Baseline Data

One tool that I have used is running record data. This baseline data that I have for my learners is their reading ages and levels from 2025. I have placed this into a spreadsheet and given each of the students an ID code to protect anonymity of the students. You will see from this data the ages and levels that my students are reading. 

Another one of my tools and measures was to look at PAT data in more detail to see areas that my target group excel in and areas that might need development. Below I have added in data from my beginning of the year data for my target learners. The group I have identified are all year 6 learners this year. 

From this data I have a clear picture of what my students strengths are in reading and some areas for improvement. Below I will look in detail at each category of question and explore what the data shows. I have used PAT Pānui - Aratohu Kaiako (Teacher Guide) which is available online and gives a great run down of each of the questions and areas. I have used direct quotes from the resource created to breakdown what each type of questioning means and I have put these in italics. I thought about rewriting them in my own words but the guide succulently details each type of questioning well. 

Retrieval
Questions require comprehension without needing to make any inference, so that the answer within the text can be matched to the wording of the question (PAT Pānui). From the data above I can see that this area is mixed with some of the students do really well in this area and some needing some extra support. From looking at this data and seeing the students in this group I think they have forgotten to look at the text for the answer and we will need to make sure that we are focusing on referring back to the text. 

Local Inference 
Questions require comprehension of implied information from within relatively small sections of text. The answers are straightforward and localised but require some inference where the answer is not explicitly stated in the text (PAT Pānui). From the data above I can see that this is an area where the students really struggled to answer the questions. This has highlight another are that needs work. 

Complex Inference
Questions require ākonga to connect information from different sections of text to draw an inference. Complex inferences may require linking of more than one idea or phrase and analysis to identify the best answer (PAT Pānui). Looking at my target students data I can see that some students did well in this area however there is also room for improvement. 

Interpret and integrate
Questions integrate ideas and information making sense of the intent and developing a more complete understanding of the entire text. At this level of inference ākonga use their own experience and understanding to unpack more abstract ideas and meanings within a text. (PAT Pānui). 

Critique and Evaluate
Questions require ākonga to draw upon knowledge of language use, presentational features, and general or genre-specific features of texts and understanding of how the language and features determine the meaning or purpose. These questions might be about how the writer achieves a particular purpose or meaning. (PAT Pānui). 

PAT Star
This is my PAT Star data from the beginning of the year which I have also had a look into. By looking at this data in detail I have also noticed strengths and areas of improvement for my learners in word recognition, sentence punctuation paragraph comprehension and vocabulary. These are some key areas that I want to explore with my learners going forward this year.

This post is already so long that I will delve into the data in detail in another blog post. If you have made it to the end, thank you for following along and looking at my baseline data selection. I am glad to have finally collated all of my baseline data and look forward to exploring it in greater detail at a later date. 

Baseline Data

We have been asked to think about what we will be using as our baseline data to see if our intervention has shown shift at the end of this inquiry. I have decided that I will use the following as my baseline data and use this again at the end of the year to see if there is any shift. 

PAT Reading & Star
I will use data collected from both of these tests and again analyse in detail at the end of the year to see which areas have shown improvements. I will be able to compare beginning of the year data to the end of the year data. 

Running Records
I will be able to use this data also to see if the intervention has made shift in reading age
and level. This will also be good data to use in the middle of the year to see how the students are tracking and what other changes might need to be made. Our students are also tested on running records at the end of the year so will be able to compare this data (often this is not ready before bursts and bubbles so will need other data for that). 

Probe Tests
Because I have tested the students in term 1 using probe (all but one as attendance can be a bit low) I will be able to complete probe testing at the end of the year to see shift. This will be something that I can complete early on term 4 and will be able to use for bursts and bubbles. 

Attendace
I have been looking into this as well, I will have a blog post that will show trends in attendance as I wanted to know if this will have an impact on students reading. I will be able to use of attendance data to see trends in this data.

Student Voice Survey
I will complete this again at the end of the year to see if there is a change in students perceptions in reading and see if there is any shift and if there is shift where this shift has come from. 

Observations
I have been taking notes during guided reading with this group of learners and will continue to do so for the rest of the year. I think this will be a good way to gauge confidence in these students and to see if there is any shift in that area.

I think that this will be enough baseline data to have ready for the end of the year to see if there is any shift in reading age due to the intervention being made. 

Formative and Baseline Information

In an earlier post where I took a stocktake of my CoL inquiry I outlines some of the key formative and baseline information that I will use throughout my inquiry to see provide evidence of shifts in teaching at the end of the year. Below I will outline each of the formative and baseline information that I will use and why I will use this. 

Some of the tools that I have used are 

• Running records data from last year. 
• Running records from start of term 2 to gauge where the students are at and what areas of their reading needed work. 
• PAT data - I have looked into the PAT data of my students fro reading and have pulled out some key information that I will be able to compare with at the end of the year. 
• I have also taken anecdotal notes of my students while they are reading to be able to understand where each of my learners are at and what their individual work ons are. 

I will also be using our mid year running record data to see if my students have made any progress with their reading as well as look at the key areas that we need to work on. I have been having conversations with my students about reading and I would really like to complete some student voice surveys to compare from now and at the end of the year. I have been looking at some previous student voice surveys that have been used in the past and will try and alter this to fit the purpose of this inquiry. I would like to use this data to see if there is a shift in my learners and what they think about reading. 

I think that each of these measures will bring enough data to see if there has been accelerated progress in reading from the changes in practice that have been made. This will be important baseline information that I will check at regular intervals throughout the term to see if what I am doing is working or if I need to tweak it a bit and make additional changes. 

Baseline Data

I have been thinking about my baseline data and how I will measure progress in my inquiry this year. I have decided that the best way to see if my implementation will lead to change will be to base this on my beginning of the year reading data, student confidence in reading, student enjoyment and engagement as well as my well being data that I collected at the beginning of the year. I will outline this data is greater detail in the post below.

In order to have baseline data I needed to select my target students. Below are my target students showing beginning of the year reading age with a comparison of their actual age. I do have three other students that are on the cusp of this group as well who are reading at level 25 that I will include in the data as well. 

As you can see from this data set my target students are just below where they need to be for their age. Looking at this data at the beginning of the year was why I chose this as my inquiry focus. They are only just below where they need to be at the moment but if they stay at these levels they will fall further behind when they enter year 6. 

My hunches again are around vocabulary and seeing how this can have an impact as well as comprehension specifically looking at inferring. I will add graphs to this data at a later date when I am looking at comparisons for now this is the raw data from the start of the year which I will use as a baseline for my end of year data. 

Repeated Measure: Baseline data and end of data comparison

What are the repeated measures that I will use to understand student learning? 

These measures that I will use as baseline data and then will use the same measures at the end of the year to see if what has implemented has made a difference to student learning outcomes. 

• Running records: this is a continued measure that I will use. From looking at last years running record data, mid year running records and end of year running records. I am also in the process of analysing previous years running records to see if there is a trend in the data and progress for my students. 
• PAT Reading: I will look at these results from the beginning of the year and compare these at the end of the year. 
• STAR test: I will also look at these results from the beginning of the year and the end of the year to compare. 
• ARBS: I will use these throughout the year to access my target group of learners. 
• Student voice: Reading habits and feeling, again I will compare these reading habits and how they are feeling with their reading at the beginning and the end of the year to see if there is a difference. 
• Teacher observations: These will be from guided reading sessions, I will take notes throughout guided reading sessions at different parts of the term and throughout the year to see if there is any changes needed to this. 

These are some of the tools that I will be using as repeated measures in order to see if the tailored intervention improves student learning. I will use these repeated measures as a pre and post intervention measure to see if there is improvement.