to get some things organized for the school day Multistructural:I can do many things to be ready for the school day Unistructural:I can do one thing to be ready for the school day
Prestructural: I need support to be ready for the school day. I cannot pack or unpack my school bag, I do not have a pencil ready.

The following rubric is another of Pam Hook's examples. We have just arrived back from our year 8 leadership camp. A big part of this was devoted to the realisation of their roles of leadership and the need to be self motivated to maintain this. During camp we gave many examples of how to move from relational to extended abstract of reflecting on their leadership.
  Managing Self: Self motivation Yrs 4-8 Extended Abstract: I can reflect and evaluate factors that influenced my self motivation
Relational: I can accurately apply the correct skills learned to new independent tasks with consistent effort
Multistructural: I can describe a purpose of the task, and can willingly maintain the effort required to complete the task
Unistructural: I am willing to put in limited effort to complete a task independently Prestructural:I am not willing to put in the effort required to complete a task

I am very happy to share that our students are sitting mostly at the Relational level of personal organisation and time management. It would be a great challenge for our students to move into the Extended Abstract levels for this. A great way to introduce high school and tertiary education life to them!
  Managing Self: Self Management: Personal Organisation and Time Management (Intermediate Level)
Extended Abstract: I can apply what I have learnt from the timetable to design other timetables. Eg other timetables, rosters I can evaluate what would happen if there were no timetable or structure to the day.
Relational: I can understand the consequences of not getting my correct gear for a class. I can interpret the timetable to support others.
Multistructural: I can list the classes I have on any given day and bring the correct gear I know all my teachers and what they teach I can move to the correct class at the correct time
Unistructural I know the school operates a timetable I can find my home room, hall and identified locations I know the staff I usually remember to bring the correct gear to class Prestructural I need help to · interpret the timetable · Locate rooms · Identify staff · Understand blocks · Bring appropriate gear to class

SOLO TAXONOMY FITS INTO THIS?

This year as staff we are carrying out our own inquiry to best practices that impact the student achievement in our classrooms.   My inquiry involves the research and practice of the SOLO taxonomy.   How to use SOLO (for teaching and learning) to get cognitive engagement in a Learn Create Share pedagogy.   Are we doing it already?  In parts or whole?  How can we scaffold learners in learn, create and share as part of using SOLO taxonomy.  Does it match or does it differ?

I am the new team leader for the year 7 and 8 students and staff of Pt England School.  I have selected this inquiry as it supports our vision of 'Year 9' readiness.   SOLO is used by Tamaki College.  Participating in last years lead teachers of Manaiakalani PLD days shared the need for this.   The need to be better prepared in the year 7 and 8 levels for college life.  One part in particular was that by way of being able to have students not simply identify and find information - but be able to explain clearly, hypothesise, create, predict, generalise and create new understanding.  I hope to learn and practice best ways of scaffolding our learners to the higher order thinking.

Snapshot of my place now:

What are my students doing now? Behaving awesome - develop the cognitive engagement further. They need and ready for it now!

What am I doing now?  Re-structure of mindset to match that of SOLO taxonomy. Mind to travel from 'Unistructural' level to 'Extended Abstract' level.

What am I wanting to change? My practice informed through knowledge in this area

What am I going to try that I think will impact my students’ learning? SOLO in the different curriculum areas - in my conversations, task setting - site EVERYTHING students get from me - acting as prompts etc to promote the higher order thinking..

Micro teaching: what are the questions I’m going to ask?  SAMR model - variety and balance!