Timepoint 2 Testing - What the Data tells us...

When we began this inquiry both Dianne and I knew intrinsic motivation to want to read for enjoyment was something our learners wouldn't achieve on their own. We needed to develop a class culture where reading for enjoyment was seen as the norm. Influenced by the decision to build a class culture is why we chose to show student data from the whole class as selecting a target group wouldn't give us a true picture of the change. Due to absence and students transitioning in and out of our class over the year we are now sharing the data of the 26 students who were present at both timepoints.

The presentation below is an comparison of our time point 1 and time point 2 data and paints a clear picture of the shift that has occurred in attainment levels. I still believe that the last two years of disruptions to learning due to Covid and ongoing unexplained absences this year are still impacting some of our students learning opportunities, as connections made through continuity and consolidation have not been consistent.

Link to presentation

Analysis of PAT Reading data shows at TP1 27% of Year 7 students and 40% of Year 8 students were achieving at or above the norm. TP2 data shows shift in both year groups with Year 7 increasing by 46% to 73% and Year 8 increasing by 20% to 60% at or above the expected norms.

An observation both Dianne and I made during the TP2 testing was the increase in confidence across the board. The TP2 tests took longer to complete than the TP1 test, perhaps because this time responses were informed and linked to the text rather than randomly 'guessed' as we suspected happened during the TP1 testing. Probe running record results reflect a shift that aligns with the rest of our data. RFE opportunities have increased our learner's reading mileage and exposed them to a wider range of vocabulary. Current data shows at least 60% of our students in both Year 7 and Year 8 who were present at both testing timepoints are reading at or above their chronological age, with the most significant shift belonging to our Year 8 learners. When looking at the vocabulary section of the e-asTTle writing the data between the reading ages and vocabulary scores shows that 60% of our Year 7 learners have shifted from 'below' to 'at' or 'above'.

The shifts evident in the data show that there has been an increase student self efficacy and capability in Reading. However, alongside our Reading for Enjoyment focus our active participation in the T-Shaped Literacy and Extended Discussion PD have complimented and strengthened all reading opportunities in our learning space. Reading a wide variety of texts has allowed our learners to move beyond the literal by considering and discussing mood, atmosphere, characterisation, narrators and point of view. The connections to these focus areas has enriched our discussion and have enhanced all reading opportunities, both in class and when reading for enjoyment. All three interventions have given us the opportunity to help our learners strengthen their connections between the written word and their comprehension.