When looking at end of year data using tools such as PAT ask - why have our internal data systems not shown us this earlier? Why did we not already know this? (or did we?)
Data results = teacher capabilities to move and shift students.
Using a Strength Based approach - using our data to find out "in what areas is the Problem Solving Based approach making an impact.
Scale Scores = Aka "The Curriculum"
Left hand vertical axis aligns broadly with the Curriculum. This can be seen in the scale scores on the Scale Score Progress information sheets sent to us and printed.
Our data looking at the questions that they got correct overall shows that lots of our students get good information from visual images and they get more questions right when they have a visual. This shows we should always begin with materials.
Biggest question for new pedagogy - How does this create a lower floor and a high ceiling for all students as currently the data is showing inequity.
Ask Diane: are you (we) really clear about the indicators of progress for the different levels of all the kids in the class. Do we have this written down clearly so that we can notice and wonder.
Need to look at what the different kids at different levels of achievement are going to learn from each problem.
When looking at the school data the number in brackets is the expected progress, the number out of brackets is our progress.
When looking for data use ALL filters to get clean data to show only those students who sat the test at both time points for the year.
2021 Data:
YEAR 4 Students:
Data is showing that the students who are already quite good and confident (upper quartile kids) are doing VERY well with the problem based approach - making well above expected shift.
Students who sit within the lower quartile are not making much shift at all and much less than the progress that is required.
In Tuatara the Year 4 students in both upper and lower quartiles make above expected shift.
In most areas Maori students continue to make less progress shift than non-maori - even when they have still made expected levels of progress.
Look at individual target students progress. Look at how these students scale scores differentiated from the mean scale scores in Term 1 and again in term 4. Are the keeping even? Losing ground or gaining ground?
How to hone in on a curriculum Level.
Aggregated reports
Choose a specific tests and year level.
You can now see which areas most students struggled and which areas the whole cohort are doing well in.
To find out what teaches are good at teaching
Order by best to worst (correct to incorrect questions)
Look at uptake of strand and then types of questions - also how easy the question is - which number in the test was it. How many stanine points is it? (3rd or 4th column?)
Click thorough to see which kids answered what in each question.
Click through to the ARBS and the same typed of questions to practice for the students who need it.
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