Monitoring the Effects: Term 3 e-asTTle comparison reports (mathematics)

In this post, I'd like to share two e-asTTle comparison reports based on the latest assessment conducted in September by my Year 3 and 4 students. I have nine Year 4 students in my class but only two of them didn't sit this test due to their overall learning difficulties (they focus on their IEP goals). There is no e-asttle data available for Year 3 students from other schools.

Using the concept of repeated measures, I've been tracking my students' progress in maths and sharing their results with both them and their whanau. We looked at their individual reports to set up new goals and to see how far they've come and how much they've grown. It was a great opportunity for my learners to talk about their successes and next steps during our end of Term 3 Tamariki Korero. 

Report #1.  How are my students doing compared to students in all other NZ schools?

Report #2.  How are my students doing compared to students in similar schools?

E-asTTle offers a range of individual and group reports that I've been using as formative and summative assessments to guide my students toward their learning success. Along with other assessments, I use e-asttle to keep a close eye on student progress and needs and to make teaching adjustments as needed. 

Next year, I will administer the same test at the beginning of Term 1 and then each term to collect data for e-asTTle progress reports and to compare them with PAT results (out of my personal curiosity).

Optimising Maths programme: a comprehensive weekly and daily planning approach.

As we're approaching the end of term 3, I'd like to share my team's innovative weekly and daily planning format, designed to make our maths program transparent to all stakeholders: teachers, relievers, students and whanau. Through collaborative efforts with my team, we've refined our approach to create engaging learning experiences that are visible, accessible, rewindable, practical and efficient. Explore our format, complete with built-in formative assessments and easily accessible resources. Our planning promotes academic growth while enhancing teacher capability and subject knowledge, nurturing student agency and strengthening connections with whanau.

The structure of the weekly and daily planning has been working well for our year 3-6 classes. Students are seen twice a week with a flow of purposeful activities to practice new concepts and maintain their maths knowledge.

Built-in assessments. Using ARBS, ixl.com (but it can be any math program, including StudyLadder, Splash Maths, etc), book tasks and Figure Me Out activities, teachers are collecting rich evidence of student progress and identifying their next steps - built-in formative assessment for learning.

This structure also allows for visible, accessible and rewindable learning. From my own experience, the students who were absent from school used this planning to continue learning and work on the same topics as the students at school. I only had to do a couple of quick workshops to support them when they returned.

Revision and review. This planning helps to review and revisit the topics when students are working independently on their own maths goals (self-reflection and teacher feedback)

Reliever-friendly. Relievers were also able to pick up this plan and continue to teach according to the weekly plan with limited learning interruptions.

Whanau feedback is also positive. Parents have commented that they know exactly what the kids are learning, and, according to some parents, this format has helped them better understand their child's math education (which was an interesting comment).

Planning explained: