My chosen few...

To get a more detailed and accurate profile of the students in my ALL group - I used a Learning Map doc. This doc allowed me to gain valuable information about my students' attitude and thoughts about Reading. This information becomes the foundation to what I need to plan.

I will also be using the A.L.L strategies such as Front-loading, Double Dosing, GRR
(Gradual Release of Responsibility) and Visual Learning.
These strategies will help assist in accelerating the students understanding of what they are
reading and what particular reading strategy they are learning.

Currently, with my target students, I see them 3 times a week. 2 of those sessions are explicit teaching and one is a 10-15 minute front-loading session. This occurs during my scheduled Reading time in class which is from 11-12pm every day. I also see my group for 10 minutes before morning tea to front-load/double dose them with what our sessions will be about.

The reading progressions is an important text I refer to when I am working with my students. The A.L.L intervention is a programme that was developed to accelerate the students. So I use the progressions to identify what my group needs to be able to do at Level 4 and I teach that, with support from the A.L.L and reading strategies.

These are some of the tools and approaches I am using with my group.

Data Analysis

Today, my fellow CoL within schools teacher, Poto and I decided to sit down and thoroughly look through our 2018 End of year assessment data.

Thoughts surfaced, wonderings came to mind and questions were asked. The discussion we had was very intriguing and informative. Here's what we found:

What did we notice:

Reading:

1. There was an increase in no. of students achieving at WELL BELOW
2. Increase in those achieving ABOVE expectation
3. Maori - achievement much lower compared to other ethnicities
4. Decrease in no. of students achieving BELOW
5. Decrease in no. of students achieving AT, but increase in ABOVE.

Writing:

1. Decrease in BELOW, but increase in WELL BELOW
2. Decrease in AT, but increase in ABOVE.

Maths:

1. Increase in BELOW and ABOVE, Decrease in WELL BELOW and AT
2. Increase in ABOVE,decrease in AT, Increase in BELOW apart from Pasifika and girls.

What judgements overtime can we make:

From the findings we discovered, we came up with many questions and discussed possible next steps for our Inquiry focus here at Glen Taylor. Some of the questions we had were:

• OTJs vs Formative assessments - what provides more insight? What is being measured?
• Did the ALL intervention in 2018 for Writing, prove to make discernible impact?
• How consistent are the teachers in evaluating formative assessments?
• What changes can we make in our Teacher practice to ensure the resources and materials we use in class are effective?
• Mixed ability grouping in maths vs ability grouping? Which is more effective?