My Burst!

 Here is a video of my presentation for Bursts and Bubbles at Panmure Bridge School. It was a very interesting afternoon and I very much enjoyed hearing my colleagues progress with their inquiries.

Bursts and Bubbles!

 

Bursts and Bubbles is coming up this week at Panmure Bridge School and I have been thinking hard about what I have that is ready to share.

The change in my teaching practice in Reading this year has been huge. There has been a significant shift in how I teach; not only in the allocation of time to various aspects of the lesson - such as a much larger emphasis on a shared story book and whole class phonemic awareness, but also in the (reduced) complexity of the texts that I share in my small, guided reading sessions.

So my initial Inquiry question "Will a purposeful focus on vocabulary development and task engagement lift comprehension achievement in my Year 3 readers?" while still being something I am very interested in, had to be put to the side for a time as I focussed my attention on completing the requirements for the Better Start Literacy Approach micro-credential, through the University of Canterbury.

In following the pre-prepared scope and sequence of the BSLA lesson plans, I couldn't often put task engagement and vocabulary development at the forefront of my mind. However, I have endeavoured to include it as and when I can. This tends to happen more easily when discussing the shared story book of the week. 

BSLA provides a list of recommended storybooks that are appropriate for discussing the Story Elements of 'Character-Setting-Problem-Plan-Actions and Ending'. They also come with 6 vocabulary building focus words, pre-selected and defined, to be shared with the class each week - 4 in English and 2 in Maori. In many ways, I think the children in my Reading class, enjoy the formulaic and repetitive structure to the BSLA lessons. They know there will be specific words in the stories each week that we will be focussing on and discussing. They know that we will be retelling the story through the Story Elements structure. And they know that we will be practising our 'phoneme manipulation' through a Word Chain activity, which they can see themselves getting better at week in and week out. Surprisingly, I find this to be engaging them a lot more than I expected. Perhaps it is the quick fire nature of seeing themselves achieve, or if they make a mistake being able to quickly fix it and learn from it, that they enjoy, but engagement doesn't seem to be too much of a problem.

Similarly in the small reading group sessions, when doing word work, making and breaking words with our focus sounds in them, I am seeing high engagement in what can feel like a repetitive process. The learning is evident and tangible in these sessions however, and I think this is where the success lies.

So onto assessment. I am struggling to assess the progress in my students' retell, comprehension and vocabulary with much in the way of hard data, at least at this stage in the year. (BSLA assessments require me to have completed a 10 week block of teaching and I am currently in Week 8.) But I have plenty of anecdotal evidence to suggest significant gains have been made, in many if not all children's learning. 

But let's look at what I do have:

STAR Reading Data for my target students would suggest Vocabulary building has been somewhat of a success. (Remember the low Vocabulary scores in particular helped to form my Inquiry Question in Term 1.) 

Here is a collection of their progress graphs from February to November, across all four parts of the STAR test.

I am particularly excited about the progress evident in the most central graph. I won't take all the credit for this as this is a student who loves to go to the library and read in their own time, but I am very proud of her. Her vocabulary score has increased from 6/10 in February to 9/10 in November. Overall my target students improved by an average of 20% more on their Vocabulary scores at then end of the year.

Here are some graphs that show the breakdown of the three comprehension elements I am most interested in from the STAR: Sentence Comprehension, Paragraph Comprehension and Vocabulary.

Watch this space - I am excited to gather more evidence and data to assess the effectiveness of my Inquiry in 2024 and further inform where I may want to go looking ahead to 2025!

Term 3 Reflection

 I am now in my fourth week of implementing the Better Start Literacy Approach and I am happy to report that I am seeing the value it brings to the classroom. The children seem much more confident at tackling unknown words and I have been encouraged through the comprehensive planning provided, to be more ambitious and talk about things like Suffixes and Prefixes, Third Person, Verbs, Nouns and Adjectives.

We are retelling our whole class storybook each week and referring to the Story Elements of Character, Setting, Problem, Plan, Actions and Ending, and have begun unpacking the characters' feelings as they change throughout the story.

It has been a challenge in many ways. Timetabling has been one as with such a large whole class element before even getting into small group teaching, Reading now takes 90 minutes per day (although Writing is incorporated within this too). As we cross-group between our two Year 3 classes for Reading (and not Writing) this has been something to be mindful of!

I have enjoyed seeing what seems like significant progress in both the attempts at reading unknown words and attempts at spelling words the children have never spelt before. The word chain element of the whole class teaching and the segmentation and blending of the sounds in words has paid dividends here I think. It has been noticeable in one of my groups in particular, that has a child who had just begun reading at Green on the colour wheel, grouped with a child who was reading at Emerald (that's a 3 year difference in Reading Ages traditionally speaking)! They are both getting value out of the same small group instruction, as the traditionally 'lower' reader is very strong in phonics knowledge, while the 'higher' reader (who is also ESOL) has a lot of confused sounds - particularly when it comes to vowel knowledge. 

Now that I am in the swing of things with my classroom programme, I look forward to compiling my Oral Narrative data over the school holidays and planning to purposefully teach to the gaps in vocabulary and comprehension - hopefully with some exciting independent tasks. Although I am mindful Term 4 will be full of distractions like Swimming, Testing, Athletics and Report writing.

Here is an example of some of what we have been doing independently:

Designing Engaging Independent Learning Activities - with a BSLA focus

 Looking back on my Inquiry question from the beginning of the year, it was very important to me that the children are engaged in learning when working independently at their desks. This requires tasks that they are interested in completing and see value in.

I have started to create some follow up activities on EE for the children to work on on their iPads, that use the resources from the BSLA programme. 

I am happy to see good engagement with these activities and the children seem to enjoy completing them.

Here is a student's blog post that shows some of what they have been doing.

Today I did some EE with my friends so hard that we had to think about it and listening to Mrs Walker‘s words it was very funny that we got to do some work and it was a very fun.

The Oral Narrative Task - assessing vocabulary and comprehension through the Better Start Literacy Approach.

 So, with all this focus on phonological awareness, I find myself asking 'How can I still assess vocabulary development and comprehension through the BSLA programme?'

The answer seems to be the Oral Narrative Task!

The Year 3's are given the story: A Mystery to Solve. 

They listen to the narrator tell the story, page by page, while they get to see the pictures. There is no text to read. Then, on completion of the story, it is their turn to retell what happened, page by page, with the pictures to use as prompts to guide their retell. There are some more traditional comprehension questions to conclude the assessment task.

I have been so concerned with getting my teaching up and running that this assessment task (which provides valuable insights but does not directly affect groupings,) has been put on the back burner. Now that I am getting underway with it however, I am excited about the data I am gathering and the ability to hear back what the children have said. You really get a feel for their confidence and ability at the task. I am finding myself surprised by the results of a few who I thought would be more confident and others who I thought would've been less confident.

I'm going to relook at who my target students are based on this data as I believe there are students who I previously thought were stronger at this than they are proving to be.

Here is an example of the data I can gather from this task:

This is of course a summary of the retell, but it is an easy way to compare between children and look for gaps! I also have access to the comprehension questions and answers as well as a transcript of this student's retell.

I look forward to collating this information when all assessments are done, and planning how to address these gaps purposefully - probably in their independent tasks but also in the whole class Storybook teaching, for next term.

BSLA - What is it and how is it different?

 So, I've begun my study through the University of Canterbury; doing a micro-credential in the Better Start Literacy Approach, or BSLA. There is a lot to get my head around before I can even begin this new way of teaching my reading class. 

As I have a Year 3 group of learners, they begin with a Year 3 Spelling Screener. This checks their phonological awareness skills. While a small group of learners showed they needed to move up to a harder assessment task, the majority of my Reading class needed to be tested down on the Year 2 Spelling Screener - which has a combination of real words and made up words. 

The Year 3 Spelling Screener -
you can see the different levelling of target sounds here.

The Non-Words tested in the Year 2 Spelling Screener.

I was looking for two things - which Taumata (or level) best fits my whole class for the whole class teaching element, and which level is their best fit for their small group instruction. Based on their individual results they then were tested on Non-Word Reading and Non-Word Spelling tests to find the level to begin their small group instruction on.

This has been a lot to get my head around and has really drawn my focus away from any vocabulary and comprehension (you can't even bring this into it when dealing with Non-Words!) but I do see the value in doing these assessments. 

I look forward to beginning my instruction properly to see how I feel once the lessons have been implemented. The nice thing is once the levels are decided on, the planning is all done for me and I just follow through the lesson plans with a bit of Teacher Judgement to assist with the pacing of their learning.

Term 3 - My Action Plan

After the latest CoL meeting I have come away with one key question: "What am I doing differently and how can I share and show this?"

I am being more purposeful in teaching the new words in our texts and drawing the children's attention to these new words. I feel like this is starting to get through to them, while still planning for some fun and engaging activities. I have been using the StoryWorld collection of connected texts which helps to aid purpose for why we are reading our more tricky texts, and the children seem to enjoy these.

I am pleased with this example of purposeful vocabulary learning from this week. She didn't fully understand the whole meaning of these words by the end, but in thinking about them and trying to explain them in her own words I think more authentic learning took place than if I just gave her definitions to learn:

What's more, I could see she was really proud of herself and enjoyed her learning this week!

I'm doing a BSLA micro-credential through the University of Canterbury this term, so I am juggling the Structured Literacy learning with my ideas for comprehension and vocabulary development in my more capable readers. It should be an interesting term!

End of Term Evaluation of my Priority Learners - Where to Next?

So, it has been a semi successful, busy and challenging term for me. After doing running records and writing reports, I am happy with how most of the class are tracking. There are definitely still some challenges and gaps for me to address in the second half of this year however. As a point of comparison to term 1, I have looked through the task completion and blogging efforts of my priority learners in Term 2:

I am not yet getting that higher level thinking that I am hoping for in their independent tasks. More concerningly however, I seem to have children who have not uploaded or blogged the majority of their work from the term? This could be mistakes in their filing but perhaps also regular absences on Fridays when we focus on completing our work properly. I feel like task completion on the whole has improved but it is not translating into saved work in their Drives and quality is yet to follow suit. I think having my Reading class not be comprised entirely of my home class is playing a part. I am unable to invest the time into finishing their tasks off at the end of the week that I give to my own class, and their home teacher is less aware of the expectations I have on them. If I spend more of my teaching time on this however, I quickly run out of teaching time to spend on my six reading groups. It's a hard balance to strike.

From my Running Record assessments, comprehension seems to be very hit and miss with most of my priority learners. I think there is a lot to be said for the context of the book they are reading and how familiar they already are with the vocabulary and prior knowledge understanding required for the text. There is also very much a reluctance to talk and discuss the text from some, as well as some surprising knowledge gaps - such as reading to the end of a sentence, using punctuation appropriately.

My big idea of assessing vocabulary output in their independent tasks has fallen short. The final week of term seems to have greatly reduced attendance - especially come the end of the week, so I think next term, instead of assessing the children in weeks 5 and 10, I'll try weeks 4 and 9. Attendance in general has been challenging for me. In a term of regular illnesses, it's not only the significant absences from school of the children in my class but my own absences while looking after my young family that are affecting my ability to see through my best laid plans. Here's hoping next term is kinder!

Putting the fun back into Reading with Drama!

 I have been talking about lifting achievement through an engagement lens and as our Inquiry this term was a Drama unit, I have had the perfect opportunity to dive into performing plays with my class.

Here is a glimpse of what we got up to, that we made for our school news - PENN.

Today's Staff Meeting

 Inquiry at PES...!

We discussed our Inquiries today in our Staff Meeting. As Mrs Moala and Miss Scanlan were away, Mr Burt joined Mrs Nelson and I to discuss what we have been up to in Team 3.

Here is our slide of our thoughts:

It was a worthwhile discussion and good to bounce ideas around with Simone Nelson - we certainly were trialling some of the same approaches and seeing the benefit of our drama term, paying off in our literacy classes.

Testing, Testing, Testing!

 It has been a busy time at school testing and writing reports...

I have had a mixed bag of results from my priority learners but I am happy to see that overall progress is being made. Comprehension is definitely the right focus for these learners, as so often their achievement is depending on how familiar they already are with a topic.

Interestingly, using punctuation when reading seems to be the other noticeable theme coming out from this group. Multiple children do not read to the full stop and will read over, into the next sentence. Understandably this will be adding to their confusion and affecting comprehension scores, so this will form a little side focus for my teaching.

Running record results for my priority learners are compiled below:

Teacher Only Day - CREATE!

 We had an action packed Teacher Only Day at Panmure Bridge School today.

I really enjoyed the talk from Dr Craig Hansen and all the websites he suggested in which AI can make the life of a teacher easier! TeachAid in particular caught my interest.

Next it was time for my session with Toreka Tele'a, from Panmure Bridge. I really enjoyed the ideas she provoked with her workshop on using the AI platform Craiyon to inspire rich, detailed setting descriptions. Here is an example of my work:

I then presented my own Workshop on Animating in Explain Everything. I have inserted my Slide Deck below:

My Causal Chain!

 Here is my best effort at putting my thoughts into an action plan. 

"Any intervention you design will (consciously or not) be based on a causal chain you have in mind - this is your theory of action."

CoL PLG - 30th May

I enjoyed talking with my colleagues at today's CoL PLG.

We have a cluster Teacher Only Day coming up tomorrow, and it will be interesting to see what insights I glean about the use of AI in education. I am also presenting a Create workshop and look forward to Toreka Tele'a's presentation on using Craiyon as a means to enrich setting descriptions in Writing.

Today, we shared about our research and hypothesises in groups. There was a lot of agreement as to the challenges we face and the overarching themes of our goals. So much keeps coming back to vocabulary enrichment to aid understanding and engagement. 

Fiona talked to us about the Causal Chain and gave us this task for our blog post:

"Causal Chain - Why is thinking about a causal chain important before you design your intervention? The purpose is to tighten up your intervention and to understand more deeply what you did that resulted in a shift in student achievement."

I like the template that was linked into our Slide Deck. An example of a Causal Chain from Karen. I am going to make my own based on her template structure as a way of organising my thoughts more clearly.

Here is what Karen's looks like (stay tuned for mine on my next blog post):

Where to next? My plan in a nutshell.

 My plan going forward is to plan vocabulary rich lessons with creative independent learning tasks that I ensure get completed to a high standard and published on the students' blogs.

I am going to track the consistency of task completion across my priority learners and assess the quality of their work.

I am going to choose a task mid term with the opportunity for children to showcase their vocabulary and put their work through the online tool:  https://www.lextutor.ca/vp/kids/. Then I will compare their vocabulary to their end of term task, using the same tool. I plan on doing this twice a term throughout the year.

I will also be doing Running Records on all of my Reading class ahead of report writing, which I am looking forward to assessing.

There will also be a STAR Reading Assessment at the end of the year, which will enable me to see their progress from February to November.

Academic and Professional Reading

Share three pieces of academic or professional reading and explain how they and other sources helped you form hypotheses about aspects of teaching that might contribute to current patterns of learning.

I enjoyed reading Jannie's chapter on Word Consciousness. This is a wonderful goal for how a classroom should operate:

"Imagine a classroom where learners are excited about meeting new words, where they bring words they have met outside class to explain to their classmated, where they immediately look at breaking an unfamiliar word into parts and connecting it with other realted words they know, where they know where to go to find out what a word means, and where the teacher has the goal of developing learners' word consciousness."

I have also been reading Sheena Cameron & Lousie Dempsey's The Reading Book. This has been a great resource for looking at ways in which to teach and increase students' comprehension.

On Engagement and Motivation (which I feel links well to the ability for children to complete their learning tasks) I have enjoyed reading these articles from The Education Hub.

https://theeducationhub.org.nz/an-introduction-to-engagement-in-educational-settings/:

https://theeducationhub.org.nz/motivation/

This morning I had a discussion with my Deputy Principal, Toni Nua. She shared a rubric with me that I believe she said Jannie van Hees supplied it her. We talked about the importance of children being able to explain a new word to their peers using their own bank of known words, and how it is a powerful and confidence boosting skill.

Hypotheses

 My hypotheses are a work in progress.

I have enjoyed the conversations I have had so far with my fellow CoL teachers and peers at school. Here is what I have so far:

Goals for Term 2

 This term I am enjoying the opportunity to integrate our school's Drama Inquiry 'Transformers' into my Reading Class through exposure to poetry and play performances. So far, I am seeing an improvement in engagement from all my learners in my Gold-Silver groups. I haven't yet taught poetry and plays to my Yellow groups, but look forward to including them more in this, as the term progresses.

I have been formulating hypotheses for my Inquiry and need to look at how I will be able to measure the progress that children will be making this year. Obviously there are the traditional tools of Running Record tests - which we usually do in June and November. These will add to the picture. I am also looking at how usage of Reading Eggspress and Sunshine Online can assist in my data collection. There are also the STAR tests from February to compare at the end of the year - particularly in the area of vocabulary.

So, what am I going to do in Term 2? What is my hunch/hypothesis?

Independent completion of tasks was very hit and miss in Term 1. I have collected the following data on how many tasks were uploaded to their Google Drives, how many were blogged and then I have rated their task completion on a scale of 0-3. 0 - being incomplete, 1 - somewhat complete, 2 - complete to the minimum standard showing no complexity of thinking and 3 - complete to a high standard. I am hoping to collate this data at the end of each term. I will be striving for all children to complete the majority of tasks to a high standard as one of my hypotheses is: "If I ensure the children complete their tasks to a blog post worthy standard then their achievement will progress measurably." 

Term 1 Data Below: 

It is interesting to note that some children must be uploading their Reading work to the wrong folder, as they have managed to blog more than I found in their Reading folders in their Drives. This has been a valuable exercise as I can see some children with very high attendance are not completing their work even though I felt I was pushing strongly for this by the end of the term. It can be a little embarrassing to share that this is an area I need to work on, but hopefully by shining a light on where we are falling down, I will be able to see some good improvement over the course of the year!

My Priority Learners - Student Profiling

Due to the way we cross group for Reading in our year level and the needs of the students I teach, my target students for my Inquiry this year are very much going to be my two Gold(ish) groups. Some of these students were more turquoise or purple at the start of the year, but heading into Term 2, they are all instructionally at Gold.

I have a Yellow group with a need for a strong decoding push, which I am confident in doing (and they also get Quick60 support already), and a Silver group that are doing really well with their comprehension tasks, so I'd really like to unpack how to get all my Gold kids over the comprehension hump and up to Silver+ by the end of the year.

With this in mind, I have 13 students Instructionally at Gold. I have been taking some time to observe their reading behaviours, attitudes and needs. I found the Reader Profile Survey which I gave them very insightful.

There are children at either end of the 'I'm Good at Reading' opinion scales. They either strongly agree or strongly disagree.... 7/9 think they are good at reading and 2/9 don't - even though they know they are in a high reading group! Sadly 2/9 also said that they don't think their teacher (me) thinks they are good at reading, which is something for me to be mindful of and turn around as soon as possible. Especially as one of those rated himself good at reading. A different 2/9 were negative about what their families think about their reading ability. Interestingly these two both thought their teacher thought they were good at reading. So it's very interesting to see how that perception can change between different children in different contexts.

None of my priority learners got more than 5/10 for vocabulary in their STAR. So, I have been reading Dr Jannie van Hees and Paul Nation's book 'What Every Primary School Teacher Should Know About Vocabulary' and came across an online tool - https://www.lextutor.ca/vp/kids/ in which you can insert text from a student and get a breakdown of their vocabulary use. I think this could be a tool I can use to compare their vocabulary from now till the end of the year, or even before and after reading a selected text and completing a follow-up task.

So potentially I could be looking at their desired learning outcomes being more word output at higher vocabulary levels? 

Here's a sample result of one of my target student's responses to a text:

So do I look at vocabulary building, or discussion time or quality of discussion time or all of it at once?

Do I start with just extending discussion in this term and build in the more purposeful vocabulary building next term?

How can I measure progress in this area?

 - Through my observations

 - Time spent talking about the text?

 - Number of actual sentences used?

 - Number of key vocabulary words used?

 - The online vocabulary tool: https://www.lextutor.ca/vp/kids/ ?

I look forward to sharing these thoughts and getting some feedback and direction from my next CoL

meeting this afternoon!

Vocabulary Building Needs?

My Home Class Data is above, although we cross group for Reading. 

I have looked at the STAR data as well as my own observations of both my group teaching and one on one reading time with my students, and see Vocabulary as being a key gap to support students in their learning. 

I have noticed that depending on the subject matter, genre and text type, the children's understanding of the vocabulary in their texts at their regular reading level can really fall down. 

At our staff meeting after school yesterday, Mrs Nua recommended some school holiday reading of Dr Jannie Van Hees book "What Every Primary School Teacher Should Know About Vocabulary". So I am hoping to draw some inspiration from these pages, for a clearer direction moving forward in Term 2.

Reflecting on my second CoL Meeting

We met this afternoon at school to talk about our Inquiries with each other and reflect on our thoughts thus far. We did an activity called 'The Last Word' in which we dug deep into an article around changing teaching practices to affect student achievement outcomes. 

I chose the following quotes, which resonated with me:

* Using a broad range of data is recommended, including data from assessments, observation of students in class, homework and ‘student voice’ (e.g., student questionnaires).

* the literature indicates that focusing primarily on achievement information, such as on national standards or high-stakes assessment, has failed to improve students’ literacy achievement (and by implication, failed to improve teachers’ practices),

* it is not always evident what teaching practices to change given the student achievement patterns.

* to comprehend written text, a reader needs to be able to decode accurately and fluently and to have a wide and appropriate vocabulary, appropriate and expanding topic and world knowledge, active comprehension strategies and active monitoring and fix-up strategies. In addition, the poor score could be due to student self-efficacy and more general motivation and engagement (Wang and Guthrie 2004). It could be one or several of these issues that is the cause of the poor score, and teachers need to know how to put together a teaching programme that can address these issues.

* connecting achievement patterns to teaching patterns is essential if teachers are to draw the appropriate inferences from the achievement information to develop more effective teaching practices.

* solving the ill-structured problem of linking teaching practices to student

achievement is an iterative process of repeated cycles of developing, testing and

revising hypotheses about what combinations of instructional events best address students’ learning needs (Robinson 1993). This requires openness in rethinking and revising initial hypotheses of teaching practices, where ambiguity is tolerated and judgment reserved until there is more evidence to gain clarity about the hypotheses.

I feel these quotes really do highlight the complexity of teaching. Particularly in knowing which parts of your practice to change, without in turn creating the potential for negative change and learning opportunities being lost. 

The red quote is of particular interest to me as I formulate my approach to implementing change in my Reading teaching. There are key words within that quote that I feel are going to become fundamental to my practice - 'fluently', 'vocabulary' 'expanding ... knowledge', 'active monitoring', 'motivation and engagement'. How can I focus on all these fundamental elements without making my focus question and inquiry too complex?

Thoughts on my Inquiry

 I met with Mrs Wilson (our specialist reading teacher) today to talk about my ideas for my Inquiry and see if she could recommend any Readings or research for me.

She looked at the activities that I have planned for my groups and we chatted about extending my turquoise+ readers, with the goal of them becoming silver+, through a rich focus on building comprehension. 

I’m going to look at ways I can track their task completion, through to blogging of their work. I’m thinking I could assess this group of learners through a basic rubric model, as well as giving them the chance to self-assess. We talked about using the empty (open-plan) classroom space. I could send them in there to voice record and put wall displays up such as mind maps for them to refer back to. Using concrete as well as digital resources.

I am going to refer to Sheena Cameron & Louise Dempsey’s resource ‘The Reading Book’, with a focus on comprehension and rich tasks to extend learners and enrich their vocabulary and critical thinking.

I need to figure out some sort of observation tool to look at how much dialogue we are having in our reading groups as I want to focus on this to inform my planning.

How am I going to track their progress?

I am also going to go through previous CoL teachers blogs who have looked at similar subjects and see if that can spark further ideas.

Notes from ‘The Reading Book’:

‘A bank of researched reading comprehension strategies supports students with comprehension.’

• Activating Prior-Knowldge

• Self-Monitoring

• Predicting

• Making Connections

• Questioning

• Inferring

• Visualising

• Summarising

• Synthesising

Reading a range of texts. Reading with expression. Making time for reading to?!!!

How can I make sure I am purposefully teaching and assessing these things?

Critical Thinking:

Levelled Goals for Guided Reading Groups:

Looking particularly at moving from Gold to Silver:

2024 and a focus on Reading

 I am back to work after a year on maternity leave with my beautiful twin girls, and I am looking forward to a change of pace, stepping back from my Team Leader role and focussing more on the learners in front of me in my own class. 

 I have spoken to the leadership team in my school about where our needs are, and I am keen to inquire into the reading needs of my learners this year. It is only 3 weeks into the term and already I am excited by the opportunity to increase discussion, engagement and comprehension of reading texts from within my class. 

Language is the key to all learning. Without language we can't think, formulate and hypothesise. I feel this is the best lens through which to increase student achievement by 1.5 years across all three Rs - which is a cluster goal for 2024.

The focus for Term 1 is Identifying and profiling (no solutions yet). 

* Identifying - valued learning outcomes which include but are not limited to achievement outcomes.

* Profiling -  Investigate the nature of the students’ strengths and gaps in relation to valued learning outcomes in detail.

I am going to take this term to gather the data and observations necessary to inform my Inquiry question for 2024. Watch this space!