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.

RFE Holiday Challenge...

At the end of last term I challenged our student leadership team to create and manage a holiday reading challenge. The students who accepted the challenge are all working towards a CARE badge, an initiative where our Year 7 and 8 students use our school CARE values of confidence, attitude, respect and excellence to strengthen their leadership skills. 

Our RFE challenge is running on a similar format to the Summer Learning Journey and is 100% student led. Creating this challenge has created another opportunity for the LS2 students to read for enjoyment. What has been exciting to watch is who has participated and what they have posted on their blogs, even more amazing was the interaction that took place in the blog comments! 38% of our class took part in this challenge which may look like a low number, but in my mind that's 38% of our class that I know of who made time to read for enjoyment over the holiday break. I love the fact this student created, student led and student managed challenge was a success! 

This time I did not comment on any blogs as it wasn't about my input. I wanted to see if we had genuine buy in for RFE instead of 'I'd better do this as Mrs Anderson is checking our work'. If we run this again I would encourage the leaders to send out daily whole class motivational emails to inspire more people to join in and to maintain the momentum. Capturing student voice when we get back to school will give us some real and honest feedback that we can use to strengthen this idea going forward.

I would like to say a huge thank you to our awesome student leaders who created and ran this challenge without any teacher intervention, and to our awesome students who kept their learning going by reading for enjoyment and completing the follow up tasks.

Have a look at Chisa, Farzana and Fotu's blog posts to see this challenge from the student's perspective. 

Causal Chain... A tool for planning and reflecting...

This year I want to find out if a focus on Reading for Enjoyment increase student self efficacy and capability in Reading? Creating a causal chain helps you to stay focused on the purpose of your teacher inquiry. It is so easy to fall down many rabbit holes along the way so having a causal chain to look back on helps to keep you on track. My biggest takeaway from looking at a variety of readings is if we are to develop reading for pleasure habits in students we need a collective and collaborative approach that allows our tamariki to see role models at school and at home who value reading. 

Looking back at my causal chain I realise my students are seen as readers through our Leaders in the Library initiative, through sharing reading tips at our school assemblies and by actively reading for enjoyment in the classroom. It is important that my learners see themselves as readers too so I have made a point of capturing all of this in photos which are clearly displayed in our classroom. However when I look back at my causal chain I can see that because I'm always taking photos I have not been allowing my learners to consistently see me as a reader. As we approach Term 3 I know exactly what my goal is... make sure my learners see me as a reader too.

Link to causal chain

Implement and Try #1: Leaders in the Library...

Last week during my weekly catch up with our student leaders, we discussed ways we can inspire others to read for enjoyment. After talking through a couple of a suggestions we all decided one way we could do this was to offer a weekly lunchtime reading opportunity. The plan is to invite one class a week on a Monday to join the leaders in the library for story time. There is no formal plan as we want this to be organic and evolve naturally.

To set ourselves up for success we introduced the Leaders in the Library idea to the school at our weekly assembly. Room 7, our Year 2 students were the first class to be invited. Even though I'm pretty sure they didn't fully understand, Room 7 were very excited to hear they had been chosen as the first class to take part. To keep the momentum going we will be announcing the name of the class who will be invited to join us each week at assembly. 

Fast forward to today... The students of Room 7 were invited to join our Leaders in the Library group for story time. Some students wanted to have a story read to them 1:1, some preferred having a story read to them with their friends in the same small group, and others want to read the book to one of our leaders themselves. My total input to this initiative was to unlock the library and take photos. Our amazing student leaders took control and created the most welcoming and relaxing reading environment. When I walked back into the library after chatting to a colleague I saw one of our Year 8 students helping one of our younger learners to choose a book. She was asking him all sorts of questions to understand what type of story he enjoyed so she could help him choose the 'perfect' book. Dotted all over the library were pairs or small groups of Year 2 students enjoying exploring stories with our Year 8 students. What truly amazed me even more was that apart from the murmur of the reading together session, there was absolutely no need for any behaviour reminders. All the students who were there wanted to be there. 

A shared love of books was the connection these students had today despite being a number of years apart in age. I did have to smile at my class who decided after reading the books they would have low key 'learning conversations' with their new reading buddies to check their understanding of the story and talk about the characters. I am excited to see where this goes as the experience was empowering for everyone involved.  

Qu 4: Collecting evidence and data...

Begin to collect evidence and data and come to the next session ready to share your preliminary findings about the nature and extent of the student challenge i.e. using your baseline student data and evidence.

Developing an intrinsic motivation to want to read for enjoyment is not something my learners will achieve on their own. To do this successfully we need to develop a class culture where reading for enjoyment is seen as the norm. Because of this, I have chosen to show a snapshot of whole class of the student data. To select only a small group wouldn't give me a true picture of the change I hope to facilitate. The presentation below is an analysis of our time point 1 data and paints a clear picture where we are at now.

Click here to access the presentation

From this analysis I am now aware that 29% of my Year 7 students are reading at 1.5 years + below their chronological ages, and 49% students 2.5 years + reading below chronological age. Historical data shows me there are no surprises with the Year 8 data. I do believe that the last two years of disruptions to learning due to Covid is one of the main reasons these students are continuing to struggle with reading. Many of these students did not engage with online learning and for some, continued absences this year are proving to be having an impact on their learning.

When looking at the vocabulary section of the e-asTTle writing the data between the reading ages and vocab scores in Year 8 aligns. These students are not being exposed to a wider range of vocabulary as they are not engaging in reading outside of the instructional lessons in class. I am surprised at the Year 7 results as the data shows 85% of our Year 7 students are below the expected level in vocabulary.

Sometimes the starting point is harsh to look at, however looking forward, a focus on reading for enjoyment will hopefully become a catalyst in effecting the changes in these levels I hope to see.

What my learners took from this...

                                       

                                                Click here to access the presentation

After completing the Reading for Enjoyment survey I discussed in this post I asked my learners to look at what the data was telling us. In a nutshell our reading survey became our maths focus. My learners worked in pairs to carry out this statistical inquiry. I have found that when the data has a purpose my learners make a stronger connection to both the statistical inquiry process and the content.

Their challenge was to think of a summary, comparison or relationship question to investigate linked to our LS2 Reading for Enjoyment data. The next step was to collate the data using a tally chart, then choose appropriate graph to analyse and communicate findings in context. After doing this my learners were asked to create a DLO that reflected their investigations, findings and analysis.

These DLOs were then posted on our blogs with an explanation of the task and something they found interesting. Click on the links below to see how my learners interpreted the data and the solutions they came up with to help change attitudes towards reading for enjoyment. What you will notice in these posts is my learners are experimenting with content specific language. 

O'Ninesha's blog

Koura Beau's blog

Farzana's blog

Bella's blog

David's blog

I was really impressed with their possible solutions. Click on the blog links above to see what they came up with. These were derived during planned opportunities for learning discussions to take place. To enable more talk to take place we used the 'think - pair - share' strategy. 

Moving forward as a class we have introduced a reading challenge that we will be working on during our new RFE (Reading For Enjoyment) slot in our timetable. We also aim to read for 20 minutes everyday. This is not timetabled as my learners have asked me to set a random timer each morning on my phone. The idea being that when the timer goes off we all (Students and teachers) stop and read for 20 minutes. I'm looking forward to this as my learners aren't the only ones who see this as a fun way to increase our reading mileage. In addition we have a short RFE library slot on a Friday afternoon to set us up for reading over the weekend. The response activities were designed by the class. This will hopefully strengthen the buy in and allow my learners to see that reading for enjoyment is not only important but also fun.

Qu 3: Building an accurate profile of students' learning - tools, measures and approaches...

Describe the tools/measures/approaches you plan to use to get a more detailed and accurate profile of students’ learning in relation to that challenge. Justify why you chose these approaches and tools.

Motivation is intrinsically related to engagement so learner engagement is vital if I am to establish a culture in my class where my learners are motivated to read for enjoyment and understand the benefits that reading outside of the classroom will bring them. My challenge now is to find out why the links in the chain appear to be broken again. To do this I will be looking at shift or change in:

• Disposition
• Data
• Reading mileage
• Student voice
• Vocabulary changes in personal writing

The tools/measures/approaches:

Planning changes:

• My initial approach will be to actively plan time in class for reading for enjoyment and the avenues of possible discussions this opens. This will help me to see where connections to the value of reading for enjoyment are being made. I realise if I want to encourage an intrinsically motivated habit I need to provide opportunities that allow my students to see the benefits that reading for enjoyment can bring.

Student Voice:

• Gathering student voice is a vital part of teaching. It gives us a clear picture of where our students are at, what they're thinking and what we need to do to allow of learners to make their individual connections to the learning. Naomi's reading for enjoyment survey is how I will measure progress and will be completed at the end of each term, allowing me to measure both the small and big changes.

PAT/Probe/e-asTTLE Assessments:

• Analysing these results gives me a clear picture of what my students can do and where our knowledge gaps are. I will use these results to inform my planning and identify shifts in achievement.

Click here to access the presentation

Learning Conversations:

• Learning conversations are a huge part of our learning time as it provides authentic opportunities for new ideas to be used in context. Sharing books that you have read allows you to tell someone why you found the story/content interesting. Being able to talk about a book in detail strengthens your connections to the text. After completing the baseline survey I was explaining that a part of our reading challenge will be to recommend the book to someone else when one of my students suggested we do more than that by identifying the person we think might also like to read the text and selling the text to them... Her idea was to make this a part of our library time and call it 'book chains'.  
• To do this effectively I will need to create speaking frames to scaffold those who need a bit more support to do this effectively.

Introduce a class Reading Challenge:

• LS2 Reading Challenge - This has been created to encourage my learners to read a wide variety of genres. I know that if this is to be successful I need to walk the walk and talk the talk. Going forward I want my learners to see me as a reader too, so I will be actively participating, cheerleading and motivating my learners in both this challenge and the book chains we will be introducing.  
• I will write a more detailed post about this idea once it has been introduced.

My next steps:

• Explore success in other schools/ clusters 

• Panmure Bridge School - What's happening already in our own backyard?

• Professional Readings

• Connect with public librarians 

• Connect with whanau to foster support for reading for enjoyment at home

• Use role models/student leaders to promote reading for enjoyment 

• Explore creative and fun ways we can grow our reading culture at PBS

• Make reading for enjoyment visible in our class