SparkMIT Focus group and data

Focus group:

Year 4 and 5 students identified as Samoan.

Control group:  

This year's Year 5 students (who initially went 1:1 chromebooks with me last year).  I have chosen to have a control group as it will increase the validity of my data by minimising the opportunity for people to question any successes and link them to my teaching style and not my innovation. For instance if the data shows evidence of progress within my focus group, I could use my control group as comparative data to support the effectiveness of my innovation.

Priority learners are groups of students who have been identified as historically not experiencing success in the New Zealand schooling system. These include many

Māori and Pacific learners, those from low socio-economic backgrounds, and

students with special education needs.             ERO (August 2012)

We have Ka Hikitia as effective strategies to enable and assist our Maori learners, which we have seen has an impact on all learners.  The Pasifika Education Plan (PEP) works to address achievement, participation and engagement of our Pasifika learners.  I want to peel back the layers and focus on our Samoan learners. I've tried to capture these layers in a simple mindmap made via bubbl.us  

Data:

Data collected 2015 Term 1 and Term 4.  Endpoint data collected 2016 from Term 1 and Term 4. Supporting OTJ’s used to identify movement across the entire cohort.

Baseline Data:2015 Reading and Writing Achievement levels (Year 3-4 Samoan Students)

Baseline Data
Student names	Year 3 2015					Student names CONTROL GROUP	Year 4 2015
	Term 1		Term 4		EOY Writing		Term 1		Term 4		EOY Writing
	Reading OTJ	Writing Sub-level	Reading OTJ	Writing Sub-level	Sub level Movement		Reading OTJ	Writing Sub-level	Reading OTJ	Writing Sub-level	Sub level Movement
HPS A	AT	1A	ABOVE	3B	4	HPS G	BELOW	1A	AT	2P	2
HPS B	BELOW	1P	ABOVE	1A	1	HPS H	BELOW	1P	AT	2P	3
HPS C	BELOW	1A	AT	2A	3	HPS I	BELOW	2B	AT	2P	1
HPS D	BELOW	1P	AT	2B	2	HPS J	BELOW	2B	AT	2A	2
HPS E	BELOW	1P	AT	2B	2	HPS K	BELOW	1P	AT	2B	2
HPS F	BELOW	1A	ABOVE	2B	1	HPS L*	n/a	n/a	WB	1B	n/a
						HPS M*	WB	1B	AT	2P	4
						HPS N	BELOW	1A	AT	2A	3
						HPS O	BELOW	1P	AT	2P	3

*  students entered NZ directly from Samoa

This is baseline data I have collected for reading and writing. However my innovation will be centered around reading. It would be a bonus to see if there is any correlation between accelerated progress in reading and their writing (for this particular group). I am still refining the data and analysing the specifics. For example, this baseline data doesn't highlight vocabulary as needing improvement. I'll post about this again at a later date.

References

Ka Hikitia Documents

http://www.education.govt.nz/ministry-of-education/overall-strategies-and-policies/the-maori-

education-strategy-ka-hikitia-accelerating-success-20132017/

Education Review Office, 2012

http://www.ero.govt.nz/publications/evaluation-at-a-glance-priority-learners-in-new-zealand-

schools/background/

How to add a 'voice over' to your class site

I am passionate about whānau engagement and have been thinking about different ways to get my class site into the homes of our whānau. I have decided to try a voice over method. 

In this video I explain how I envisage this happening and show you how to do the same on your own class site.

SparkMIT PLG @ Spark HQ

Welcome to my first official post as a Spark MIT recipient.  Today marks the day we all put a face to the name, a name to an inquiry and an inquiry to a clearly identified problem that is observable and measurable.

This process was completed as a group, beginning with introductions, hearing about each others strengths, a bit about ourselves and inquiries.  Juanita and Dorothy had an amazing set of probing questions that encouraged each one of us to zone in on our identified problem, the problem that fuels our inquiry. To some this may seem daunting, but in fact it is inspiring, thought provoking and comforting.  Yes comforting because it enables clarity and a clear direction of where to next (something we ensure all of our students have too).   Now for the nitty gritty... my inquiry.  

My inquiry is about ESOL students who are not achieving a normal rate of progress towards the national standard in reading.

My target group are Samoan students who are currently in Year 4 and Year 5. I have identified this target group through observation of running records and probe data from 2015. The data shows that decoding strategies are effective and in place but also highlights a lack of comprehension. The main areas being vocabulary and evaluation skills.

The evidence I will be using is reading data from 2015 and 2016. This data will consist of reading OTJ's and a running record or probe test for each student along with a breakdown of their comprehension. These tests will be administered each term to monitor progress in real time.

In addition to these I will also be using e-asTTle reading (formative), PAT reading (summative), blogs (monitor if vocabulary has improved) and the rate of progress for the 2015 cohort when compared with the 2016 cohort.

I would like to create a Samoan language resource site for my school, cluster and wider teaching community, to develop reading skills in a 1:1 digital learning environment.

Before I conclude this post I would like to express my gratitude and thanks to the wonderful Spark foundation team.   Andrew, Lynne, Mary and Sera you are phenomenal leaders in innovation and paving a way forward for many future generations to come.  Thank you for the opportunity to participate in the SparkMIT programme.

Class sites 2016

Tonight I stumbled across Matt Goodwin blog. It is a fantastic place to find tips and tricks for teachers who are in a digital setting. Tonight I reviewed one of his posts about this class site. He had created a screencastify about how his students navigate the site.

I thought it would be a great idea to make a screencastify to show the staff an example of how effective class sites can be and how user friendly they can be for our students.asil  I think this would be a great goal for 2016 as there is a lot of digital technology in school and it would be a waste if our sites were not user friendly for our learners.

This here is a screenshot of my comment on Matt’s blog. I thought it'd be a great piece of evidence to show that I'm growing my digital footprint and really put my name out there.

Yes, and...

Just a quick post today. I have finally set up class blogs for every student in my class (7 experts are already blogging). Anyway, it dawned on me, how much my mindset has changed!

EARLY TERM 2 
I recall speaking with James (Manaiakalani outreach facilitator) earlier this year.. Term 2 (I think) and discussing what he could expect to see in my class (e.g. no individual blogs). I asked about blogging at a year 3/4 level and James mentioned that their are very few Year 3 classes with individual blogs and that it would be ideal to have mine set up with their own blogs and ready for the following year. Deep down inside I was relieved, as I couldn't bare the thought of my class blogging and was mentally preparing myself for etting blogs set up and teaching my class how to log in, log out and access their own blogs.

EARLY TERM 3
Boom! I have 7 chromebook ninjas blogging already!

LATE TERM 3 / TERM 3 HOLIDAYS 
I have information about creating blogs, and as a result I have created a blog for each of my learners! The cherry on top is... I am excited about the challenge (my 'yesterday brain' was simply daunted by the thought of individual blogs).

Love reflecting without noticing, and then realising the gems and understandings that come from it.

                                                                  Image 1

References:

Image 1: Retrieved September 30, 2015 from http://ww2.kqed.org/mindshift/2015/01/30/how-improv-can-open-up-the-mind-to-learning-in-the-classroom-and-beyond/.  How Improv Can Open Up the Mind to Learning in the Classroom and Beyond. (n.d.). 

Ako Hiko PLD/G

Today was great!  Juanita (Pt England School) opened my eyes to simplifying my class site and making it 'user-friendly'.  I found this very helpful as it tied in with our schools aim to build on community engagement.

When thinkng about our audience, it is our parents.  I asked myself questions such as

1. Can my parent community access this site?
2. Do they understand how to navigate through it (with or withut their child)?
3. Have I displayed what is important in our day of learning?

To this I realised that my site was aesthetically pleasing but hard to navigate.  So I have since given my class site an complete overhaul.  It is now simple and user friendly (tested on my family members).  I feel that the home page displays what is important in O'Neill Class.  That is , Writing, Reading, Maths, Cyber safety and our class blog etc.

It was also great to think about the importance of our pedagogy around digital learning.  You can hand a tool over but without first knowing how to use it, it cannot be used.  I think this is something that needs to be stressed to teachers who are new to 1:1 classrooms.

Reflection on reflection

Ako Hiko principals have asked that we break down our data to identify the exact number of sub-levels each student has moved.  This was a fairly straight forward task that I could complete.  However, when I sent my data through to be analysed, we found that it was 'skew whiff'.

I had somehow saved my Term 1 data as Term 2 data and hadn't saved changed correctly on Excel.  I can only think that this confusion happend during my discussion and data analysis with my student teacher at the time.  However, I was left feeling like a pain in the arse, guilty, useless, and under performing as a teacher.  I felt this way as my data was all out of whack, and this put out a few other staff memebers.

Usually I would be hard on myself and feel like as if I had fallen to the bottom of the mountain, only to have to work ten times as hard to get up and attemp the climb again.  

But... through reflection I came to accept that my data was not up to scratch and began planning ahead straight away.  Without this reflective thinking, I would have remained depressed and low about the data.

The power of reflection is great.  It helps you plan prior, for the here and now and the future.  It also helps you get over yourself and move ahead, aiming to avoid making the same mistake again.