Celebrating success - What do the results say and WHY?

I have been very fortunate this year to work with an incredible teacher and amazing Year 7 & 8 students at Panmure Bridge School.

The opportunity to observe and work alongside these amazing individuals has renewed my passion for teaching and learning. 

Robyn Anderson and I have had many conversations about the needs of her students and the comprehensive ways she has of supporting her students who have very many diverse needs. I really appreciate the opportunity to share ideas, problem-solve, bounce ideas around, work with her students, carry out additional assessments and most importantly to have the opportunity to be Robyn's critical friend.
I totally agree with Robyn Critical friends are awesome!

Today I celebrate the progress her students have made under her guidance.

Robyn has adapted her programme throughout the year to meet the needs of her students.

She has listened to her student's opinions and consider their interests when recrafting her class programme.

I believe the progress made by these students is a direct result of the explicit acts of teaching  Robyn carries out every day.

Regular strategies I have seen in place daily in her classroom

• Recapping learning from previous days or lessons and makes clear links to other curriculum areas
• Checks in with her students regularly to check their understanding of vocabulary and content.
• Regularly involves the students in the decision making about their own learning 
• Constantly reminding students of their learning goals and how they can demonstrate their understanding.
• Reinforced the focus/goal including asking students to share their goals in multiple ways.
• Actively Models the learning.
• Guides and scaffolds the students towards their next step goal with appropriate strategies and support.
• Gets the students to share with a partner their ideas and new learning to reinforce concepts and vocabulary.

But: while these strategies are impressive and I believe they have had a significant impact on learning it is the other important things she does daily that I believe have had an even greater impact -

• Builds a positive relationship with her students - these students know she cares and wants the best opportunity for them.
• Has very clear boundaries around expectation and class rules and culture.
• Checks in with her students daily and is aware of significant events in their life that could have a detrimental impact on the students day eg social and environmental facts that we know can be very extreme in our community.

Explicit acts of teaching and positive relationships make the biggest difference.

This has been a wonderful learning journey for the Teachers and the students!

Student voice and evaluations

I have been fortunate to spend time at Panmure Bridge work with Robyn Anderson in her Year 7 & 8 class. She asked me to interview her students about their learning.
This was an amazing experience to hear these students describe their own learning, achievement and challenges. 
Some of the positive comments where :

• To hear students referring to specific strategies eg skimming, scanning, inferring etc
• Identifying specific skills they need to learn eg my times' table to help me solve problems faster.
• Recognise what they had just learnt or achieved eg adding decimals.

Please see Robyn's informative post here

Robyn gets her students to complete an evaluation and the end of every term, I have linked her blog post here.


At Sommerville, we have been working on our students understanding their learning goals and being able to recognise if they have achieved their goals

Our students need visual supports to help understand their learning goals.

What am I learning?

What do I need to do?

What do I think?

How well did I do?

Assessment - Writing

Developmental Writing Scale

The students I work with are at various stages of learning to write.

To be able to plan the next learning steps and teaching strategies, we need to know exactly what the student can do and what they need to know to move forward.

Many of these students can not be assessed using the mainstream norm assessments eg AsTTle.

While working closely with Dr Sally Clendon, we were introduced to The Developmental Writing Scale. This has proved to be very helpful to the teachers I work with.

Definitions

To learn more read the article by 
The Developmental WritingScaleA New Progress Monitoring Tool for Beginning Writers Janet M. Sturm, Kathleen Cali, Nickola W. Nelson, and Maureen Staskowski


To see this in action follow my collegue and fellow COL teacher Devs Charles BLOG

Deliberate, systematic and explicit of Teaching Phonetics

Are we being deliberate and explicit enough?

Jill Ritchie Literacy Consultant from Impact Learning Consulting presented an information session on Supporting Students with Dyslexia.

Many of the students I  have been out to observe or test in my Across schools role seems to have a deficit in their Phonetics knowledge.   This impacts their progress in Reading and writing.

Once again my research leads me to the knowledge that we must be deliberate, explicit teaching of Phonics and Phonemic awareness.

I am wondering is there needs to be a greater emphasis on Phonetics in our Junior classes and a programme designed for our older students that meets their needs and interests.

I am working on a programme with a fellow COL teacher. Stay tuned for further updates.

Developing Vocabulary

I had the opportunity to hear a presentation by Jill Ritchie Literacy Consultant from Impact Learning Consulting.

Jill had some fabulous ideas about embedding vocabulary into our teaching programmes.

The teaching of vocabulary is a vital part of our Literacy programmes but must be all taught in all curriculum areas.

We need to review, reteach and checking in regularly that our Learners have the required vocabulary and the correct definition.

Explicit acts of teaching vocabulary is vital for our learners.
We need to reference this new vocabulary in multi contexts through out the week to ensure our learners understand this new vocabulary especially specialised specific vocabulary.

I saw a fabulous example of this when working with Robyn Anderson from Panmure Bridge when we discussed her maths lesson introducing new maths language to her learners.

Assessment - looking deeper

Criterion Assessment

Criterion Teat of Basis skills

The primary emphasis of this assessment is on phonetic word attack skills.
It uses a multiple- sensory assessment strategies to ensure that visual and auditory receptive skills, as well as vocal and motor expressive skills, are tapped.

Sample pages from the test book.

This test allows students to respond in many ways. I have adapted this test and used with non - verbal students.

It includes Letter recognition, Letter sounding, Blending and Sequencing, Phonics patterns, Multi syllable words, sight words.


I carried out this assessment on our target group of students in Year 7 & 9 at Panmure Bridge school.
It clearly showed where the gaps were in their phonics knowledge.

Explicit teaching of Phonics

Explicit teaching of Phonics - helping our students learn to read and write.

The goal of phonics instruction is to help our students learn the alphabetic principle — the idea that letters represent the sounds of spoken language — and that there is a predictable relationship between written letters and spoken sounds. In our COL we have students who are learning English and as we all know that English is a challenging language to master with some many combinations of sounds.

My research has consistently found that explicit systematic phonics instruction is one of the most effective ways to teach children how to read, especially for students who are struggling to learn to read or have language difficulties. So why do we not continue to teach our students phonics when they still need this explicit input as they move up through school year levels. As our students move up through the school there seems to be little focus in fulling the gaps in the student’s skill.

Phonics teaches pupils that letters they see written on a page are part of a code which represents the sounds of spoken language, and provides them with the tools to understand this magic code. When these skills are developed and embedded the students can then become fluent readers who are able to quickly recognise familiar words and easily sound out new words they encounter. Imagine reading and writing a language you just don't understand the rules of the language and have to stop and decode every word. 

Phonics allows our readers to develop their reading comprehension. With enough teaching of skills and practice, pupils' decoding skills should become so automatic that they are able to concentrate on and understand the overall meaning of what they are reading. While students are struggling to decode and recognise sounds and words it is very challenging to comprehend the text they are reading.

Vocabulary instruction can go hand-in-hand with phonics instruction which is a recognised area of need in our COL.  This is an opportunity to embed Keywords that contain the target letter-sound relationships etc that we are focusing on in our current topic. Teaching phonics and vocabulary can be done in a fun and interesting ways. 
Even our older Year 7 and 8 students enjoy games and competition when it's done in a nonthreatening manner.

My plan moving forward is to work with Robyn Anderson a COL teacher from Panmure Bridge School to see if creating a Phonics programme for identified students in her Year 7/8 will have a positive impact on students Reading and Writing.

Robyn has blogged about our discussion on her blog

Explicit acts of teaching - making the biggest difference

During our COL PLG we were discussing how can we replicate the accelerated progress we achieve in writing and our other focused areas, maths and reading.

There seems to be an overwhelming need to ensure we are using explicit acts of teaching.

Deliberate acts of teaching instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. Instructional strategies are effective only when they impact positively on students' learning.

Teachers need to be able to use a range of deliberate acts of teaching inflexible and integrated ways within learning activities to meet the diverse literacy learning needs of our students.

These deliberate acts may include modelling, prompting, questioning, giving feedback, telling, explaining, and directing in your class programme.

Giving students explicit instruction about learning strategies will help them take control of their own learning. Deliberate acts of teaching showing our students how to make clear explicit links to prior knowledge and connection to their environment must impact student achievement as well as building new learning.

Sometimes i think we confuse implicit and explicit in our teaching. Our students with language or learning difficulties need very explicit acts of teaching.

Something is implicit when it is implied but not directly stated. Something is explicit when it is directly stated and leaves no room for uncertainty. Our students need EXPLICIT teaching.

Wanting reminders of what explicit acts of teaching look like in Literacy check out: 

Deliberate acts of teaching 

I found this an interesting read around mathematical strategies:

Keeping children engaged and achieving in mathematics

Snap shot - Learning data

Time to get a snapshot of where the target group of students I am supporting at Panmure Bridge are at the end of Term One.

I carried out the phonics assessment in the Criterion Assessment and Robyn Anderson has kindly shared her results from Term  One.

After looking at this data there is a need to continue with the  Phonics programme that Robyn has carefully crafted.  It is also interesting to note the other factors that are impacting on student progress including self-esteem, attitude. confidence and self-esteem.

Robyn is using the data to create a Needs focused 'Phonics programme" to cater for her year 7/8 students who still need to grasp a full understanding of phonics.

Robyn Anderson blogged about our meeting. Across school teacher support.

Knowing your learner , digging a little deeper.

Supporting our students to acquire literacy skills can look very different, according to the context, the desired outcomes and most of all, our learners. Knowing your learners is vital to teaching and learning. Once we know each learner, we can scaffold their learning and put in place for most appropriate programmes and teaching strategies that will help our learners stretch to reach new levels and gain appropriate necessary skills.

When I work with teachers, I have noticed how challenging it is for these teachers to identify exactly what the learner needs to learn when they are well below their chronological peers. To be a competent reader we need a range of skills, it’s like a big jigsaw puzzle. For some of our learners, there are pieces of this puzzle missing which means they are not able to use this knowledge to be competent literacy learners.

Recently, I have noticed the need to go back to basics. Our learners need explicit teaching of strategies and knowledge. One common area seems to be a need more focus on Phonological awareness such as rhyming, word families and onset rime.

eg :     The "onset" is the initial phonological unit of any word (e.g. c in cat) and the term "rime" refers to the string of letters that follow, usually a vowel and final consonants (e.g. at in cat).

• ·       They help our learners learn about word families, which can lay the foundation for future spelling strategies
• ·       Teaching our learners to attend to onset and rime will have a positive effect on their literacy skills
• ·       Learning these components of phonological awareness is strongly predictive of reading and spelling acquisition

Current assessments in Manaiakalani COL schools

To gain knowledge about what is currently happening in our Manaiakalani schools around assessment I  meet with  Roseanne Gibson the manager of   RTLB Cluster 8.
They have generously shared me into the RTLB Response to Intervention framework survey results. I appreciate RTLB Cluster 8 for their willingness to share this information with me.

Nine of the 13 schools in Manaiakalani Kahui Ako have completed the RTI survey with
their liaison RTLB to date. Eight of the nine responding schools were familiar with the
Response to Intervention Framework.



         

How learning progress is tracked in classrooms across Manaiakalani Kahui Ako  Schools Assessments: • Pre and post assessments • asTTle,(Reading, Writing, Maths), easTTle • IKAN, Gloss • PATs • Running records • Curriculum assessments • School based - base line testing -ongoing formative assessment in       classroom, summative as per cluster agreed protocols • Beginning, middle and end year assessments

       

Cumulative Records and Reports • E-Tap records • Student reports which go to parents • Parent/Teacher interviews • Online tracking shared across staff • School Talk (this is a a customised software package that teachers use for everything. Planning, assessment, uploading evidence against learning outcomes -students do this, timetables for the day, modelling books etc) Teacher Tracking: • OTI's by class teachers • Learning groups • Differentiating curriculum • Anecdotal notes

My goal now is to work with our Manaiakalani school and introduce them to a range of alternative assessments.