Summary of Raising Maori Achievement in Maths

Quick Read of my year-long Inquiry about Raising Maori achievement in maths by making teaching, learning and feedback visible and by discussing data with learners
	Making teaching, learning and feedback visible and sharing NCEA L1 data with learners to inform my teaching practice so that there is a shift in academic achievement of Maori Learners
	50% of our Maori Learners achieved L1 Numeracy the previous year compared to our national decile equivalent of 68.7%. 2017 school target is 80%.
	NCEA L1 Maori learners in 1104MAT
	VTaL framework          Google calendar       Sharing data with learners       Goal setting        Literacy Strategies Teaching and learning strategies        Achievement objectives in “student speak”         Positive conversations Appreciation postcards                Communicating with whanau about how WE can best support the learner TOGETHER
	Communication with whanau about how best we could both support the learner for success. Both teacher and whanau had great faith in their ability to achieve. Learner efficacy improved as the quality and quantity of work met the requirements for NCEA L1 Constant reinforcement of teacher belief in learner ability
	"Every time you called my mum whether it was something good or bad it motivated me to do better in maths. The calls my mum received also helped me work harder to ask the teacher for help instead of acting like i know what im doing" Teacher Whanau Learner -talk less and give us more time to do our work -let me listen to music -Shes so positive and supports us better then most teachers. -keeping the wifi on at night so I can do late night studies -offer more support -do work -focus more -sit in the front of the class
	The end is now upon us and so I face the final analysis comparing 2016 NCEA L1 Maori data with that of 2017. Credits 2016 2017 0 credits (Maori) 33% 0% 1 std away from Numeracy (Maori) 50% 0% Numeracy (Maori) 17% 100% Numeracy (Whole class) 26% 39% Numeracy cross curricula (Whole class) 38% 47% My takeaway (using data of learners who completed the school year): Maori learners exceeded the college’s target of 80% getting numeracy There was a 13% increase in numeracy for the whole class (from 26% in 2016 to 39% in 2017) and for Maori learners, there was an 83% increase in numeracy (17% in 2016 to 100% in 2017) What did we do differently? Teaching and learning was more visible using ViTaL sheets and Google calendars and feedback was based on effort using NCEA achievement criteria The use of standard-specific literacy strategies were more explicit and deliberate: Chunking Word definition 3 level guide Mnemonics Donut Give one, Get one Academic achievement data conversation (both across all curriculum levels and for mathematics, for the year level, were shared and discussed at regular intervals)

What happened for the learners	Each learner had access to a teaching and learning Template for each Achievement Standard Algebra - Internal  3 credits - Numeracy ACHIEVED Form equations, Solve equations (line graph), Substitute MERIT Interpret data (in context) EXCELLENCE Create and solve your own equation Literacy Strategy: Chunking 3 Level Guide Achieved - Read on the line Merit - Read between the lines Excellence - Read beyond the lines Teaching Strategy Forming equations: Look for secret words: each, every, single, one, per; that number gets the letter Solving equations: =sum( Interpreting tables: Colour code cheapest prices and explain in context The Key Competency “managing self” encouraged learners to work at their own pace choose their desired achievement level for each std complete their learning programme by tracking their progress on a ViTaL sheet before sitting summative tasks Conferencing was done at the learner’s request and feedback encouraged learning conversations about how to progress to the next level Questions were answered with questions to promote independent thinking and proactive learners
What evidence do I have for this	Credits 2016 2017 0 credits (Maori) 33% 0% 1 std away from Numeracy (Maori) 50% 0% Numeracy (Maori) 17% 100% official Numeracy (Whole class) 26% 39% unofficial Numeracy cross curricula (Whole class) 38% 47% unofficial
What did I do to make this happen?	Teaching and learning was more visible using ViTaL sheets, Google sites and Google calendars Achievement criteria and Teaching/Learning Strategies were explained in “student speak” The use of standard-specific literacy strategies were more explicit and deliberate and understood and used by learners: Chunking Word definition 3 level guide Mnemonics Donut Give one, Get one Academic achievement data conversation (both across all curriculum levels and for mathematics, for the year level, were shared and discussed at regular intervals)
Wonderings about what next	Students - Can students continue to self-manage next year with a different teacher? Teacher - Strategies to engage more Maori whanau so that we can best support the learner together

Manaiakalani CoL Inquiry Panel

What happened for the learners	Each learner had access to a teaching and learning Template for each Achievement Standard Algebra - Internal  3 credits - Numeracy ACHIEVED Form equations, Solve equations (line graph), Substitute MERIT Interpret data (in context) EXCELLENCE Create and solve your own equation Literacy Strategy: Chunking 3 Level Guide Achieved - Read on the line Merit - Read between the lines Excellence - Read beyond the lines Teaching Strategy Forming equations: Look for secret words: each, every, single, one, per; that number gets the letter Solving equations: =sum( Interpreting tables: Colour code cheapest prices and explain in context The Key Competency “managing self” encouraged learners to work at their own pace choose their desired achievement level for each std complete their learning programme by tracking their progress on a ViTaL sheet before sitting summative tasks Conferencing was done at the learner’s request Questions were answered with questions to promote independent thinking and proactive learners
What evidence do I have for this	Credits 2016 2017 0 credits (Maori) 33% 0% 1 std away from Numeracy (Maori) 50% 0% Numeracy (Maori) 17% 100% official Numeracy (Whole class) 26% 39% unofficial Numeracy cross curricula (Whole class) 38% 47% unofficial
What did I do to make this happen?	Teaching and learning was more visible using ViTaL sheets, Google sites and Google calendars Achievement criteria and Teaching/Learning Strategies were explained in “student speak” The use of standard-specific literacy strategies were more explicit and deliberate and understood and used by learners: Chunking Word definition 3 level guide Mnemonics Donut Give one, Get one Academic achievement data conversation (both across all curriculum levels and for mathematics, for the year level, were shared and discussed at regular intervals)
Wonderings about what next	Students - Can students continue to self manage next year with a different teacher? Teacher - Strategies to engage more Maori whanau so that we can best support the learner together