NZCER PLD - Monitoring Progress and Shift with PATs

 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.

SENCO Hui Online Zoom with Supporting Agencies

“Inclusive Education in Action" PLD for Thursday from 9am to 11am

Kezia NDHB

Historically quite a few referrals were being declined due to lack of information.
Kezia help to ensure there is enough information for these referrals to be sent on towards the paediatrician or anyone else who may need to be linked in for on referral. 

Possible Services:
OT - children's occupation is play.  Need to have issues around interactions with others. Can be home or school.

Physio - physical disability

Visiting Neuro = under 2 year old

Healthy Lifestyle = Whangarei based

If more than 2 years delayed in the School questionnaire they are then eligible for specialised assessment for cognitive delay.

Discussion with parents is around "We want to know where your child's best is so that we can match our expectations to their best". 

All information is seen by the family as becomes part of the record so you need to make sure that you are putting things down which you are happy for the whanau to see and hear.  Make sure you have discussed this with the whanau to make it easier for the referrers.

Should be getting another person to work alongside Kezia with this growing role.

If the family does not have concerns then the referral will not go ahead so they need to be on board.

Te Roopu Kimiora - Marie Helene

Child and Adolescent mental Health Service 5 - 18 years old.

Depression, anxiety - there is a long list of things they address.

4 services within a team of 14.

Marie Helene is a child psychologist from Canada.  Also has 2 other psychologists.
Works with the whole whanau and not just the child.
The more information they have the better.

SLT - Pearly Amante

Training that Pearly is hoping to run from the Hanen Centre.  This began with a parent programme which they (SLT) offer within the office.  This has expanded into a programme for children who have difficulty with communication and language.

They have lots of resources and guidebooks on their website that whanau and teachers can access.

Pearly will be running "Teacher Talk" which is for ECE educators but has also been run in the very Far North Schools.  It has been identified through this that it is also very good for NE teachers.
This is run over 3 whole day sessions;
Session 1 = Encouraging Language Development in ECE settings.
Session 2 = Letting Language Lead the Way to Literacy - links between oral language and reading and writing development.  Developing a positive attitude towards print.
Session 3: Fostering interactions (social skills) within the education setting.

A set of 3 Teacher Talk workbooks is provided with this training.

Jen Glover - Registered Music Therapist from Raukatauri Music Therapy Trust

Enabling those with more severe developmental disabilities to interact with others.
Also offer palliative care and dementia care.
Work in forensic mental health and Starship.
Children who have been impacted by trauma. 

Hearing is the last thing that leaves us before we pass - music therapy work across the lifespan from NICU to end of life care.

There is an American couple who are coming over and will be based in Kerikeri next year who will be able to extend this service to the Far North, hopefully by April 2022.
There are currently only 3 registered Maori Music Therapists in NZ.

Referrals can be made directly from the website

Most referrals come through whanau.  School programme referrals can also be made.

Counselling services are also offered.

Grants can be applied for and can use ORS and RTLB funding as well as funding though WINZ, OT, etc etc.  Contact them to find out how they can make something happen.  There are also subsidy programmes available where whanau can pay just $6 a session of they are a low income family.
The trust wants to work with schools and families to make things work for individuals who would benefit from this therapy.

Focus of sessions in schools in on social interactions and interpersonal skills.

Really helps with healing and emotional regulation.

Ngati Kahu Histories Lecture 9

The crown must apologies in a way which is meaningful - this can be done by legislating to restore Ngati Kahu whenua and taonga.  This needs to be done so that they can't ignore it.

State own enterprise land - land that was put aside in the 1980s

The govt began privatising land in the 1980s when they realised they didn't have legal title for the land it occupied.  They then began allocating this land into corporate entities such as crown forests, land corp stations etc making it 'private land'.

Intellectual property is about protecting the language and stories.

Settlements are not what they seem.  The govt may report a 20m settlement but this is the value they deem it to be not what is given.  Iwi then need to use any money given to buy back their  lands.

Ngati Kahu Histories Lecture 6

Kākaitawhiti pp.91-94 A powerful ancestor who was responsible for Te Patu (spiritual portals, connectors between here and Hawaiiki.

There are portals at Maungataniwha and Hukatere.

Hukatere is not the little hill where you drive onto the beach, Hukatere is actually out in the sea.

Hukatere is extremely important to Te Paatu as that is where Kākaitawhiti is buried.

Ngati Kahu and Te Paatu have never said they agree to just be advisors over Te Oneroa-a-Tohe as some other iwi have.

Te Paatu,Ngāti,Kahu,Te Rarawa,Ngai Takoto and Ngāti Kuri all hold Mana Whenua over Te Oneroa-a-Tōhē.

Te Ikanui

How did you (hapu / area) get your name?

Where are the resources? (of the sea, land, bush)  What has happened to them?  Where are they now?

What can we do now to restore resources?

Can look into the specific resources; birds, fish, shellfish etc.

Connect the students in the class and their families with the hapu and rohe.

Please be careful with the pronunciation of names;

Oru wai ti

Mango nui

Tai pa

Pama puria

Ngati Kahu Lecture 5

 

Matarahurahu:
The causeway cut off the river that comes down and killed off most of the kaimoana which was there.

Problems are exacerbated by the run off from farms and other developments in the area.

Still to this day begging the council to remove the causeway and replace it with a bridge to restore the health, the mauri of the Mangonui Harbour.  The whole harbour has been affected by this causeway.

The pa of Ruakaramea is where the Police Station now sits.  This is wahi tapu and should have ever been built upon / very dangerous to build upon.  

It is very offensive that their is a building here upon this wahi tapu site.

Ngāti Ruaiti:

Wai = water  te toki= adaz 

There are stone here that are perfect for making toki.  Very famous area for this stone resource.

Their tupuna is kahutianui's mother Kahukurariki as opposed to kahutianui herself.

Te Pa o Moehuri is what we know as Butler's Point.  This is where Moehuri lived.

Ngati Kahu Lecture 4

Pepeha are about identifying where the territories are and identifying the key identifiers for individual hapu.  Where we (they) exercise mana whenua.

Maitai is actually the name of the pa site only.  The correct name for maitai bay is Ōmāhuri and the name of the sea here / the bay itself is Ōhungahunga.

Toke - worm rau = 100.
story about an invasion coming in and the people turned themselves into worms to get away and be able to comeback and meet the invasion.

Toka - fishing ground rau - 100

Te Whanau Moana use Tokerau. But Tokarau is also heard.

Rotopotaka (Coca-Cola lake) - the brown colour comes from the chemicals that are in the water which is very good for the skin and the hair.  This is why many go there to swim.

Waiporohita = wai = water porohita = circle = circle lake.

The phosphorescence that appears at night around Ngaromaki relates to the story of Te Parata and Ngaromaki island. (this is not the main Ta Parata but would be one of his descendants).

The word Maori has only been used since the arrival of the pakeha.  As it was used to mean "the ordinary folk" as in the ones who were already here.  In the story of the tūrehua (fairy folk) where it says the tūrehua were being hassled by the Maori what is means here is the human beings not specifically the Maori themselves.

Whatu = rock whiwhi = to be ensnared or to get hold of 
therefore Whatuwhihi refers to the rock that was ensnared in a net.  This is why Whatuwhiwhi is not the whole area as it is referred to today but the area in which the marae sits.

Ngati Kahu Lecture 3

He Whakaputanga o te Rangatiratanga

 Larger numbers of pakeha started coming north around the 1830s.

The bulk of pakeha coming where living in Kororareka (Russell) and were very lawless.  They caused the rangatira lots of anguish as they lived lawlessly and did not live by the tikanga.

Due to this lawlessness the rangatira went on a diplomatic mission to England to meet with the king, to get him to take control over the lawless subjects living in Aotearoa.

Upon return they shared the declaration (He Whakaputanga o te Rangatiratanga) the King of England acknowledged that the lawless were causing problems and that he would send a representative to help control them.  

Mainly a northern constitutional document, others around the country may not be familiar with it however this is the basis of Te Tiriti.

The British Crown has never accorded it recognition in New Zealand law and hence it has been denied any legal effect.

This is the founding constitutional document, regardless of it being ignored.  This is a main reason that we now need to begin teaching about these documents,

Despite this document which stated that all sovereignty or lawmaking powers remained with the hapu.  However as this was not followed by the pakeha they decided to enter into a treaty (Te Tiriti) and accept help from the king to control the lawless pakeha.

Te Tiriti o Waitangi

Te Tiriti o Waitangi - Allowed the Queen or her agent to trade for use rights to lands of hapū for prices agreed by agent and landowner.  This was intended to be like a lease so when the time of use was up the land would be given back to the hapu.

Only 30 people at Waikato Heads signed the English version after being told that it was the same as the Maori one.  This was therefore signed under false pretences.

No one signed the English Treaty at Waitangi as they did not agree to it.  They all refused.  When Hobson took it around the country he changed it and tricked people into signing it, claiming that it was the Treaty.

Following this he made a declaration that NZ was now under English sovereignty.

For the lesson plan

We need to use the history from Ngati Kahu iwi and hapu.

Te Ikanui Kingi-Waiaua's Session

2014 Waitangi Tribunal report is the best one around He Whakaputanga and Te Tiriti, the Declaration and the Treaty.
Full Report (recommended).
Maori Law Review Summary (self found).

In terms of the lesson plan:
Concentrate on what in practical terms want us to be able to USE the lesson plans we create.  Use whatever we have access to; the powerpoints, lecture videos, anything you can get your hands on.

Te Tiriti was supposed to be a declaration of friendship and goodwill.

He Whakaputanga is the MAIN document (especially in Te tai tokerua) Ngati Kahu sees Te Tiriti as an add on to He Whakaputanga to try and control the lawlessnes.

Start with He Whakaputanga and what its intention is.
Who are the specific people we can talk about.
Could talk about the flooding and why more didn't / couldn't sign.

More of a unit plan than a lesson plan.  It is totally up to us and how long it takes and what approach you use.

Do need to cover both He Whakaputanga and Te Tiriti.  

Focus on the INTENTIONS of the documents.
What should have happened and what actually happened.

Ngati Kahu Lecture 2

 

Mana - power and authority derived from the gods.

Mana is grounded in the spiritual realms.  

BOTH authority and power are required for mana to exist and it must be undertaken in the spiritual realm in which it was delegated.

There are many forms of mana.

Tapu - an area or thing set aside and dedicated to a god

Taonga - anything that is precious and highly prized.

Hauora = the breath of life (hau = breath) + (ora = life).

Tane distributed the responsibilities between himself and his 6 brothers (Tangaroa, Rongo, Tūmatauenga, Haumia-tike-tike, Rū-ai-moko and Tāwhirimātea.)  He took responsibility for the forest and birds but also of lots of other things; it is for this reason that he is known by many different names of which are listed below.

Tangaroa – deity responsibility for seas, carving

Tūmatauenga – deity responsibility for man, war, destruction

Rongomātāne – deity responsibility for peace, cultivated vegetables (he hid himself in his mother Papatuankuku).

Haumia-tike-tike – deity responsibility for uncultivated vegetables

Rū-ai-moko – deity responsibility for volcanoes, earthquakes (was unborn when his parents were separated).

Tāwhirimātea – deity responsibility for winds, storms, weather. (Was very angry at his brothers for separating their parents so he want with his father away from his mother and brothers.)

Tane created people therefore all Maori people come from the land this is why whenua (land) is so important and needs to be protected as it is who they are and where they come from (as in their mother).

Tikanga - the correct way to carry something out in Maori cultural terms.

                 for Maori tikanga is law.  Tikanga is Maori law.

Tikanga varies from hapu to hapu however their underlying tikanga which are common throughout.

Underlying values help to create the tikanga for a particular event or instance.  

Kaitiaki - kai- prefixed to a verb means the doer of the action

                 tiaki – base meaning translates as ‘look after, care for, guard’

Kaitiakitanga is the role played by the kaitiaki.

Whanaungatanga - the manner in which everyone in a community is related genealogically

This in fundamentally important to Maori.  You MUST know how you are related to each other.

Rangatira/Rangatiratanga

A rangatira is a person of mana who can lead the people by holding them together

ranga ‘shoal (of fish)’ raranga ‘plait, weave’

tira ‘group of people’

The rangatira needs to be able to look after their people in all ways, house them, feed them, clothe them, employ them etc. etc.

Rangatiratanga is the exercise of mana – power and authority derived from the gods.

Utu

In order to make sure that everything is balanced their needs to be respect, balance and harmony between people so that mana is respected and everyone can live in peace.

To maintain the balance between people.

Part 2: Ikanui Kingi-Waiaua

It was reiterated that as far as Ngati kahu are concerned Ngati Kahu tikanga is Ngati Kahu Law.

In the classroom from year 6 down this is the area of Social Studies is where we can meaningfully talk about the above areas.

How might we as educators break this down?

We need to look at this over a long term to be able to unpack and explore it properly.

How can we use tuakana / teina tanga within these lesson plans?

Teach it through the area of the curriculum you are most passionate about and most confident and comfortable teaching through.

Ngati Kahu elders use ru-ai-moko not ru-a-moko.

Dave wants us to begin our day from next week with Taupara 1.1

As well as us beginning to learn the Ngati Kahu Chant on Page 4.

Iris

All teachers have one reflection that Diane has done in their rooms.

Make sure teachers have bookmarked their login.

Everyone need access to the record app (Orange One) on either an ipad or their phone.
Don't use use the other App.

In orange record app. 

Add all users then teachers can select themselves each time they want to do a new recording.

In the discovery kit there will be 2 ipads so you can get dual view but you don't HAVE to do this.
When using this option they will record simultaneously 
1 is the primary device and the other one is paired to it.

When the platform uploads them it will automatically join them but you can split them again through your login.

You can stop the recording after the whole class session and then move the ipads to focus on 2 different groups while they do their group work.

Audio - with the kit it will record 4 way sound.  ipads also use their audio.  This is sufficient.

New users can be added by Admin by sending an email invitation.
Users can also be deactivated.

The person who makes a recording owns the recording.  Recordings can only be viewed by others if the owner invites them to.

Only the owner of the video is able to edit the video.

People you share with can only view and comment.

People you have shared with are NOT able to on-share to others.  Only the original owner is able to share the video.

There are groups within the Iris platform where we can create collaborative spaces and add great practice recording to etc. 

Step one:
Look at the reflections hared to us by Dianne and comment on these.

Step Two:
Create our own recordings and review and reflect on.

Ngati Kahu Session 1

 Ask the question of Anahera as to what they think pakeha pepeha should be based on?

Key Points from Lecture:

• Ngati Kahu is named after Kahutianui.
• Find out which marae our tamariki belong to.
• Iwi sea territories go back to hawaiiki 
• Maori don't count time in years, they count in generations - not how many years people have been in a place but for how many generations.
• Stories differ and have variations as it is how they are handed down form individual tupuna, therefore there is not right and wrong variation of a story.  However it is important to know the version that was handed down to Ngati Kahu.

Full, proper name of Puwheke = te upoko o te wheke = the head of the octopus.

2 eyes are visible facing the sea.  8 arms a visible from the air.

No longer blocking the harbour entrance but moved down the beach a bit.

Between the 2 bays at Maitai is the original pa site.

2 different whanau settled here.

Whatuwhiwhi settlement of today is not the original settlement.  The actual place of Whatuwhiwhi is where the marae it.

Rangiawhia = to circumnavigate in one day.  This is the name of the mountain range out Karikari and was the name of the school.  This used to be an island but is no longer.

There were other waka.  Each hapu will have korero around other waka as well as Mamaru.

Everyone will talk about Mamaru.

Ruakaramea also came into Mangonui.

All students to lean the Ngati Kahu pepeha on page 4 of the book.

Maungataniwha is the whole range going across from Hokianga to ____and is the maunga of Ngati Kahu (again different hapu will also identify with different other maunga.

The logo of the Ngati kahu rununga is a depiction of Te Parata on the Mamaru waka.

Tauparapara on page 1 need to be learnt but more importantly to be understood.  They are explained on pages 2 -3.  Not the translation but what they actually mean.

The waiata we will learn is more than 100 years old.

The purpose of the tauparapara 1.1.1 is to lay the foundation of who you are and where you are from.

Tumoana:

Tu = stand.  Moana = water.  Tumoana is named as he was at home on the sea.  He could stand in any weather on the sea.  This was his environment.  He was comfortable on the sea.

What is his relationship to Te Parata?

Tumoana was Kahutianui's father.  Tumoana would have been born about a generation before Te Parata.

When Tumoana arrived back at Hawaiiki he gifted his waka the Tinana to Te Parata so that he could travel back to Tauora to Kahutianui.  Te Parata made changes to the boat to make it bigger, they put a sail on which was uniquely bigger than what a normal sail would have been, he renamed it Mamaru.

Rangatira

What is a rangatira?  What qualities do rangatira have.  

As an aside:

Ruakaramea was captained by Moehuri a great, big, huge shark guided him into Mangonui harbour.

The Ruakaramea made landfall in front of where the Mangonui Courthouse now stands that is why it is called Mangonui.

Moehuri had a son, Tukiato  (said tu key ar to) the shark was very sacred and he and his friends killed the shark and he was therefore banished.

Ways to Play - Alice Ball

 

Alice's Website Play-Led Places

Get a copy of Te Whariki from Down the back of the Chair

Think about the play you engaged in as a child - how has this helped shape you as an adult?

Taking on different roles during role play helps children to develop and understanding of different peoples viewpoints as they undertake different roles.

Children are so clever when they play.

What are they showing they know through their play.

BOOK: The sacred urge to play Penny Brownlee

Resources
- small wooden rounds
- Black reels into classroom
- baskets for loose parts
- wooden crates (like beer crates)

Brain Development and the Role of the Early Years article

Curriculum Links:

Construction (Design and Build Places)
- Maths - shapes, colour, length, height....
- Social Sciences - 
- English - Purpose and audience, Ideas, Language, Structure
-The Arts - design, colour, balance
- Health & PE - spatial awareness, cooperation
- Science - force, motion, balance, 

Small Worlds, The Little Living Worlds
- Science Living World
- English
- Maths
- Social Science

Provide the loose parts and then students use pillow cases or mats to build their OWN worlds onto.

Role Play
Deconstructed Role Play - where the students create the role play for themselves
Alistar Bryce Clegg Mcgowan

Move the Maths
- providing baskets for them to move sets of objects around to sort, compare and organise transporting urge

Play and Patience: Relationships confidence / self esteem and Independence
Personal, social and emotional confidence and wellbeing affects all other areas.

The classroom environment is the third teacher.

Create display spaces for students to display work / creations they are proud of.

Cup of Kindness - have a class cup which is filled each time someone does something nice.

Mana Potential Chat with Angeline Term 2 Wk 11 2021

 Mana Potential:

Make sure bear images and emotion words are assigned to the colours so that kids can link these together.

Putting their feelings into sentences.

I am feeling………

Clapping patterns of emotion words like we do for names etc

Emotions poems

How are you feeling?  IS there a bear on the wall that matches how you are feeling? - can I spread these out 

Red - don't make it the bad guy

Enjoyment of learning activity

Is was good

It was Ok

It was ok but a little bit tough

I didn't like it

It was Ok once someone worked with me

I really enjoyed after I got some more help with it

Blue like taking a deep breath and light blue breathing out and feeling better

Big Red REST button on wall display.

Dark blue like the wind pulling you off the ground - some grabs your legs and pull you back down so you can feel better.

Pukana is strength not just anger

Visual images to go with how we might feel

Y - thumbs up or clapping

O - so so hang loose hand

P thinking face

R - reset button

DB - people working together getting help / talk with someone else so that

B - you can feel better

Kids names or photos that they can put on the colours to show where they are sitting - move it to the whiteboard where Maths is????

Needs to be in an arched position with the arrows and visuals.

Green Papatuanuku - if I am busy who will be your go to person.  Look around without talking and see who is going to be your go to person for writing / reading etc. Share who that person might be with the person next to you.

GO TO PHRASING - Self affirmations 

Front load them with go to phrases: 

If I am busy who can help you?

Where will be your best go to place?

If you get stuck what could you say to myself - I am kind, I am happy, I can do this count them off on their fingers - remind them to touch their fingers to remind themselves of all the things they are good at.

How will you show aroha for yourself and others during morning tea today?

Who will be your go to person at morning tea?

What if that person doesn't want to play with you - what can you do?

Check in’s - add the images to the check in cards and then can just put cards out in idle of circle and say line up to show how your morning tea was.  Thats all you need to do.

Interesting activity is about what they DO want to do to make it work for their learning or in the playground

E.g I don’t want to write about this

What tools do i need….

 to be successful for my learning?

To have a great lunchtime.

Tuku Iho - It’s bigger than ME

Individual photos and pages - they need to own this and choose their own photos so that they own it and they have the narrative of it that goes with it.

Can just be a strip for each individual.

Teacher also needs their own strip (same size as the kids)

Mana - how can we help develop the idea of this with the kids.

Mana can be 

• Enhanced / increased / lifted up

• Maintained / stay the same (this is what we want)

• Decreased / let down 

How do we make somebody feel when they come into the classroom?

How do they know that this is the best class in the school?

Display with the arrows so they can see if what they did put the mana up same or down

Leader of the day could put out the check in colour cards.