Reflection Time

Create Reflect: So what is the achievement looking like after approx 6 months and 5 weeks. My colleague has thankfully created a website titled "Data Garden", an excellent data repository where I could pick the data to compare NCEA level 1 progress to date over the last 2 years. The data shows that we have arrested the academic credit plunge/crises 2016 and now tracking at the levels of 2015. There are however, several areas of concern and a closer analysis of the data is required to see what interventions can be used to shift the achievement of students lagging behind the 20 credit per term goal. 

NCEA Data Summary for mid August

Level 1

2015		2016		2017
0 -19 credits	33	0 -19 credits	50	0 -19 credits	32
20 - 39 credits	51	20 - 39 credits	48	20 - 39 credits	53
40 - 59 credits	26	40 - 59 credits	24	40 - 59 credits	25
60+ credits	5	60+ credits	1	60+ credits	2
Literacy	72	Literacy	57	Literacy	70
Numeracy	60	Numeracy	33	Numeracy	59

Level 1 Maori

2015		2016		2017
0 -19 credits	16	0 -19 credits	17	0 -19 credits	16
20 - 39 credits	13	20 - 39 credits	15	20 - 39 credits	21
40 - 59 credits	5	40 - 59 credits	3	40 - 59 credits
60+ credits		60+ credits		60+ credits
Literacy	17	Literacy	12	Literacy	16
Numeracy	15	Numeracy	12	Numeracy	14

Level 1 Pasifika

2015		2016		2017
0 -19 credits	17	0 -19 credits	31	0 -19 credits	36
20 - 39 credits	36	20 - 39 credits	32	20 - 39 credits	30
40 - 59 credits	20	40 - 59 credits	21	40 - 59 credits	5
60+ credits	4	60+ credits	1	60+ credits
Literacy	53	Literacy	42	Literacy	25
Numeracy	44	Numeracy	21	Numeracy	28

Time to Innovate

Create Innovate: In an earlier post I pointed out that merely increasing the learning time is no silver bullet on its own and as a school one of the changes was to become more data driven. The overall year 11 achievement data was shared with students during assemblies. Students were then encouraged to use our online student SMS portal to view their achievement data. Student reports were designed to present their achievement data in a manner that was easily understood by both students and their parents. Setting a school-wide goal of 20 credits per term for each student meant that this could be used as a starting point for discussions during student achievement conferences. Students and parents were then able to set academic goals based around achievement and next steps to meet the school goal of 20 credits per term.

Effective feedback is a great way for teachers to use collected data in order to improve student learning. Unfortunately, feedback opportunities are scarce in most classrooms (Bransford, Brown, & Cocking, 1999). Results from almost any assessment can be of great benefit to students, provided they are used to make instructional adjustments. And the shorter the amount of time between assessment and adjustment the more powerful its effect on learning (Using Classroom Data to Give Systematic Feedback to Students to ....http://www.apa.org/education/k12/classroom-data.aspx).

Early student successes are celebrated during whole school, year level assemblies and by “SUCCESS” postcards sent home. Ideas on how to use data more effectively were highlighted in a book I read. A detailed summary of the book may be found at https://goo.gl/WNHCt5.

So what was the plan for "Jumpstart"?

Students had to, midway through term 3 2016, decide on their learning pathway supported by teachers, deans and hod careers. Subjects were then selected after discussions with parents. The 2017 timetable was drawn up in preparation for a transition to NCEA level 1 in week 5 of term 4 2016. Post the final junior exams, year 10 students moved into their new classes and met their teachers for 2017. Staff were expected to introduce students to NCEA and offer level one NCEA credits where possible.

Learn Evidence: A student survey after 4 weeks highlighted the fact that students found the programme beneficial.

Inquiry focus and scanning.

Focus of Inquiry:

Does “jumpstarting” year 10’s transition into NCEA level 1 earlier, improve student engagement and NCEA achievement the following year.

My prediction is that with an increased time allocation, a focus on the development of learning strategies and skills to cope with the demands of NCEA, understanding of learning pathways as well as the opportunity to gain credits during this time will increase achievement and engage students.

The  "jumpstart" programme serves to increase the NCEA level 1 academic year by approximately 5 weeks or 12%. Research evidence indicates moderate gains of an additional two months progress per calendar year. There is some additional evidence that disadvantaged students benefit disproportionately, making approximately two and a half months’ additional progress per calendar. Wider benefits for students from decile 1A communities may include improved attendance at school, behaviour and relationships with peers (Extending school time | Toolkit Strand | Education Endowment .... Retrieved from https://educationendowmentfoundation.org.uk/resources/teaching-learning-toolkit/extending-school-time/)

Increasing instructional time is not a silver bullet and has to go hand in hand with quality teaching and learning (meaningful use of the extra time), a data driven focus and a positive, nurturing school culture.

So what is the data showing in terms of NCEA L1 2016 achievement : Evidence gathering

Data below shows student achievement for: 1. NCEA achievement from 2015 - 2016 both internals and externals and, 2. PAT and AssTle data as a predictor of student NCEA success. 2016 year 10 term 4 Woolf Fisher data: PAT reading and comprehension mean: 3.8 vs national 5.0   asTTle mean: 4P 2015 data: Gender difference 2016 data