Blogpost #8: Monitoring, Recording and Tweaking of my Intervention

 

I have used Term 1, 2 and 3 easTTle data to see if there was a measurable shift in achievement. We have continued to use MyOn reading daily and the results are encouraging. More encouraging perhaps is that I have fewer students 'just clicking' an answer because 'there's too much reading'. 

What I would like to change/tweak about our Reading programme is:

• the length/ duration of our Reading lessons. In college, they have one hour lessons and not 35-40 minute sessions. This would also be in line with the duration of a standardised test. 
• Get parents in and explain the programme and its benefits. This wasn't possible at the beginning of the year due to ongoing C-19 restrictions. I believe that having the support and buy-in of the whanau would make a massive difference. 

Blogpost #7: Causal Chain

Blogpost #4 - Hypothesise & Research

Share your findings about the nature and extent of the student challenge. Make sure it is clear what evidence from your inquiry supports each finding.

I've decided to include my Term One easTTle Reading data as well. It's good to use more than just a single test in order to get a better picture of where my students are at. 

EasTTle has 39% of my students in Room 6 working within level 4 of the curriculum. 18 students were tested. This means 61%, almost two-thirds of my students are not working within curriculum expectations. 

Room 6 Term 1 easTTle Data

EasTTle has 25% of my students in Room 7 working within level 4 of the curriculum. 16 students were tested. This means 75%,  two-thirds of my students are not working within curriculum expectations.         

Room 7 Term 1 easTTle Data

After analysing the data I knew that my intervention would focus around Reading as this is still where the greatest need exists, Also, improving reading comprehension will have a positive knock-on effect on Writing and Mathematics.  

Initially I thought that my intervention would somehow focus around the my current PD of T-shaped Literacy.  T-shaped Literacy is based on the hypothesis that reading of multiple texts with a relatively narrow focus can simultaneously deepen understandings, widen the breadth of texts engaged with, and promote higher-order skills, all skills which my students need to master. 

However, after reflecting on the easTTle results with my students, many said that they often just chose answers at random as they were tired of reading towards the end of the test. I then decided to increase their reading stamina (being able to read independently for long-ish periods of time without being distracted or without distracting others) as this in conjunction with the T-shaped literacy, will have a positive effect on student outcomes.  With easTTle testing, it was apparent that when the text was short, students did reasonably well, but when the text became longer, a sizable group of students began to skip around the text or jump to questions without reading.