Zooming in on Reading Data

As I zoom in and reflect on the changes I have made with instructions across our curriculum program I have the challenge of locating some diagnostic data. The interviews I have done with students have all been positive and largely in favour of the introduction of new digital instructions sitting alongside the more traditional methods of classroom visuals, dot to jot and teacher modelling. There is need for both and it has made me stronger in my inclusive practice to ensure the right instructional strategies are used for the right tamariki.

There have been significant shifts within some students PM reading levels, which is a huge celebration but I can’t establish that this shift is amplified by the introduction of different instructional strategies as this cannot be quantified in raw diagnostic data. 

I have  however identified a shift in their learning  behaviours, attitudes and students seeing themselves as successful learners resulting in them being empowered to drive their own learning. 

This data shows shifts in PM benchmarks reading curriculum levels of my target groups.

Super proud of this cohort of students, they have worked hard and it has payed off.

Some of the results in this cohort are;

• An ESOL student who came to our team with little English has move from PM level 10 to PM level 26

• A severe dyslexic student who was stagnant at PM level 10 for 2 years has shifted to PM Level 12. Digital tools and the use of a multi modal platform has opened up his learning experiences.

• An ASD student who had shifted from PM level 22 to PM level 24 and has become more confident with joining in group discussion allowing further understanding and development with comprehension.

As a kaiako, many of us are quick to reflect on what didn't go well and improvements needed for next time rather than celebrate what did. I think teachers are the hardest working of many professions. We are driven by the love of what we do and the many beautiful smiling faces that pass our classroom doors. I know I need to celebrate the little successes more often, especially as those aren't reflected in our school wide data.