Manaiakalani Digital Team's Turangawaewae

Student Achievement     Data Gathering       Term I  2017

New ESOL Student assessments

Whole Junior School assessments

          PAT   Math

          PAT   Reading Comprehension

          AsTTle  Writing

The PAT tests were initially set for each cohort and conducted in the school auditorium. This spilt over into the library, mainly for students without devices.  Again it may have been better to do one or two class at a time in the library thus ensuring students are seated apart.

AsTTle Writing was done in the library two classes at a time. It would be better to test one class at a time and with Goggle access blocked.

Catch-ups 

Class by class review I and II

This was a long process of class by class review. The missed students need to be identified as soon as the initial test is completed so catch-ups can be done straight away. This was hampered by students sharing their work with only their English teacher.

Moderation
Moderation needs more time and it must be done as a group exercise. This was attempted but the pastoral needs of students interrupted this process.  The moderation may also need to be done off campus to ensure all English teachers are present. A single departmental meeting is not sufficient time for this process. 

For the moderation process to be completed accurately English teachers submit a sample of marked work. These scripts are moderated at a Manaiakalani district meeting and are returned to teachers. English teachers meet and complete a blind marking of moderated scripts. Teachers also analyse the scripts returned from the Manaiakalni moderation meeting. 

Teachers then need to spend an extended period together marking their class scripts. Ideally this should be done as a group exercise so teachers can, when necessary, share, question and grade each script in a collaborative manner. This process enables cross checking, it also help teachers develop a better understanding of the marking rubric. Ultimately this enhances the way teachers use the data in their planning i.e. addressing the learning needs of their students.

Parent Teacher Interviews
In preparation for parents teacher interviews teacher PD involved:

·        PAT report format for parents and a discussion of stanines

·        Scale Scores converted to Curriculum Levels and reading age: Maths and Reading Comprehension

·        Asttle:  Curriculum Level Reports

-Data Uploads and manual entries were made to KAMAR

-Colour printed reports of PAT Maths,  PAT Reading Comprehension and AsTTle  

 Writing were made available for parents.

Teacher Feedback 

Teachers reported how they were able to show parents an accurate picture of their son or daughter's literacy and numeracy levels. This equated with the Curriculum Levels and was based on the PAT maths and reading reports. Teachers were also able to identify a student's writing strengths and gaps in their explanation writing skills. This they were shown from the student's  asTTle writing report.

Term 2 Focus

Goal 3

Ideally department meetings should regularly include data analysis, reflections and report on data.

Data analysis	Reflection	Action

Areas to consider

Time on Text:  -reading text, producing text

Texts used to develop subject literacy

            -student awareness of text structure

            -student awareness of reciprocal reading strategies

Levels of scaffolding

Student text discussion opportunities

Literacy strategies taught

Student awareness of literacy strategies used in a text

Lexical density and vocabulary: student vocabulary strategies

-explicit teaching of vocabulary

Genre base language features taught i.e Fuctional Grammar

Genre or text type awareness

-audience, structural feature, linguistic features, critical literacy