Baseline Student Data and Evidence

Learner Voice & JAM Data:

Target Learner 1:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 2:  Male, NZ European, Year 3

Target Learner 3:  Male, NZ European, Year 3, Student Support Level 3

Target Learner 4: Male, Filipino, Year 3, Support Level 2

Target Learner 5: Female, NZ European, Year 3

Target Learner 5: Female, Korean, Year 3, ESOL

The JAM assessment shows areas of gaps in their number knowledge and strategies as detailed in the modules. The learner voice allows me to hear how they feel about maths problem solving and what challenges they have in their learning. 

School Talk Gap Analysis:

The SchoolTalk progressions are also showing the gaps in the learners number knowledge and addition and subtraction strategies.

Hauora progressions & Wellbeing Data: 

	Taha Tinana	Taha Hinengaro	Taha Whānau	Taha Wairua	Taha Whenua	Combined
SW Inquiry group	3.58	3.50	3.83	3.58	3.50	3.60
Hub 8	3.37	3.28	3.50	3.46	3.54	3.43
Difference	-0.21	-0.22	-0.33	-0.13	0.04	-0.17
Percentage Difference	-5.97%	-6.31%	-8.70%	-3.54%	1.04%	-4.77%

I analysed the data of the Te Whare Tapa Wha 'wellbeing tool' with my target group and the rest of our hub. It will be interesting to see at the end of term 2 the shift in their individual recognition of their own wellbeing. 

Agency Self Perception Data: 

	Self Aware	Assessment Cap	Collaboration	Using Tools & Strategies	Resilience	Take Action	Combined
Hub 8	3.28	3.03	3.01	3.05	3.10	3.19	3.11
SW Inquiry group	2.47	2.36	2.33	2.72	2.50	2.42	2.47
Difference	-0.81	-0.67	-0.68	-0.32	-0.60	-0.77	-0.64
Percentage Difference	-24.62%	-22.06%	-22.57%	-10.62%	-19.27%	-24.26%	-20.64%

I also analysed the data of the Agency Self Perception tool with my target group compared to the rest of our hub. I hope to see these learners perception of themselves as an agentic learner increase later in the year. 

Looking at this baseline data my reflection is that learners have gaps in their number knowledge which make problem solving difficult and learners are unaware they have multiple tools/supports to help them in this learning.

Tools/measures/approaches

The tools, measures, and approaches that will help gain an accurate profile of my target learners are using their JAM data as well as schoolwide tools including the Agency Self Perception tool, learner voice about the thinking skills in the learning process, and schooltalk progressions.

Learner Voice = I will use this to measure students’ understanding, help pinpoint what challenges they still have in their learning. This will also help me understand what tools are helping the students and what their next steps are.

JAM Data = These assessments will be taken during Term 1 and Term 4. In Term 1, I will use the results of these assessments to see what the learner’s gaps are and Term 4’s samples will be used to compare and see the progress the learners have made throughout the year.

School Talk gap analysis data = This data will show whether learners have progressed in particular number knowledge progressions.

Anecdotal notes =  Throughout the year I will be observing the learners during problem solving and recording this qualitative information to identify learners' needs, track progress and capture any rich dialogue. 

As stated in my last post, my learners' wellbeing is another important focus of my inquiry. I will be collecting data from the Hauora progressions on School Talk and our Stonefields Agency Self Perception tool.