Mid Year Data

At Stonefields School we have had an update of our mid-year data. Below is the Whole School Snapshot for our Maths OTJ’s. 

Year 3 Shift Data:

The overall year group shift data uses matched data to show how different year groups have made more or less than expected shift in the last 12 months. Year 3 saw an overall increase in the number of learners moving from working within to working towards expectation. This negative shift helps affirm my target group as they are all Year 3 learners currently working towards Stage 5. 

This data gives me motivation to keep up the mahi in my inquiry so I can see positive change in the data at the end of year.

Data

Over the past two weeks, we had an update of our mid-year data. This data shows that writing is the biggest need in Stonefields School.

Here are my noticings =

We are seeing some progress!!

The overall year group shift data uses matched data to show how different year groups have made more or less than expected shift in the last 12 months.  Therefore, the year 1s are left out of this data set as they have been at school for less than a year. 

Of standout note are the Year 2s where 24 learners have made more than a years' gain.  This represents 53% of all year 2 matched learners.

My Wondering = Year 2’s data lower than Year 1’s. How can I reduce this statistic?

Along with National data, there is an emerging phenomenon that boys are achieving lower than girls. Why is this still the case?  

This data gives me motivation to keep up the mahi in my inquiry so I can see positive change in the data at the end of year.

The current status quo

Develop a rich profile of relevant aspects of your current teaching.

At yesterday's PLG Anita, Emma and I had a really good chat with Fiona. She asked us to talk about relevant aspects of our current teaching. This will help me design an intervention and give me baseline information that I can use at the end of the year to evidence shifts in my teaching. 

Currently learners are hooked into writing through real life experiences. For example, we had some whānau come into the hub and we made sushi. From this I was able to extend learners' vocabulary by teaching them ‘powerful verbs’ (inspired by Murray Gadd). Here is the language that came out of this provocation: 

“Chomping on the crunchy seaweed”

“The delicious sushi vanished in my mouth”

“Soft, slimy and slippery avocado sliding into my mouth.” 

Another aspect that is increasing student engagement is creating an element of choice in their learning. After making sushi they could choose to write a description or a thank you letter to the parent helpers. The learners opted-in to the workshop they preferred and in doing so, felt more ownership of their learning.

The current challenge of student learning is they do not know their next steps and are not able to articulate these. 

Learners can identify surface features but do not have enough knowledge of how to apply these correctly when refining their writing. 

Learners are using visuals to check they meet the success criteria. 

On reflection, I am jumping ahead and trying to design the intervention already! 

I am going to fold back and ask the learners for their voice about what they think good writers include in their writing. I am going to co-construct the success criteria! 

If learners have a better understanding and clarity of surface features in writing, they will make connections for what they need to include in their writing.

If I empower learners to co-construct success criteria about what good writers include in their writing, they will include these features in their writing.