Tuesday, 24 February 2026

Making Sense of eTAP Data

Making Sense of eTAP Data: A Practical Guide to Effective Graphing

Using data well is one of the most powerful tools a class teacher has. Within eTAP, the graphing tools allow you to quickly visualise achievement, identify target groups, and have informed professional conversations about next steps.

This blog post walks you through how to analyse your data effectively using eTAP’s built-in graphing features.

Why Graphing in eTAP Matters

Raw numbers in a markbook can be overwhelming. Graphing allows you to:

Instantly see patterns and trends
Identify students working below, at, or above expectations
Clearly recognise target groups
Reflect on equity across ethnicity and gender
Support data-informed planning and reporting

The visual tools are especially powerful during team meetings, appraisal conversations, and whānau reporting discussions.

Quick Steps: Analysing Data in eTAP

(For Class Teachers)

1️⃣ Ensure All Data Has Been Entered

Before analysing, confirm:

Assessment results are complete
No students are missing entries
Data is accurate and up to date

Incomplete data leads to misleading graphs.

2️⃣ Choose the Group

Decide whether you want to analyse:

Whole school
A specific class
A particular year level

Be intentional — clarity about your group ensures meaningful insights.

3️⃣ Select the Markbook

For example:

Markbook 263 (or your relevant markbook)

Make sure you're in the correct curriculum area and assessment set.

4️⃣ Check the Year and Folder

Change the year to 202X if needed
Ensure the correct folder is selected

It’s easy to accidentally analyse last year’s data — double-check before proceeding.

5️⃣ Select “Adv / Graph / Print”

Scroll to the bottom of the page and click:

Adv / Graph / Print

This opens the graphing and analysis tools.

6️⃣ Select the Data to Interrogate

On the left-hand side, tick the assessment data you want to analyse.

Example:

T3 e-asTTle

You can select multiple data points if comparing across time.

Choosing the Right Graph

On the right-hand side, you’ll see graphing options. Here’s how to use them effectively:

📊 Stacker / Expectations with Name

Best for instant understanding and professional conversations

This option:

Clearly shows students against curriculum expectations
Displays names for easy identification
Uses colour coding
Highlights target students (often shown in yellow)

This is the most useful tool when:

Identifying students below expectation
Planning targeted teaching
Discussing achievement in team meetings

It provides an immediate snapshot of class achievement.

📈 Ethnic & Gender Graph

Best for reflective practice and equity analysis

This option:

Breaks data down by ethnicity
Breaks data down by gender
Helps identify patterns and disparities

Use this graph to:

Reflect on equity
Inform culturally responsive practice
Guide school-wide discussions
Ensure no group is being unintentionally underserved

This tool shifts the focus from individuals to systems and patterns.

Identifying Target Groups

The graphing tools clearly identify:

Curriculum expectation levels
Achievement distribution
Target students (highlighted in yellow)

From here, you can:

Form instructional groups
Plan targeted interventions
Set measurable goals
Track shifts over time

Tips for Effective Data Conversations

When using graphs in meetings:

Start with observations (“I notice…”)
Identify strengths first
Then discuss students below expectation
Ask: What teaching response is needed?
Revisit data after intervention

The graph is the starting point — not the conclusion.

Going Deeper: Full eTAP “How-To” Guide

A comprehensive eTAP Full How-To Guide has been shared with staff. If I need a refresher on navigation, setup, or advanced features, refer to that resource alongside this quick-start guide.

Final Thoughts

Effective use of eTAP graphing transforms data from static numbers into meaningful insight.

When used well, it helps you:

Clearly see your learners
Identify equity trends
Focus on priority students
Make informed teaching decisions

The key is not just generating the graph — it’s using it to drive action.

Data is most powerful when it leads to better outcomes for learners.

Tuesday, 17 February 2026

Manaiakalani - Research Reflection

Yesterday our team had the privilege of attending the Manaiakalani Cluster meeting at Point England School, where we engaged in a powerful presentation on Manaiakalani – Research Reflection 2025.

The session provided a clear overview of the year’s data, highlighting student achievement trends, engagement patterns, and the impact of our digital learning approaches. It was reassuring to see how evidence-based practice continues to guide the Manaiakalani kaupapa. The data not only affirmed areas of strength across the cluster but also challenged us to reflect deeply on where acceleration is still needed.

One of the most valuable aspects of the meeting was the collaborative discussion. As a cluster, we examined what the data is telling us and considered the collective actions required moving forward. As a school, we reflected on our own priorities - what is working well, what needs refining, and how we can continue to lift outcomes for all learners.

The Research Reflection reminded us that data is not just numbers on a page; it is a story about our learners. It is our responsibility to respond thoughtfully, strategically, and with urgency where needed.

We left the meeting aligned, informed, and motivated to strengthen our practice in 2026. Together, as a cluster and as individual schools, we remain committed to making a meaningful difference for our students.

Monday, 10 November 2025

Preparing to share Our Manaiakalani Films on the Film Festival Website

I have updated all the class blogs and scheduled the class 3-minute movies. This is so that each class can watch or show their class movies to their friends and families on the 12th of November.

The email below from Fiona, as always, guides me to post on class blogs, schedule and copy the permalink for her spreadsheet.

Kia ora koutou,

The following email includes instructions for preparing to share your films on the Film Festival website. We are very happy to help with any of this, especially if you have new teachers.

The expectation is that each school's film festival organiser (that's you) completes the following, except for scheduling the blog posts.

Please confirm with your teachers that they know how to schedule their Film Festival Blog Post

Also let them know that our team is able to help individual teachers with this when we are in school over the next couple of weeks.

We'd appreciate the following being completed on or before Wednesday 5th November, please.

Read each step and contact us if you need any help.

Instructions:

Watch this screencast first
Make ONE copy of this template so all your thumbnails are the same size
Upload your thumbnails to your school's folder
Support teachers to schedule their film festival blog post - Embed films from Google Drive and include supporting text e.g. the script your presenters will use on the day of the film festival
Ask your teachers to share the permalink with you or if you have access to your school's blog admin, log in and copy the permalink for each post.
Paste Permalink for each film's blog post here

Please contact us if you need any support with this process,

ngā mihi nui,

Fiona

Wednesday, 22 October 2025

Why Should Educators Expose Year's 4 & 5 Learners to a Variety of Texts?

Exposing Year 4 and 5 learners to a wide variety of reading texts is a crucial educational strategy. It moves beyond just the ability to read and builds the skill and will to be lifelong, proficient readers.

Based on educational research, here are the primary reasons why this is so beneficial for learners at this age:

1. Builds Vocabulary and Language Skills

Different genres use different language. A science-fiction novel, a historical non-fiction book, a poem, and a comic all have unique vocabularies and sentence structures.

Wider Exposure: Learners encounter a much broader range of words in varied contexts than they would from a single genre.
Deeper Understanding: Seeing new words in different types of texts helps solidify their meaning and use, building a richer "word bank" for the student.

2. Develops Cognitive Flexibility and Critical Thinking

Reading is not a one-skill-fits-all activity. The way a student reads a non-fiction text for information is different from how they read a narrative for plot and character.

Understanding Text Structures: Learners discover that texts are organized in different ways. They learn to identify and use features like headings and glossaries in non-fiction, or to analyze plot, theme, and character in fiction.
Analytical Skills: Engaging with diverse texts (e.g., interpreting the blend of images and text in a comic, or understanding the symbolism in poetry) sharpens a student's analytical and critical thinking abilities.

3. Boosts Engagement and Motivates Reluctant Readers

At this age, learners are solidifying their identities as readers. Offering variety ensures that every child can find something that sparks their interest.

Finding "The" Book: The more options students have, the more likely they are to find a topic or genre they are passionate about. This is how they transition from "learning to read" to "reading to learn" (and reading for pleasure).
Validating All Reading: Including texts like comics or graphic novels—which your survey results showed an increase in—is a powerful strategy. These formats are highly engaging, can scaffold understanding for complex topics, and motivate students who might be intimidated by text-heavy books.

4. Expands World Knowledge and Empathy

Texts serve as both windows and mirrors.

Mirrors: Students need to see their own lives and experiences reflected in what they read. This validates their identity and builds confidence.
Windows: Reading about different cultures, historical periods, and perspectives gives learners a "window" into worlds and experiences beyond their own. This is fundamental for building background knowledge and fostering empathy.

5. Strengthens Reading Comprehension

All of these factors combine to create more skilled readers. A student with a wider vocabulary, a better understanding of text structures, and higher engagement is naturally going to have stronger comprehension. They develop a "toolkit" of different strategies to tackle any text they encounter.

In short, variety is the key to developing adaptable, confident, and curious readers who are prepared for the increasingly complex texts they will encounter in school and in life.

Monday, 20 October 2025

Term 4 Assessment Data - PM Bench Mark

Term 4 Rebound: In Term 4, almost every student made significant progress, with many making substantial jumps in their reading levels, indicating a successful re-engagement or change in instruction.

📈 Student Progress Breakdown

Strong Rebound (T1-T4)

Despite the Term 3 stall, most students finished the year showing good to excellent progress from their starting point.

Gra (Year 4): L 24 → L 26 → L 26 → L 30 (4A)
Ame (Year 4): L 22 → L 24 → L 24 → L 30 (4A)
Del (Year 4): L 22 → L 26 → L 26 → L 30 (4A)
Sio (Year 4): L 10 → L 14 → L 14 → L 23 (3B)
Cia (Year 5): L 18 → L 20 → L 20 → L 23 (3B)
Jae (Year 5): L 22 → L 24 → L 24 → L 28 (4B)
Sad (Year 5): L 5 → L 9 → L 9 → L 15 (3P)

These students all jumped multiple levels in Term 4, effectively overcoming the previous stall.

⚠️ Significant Concern

Ang (Year 5): This student is the only one who did not rebound in Term 4.

T1: L 25
T2: L 25
T3: L 25
T4: L 26 (3P)

Evaluation: This student showed no progress for three consecutive terms and only advanced one level by the end of the year. This indicates a significant and persistent barrier to learning that was not resolved by the methods that proved successful for the other students in Term 4. Ang requires immediate and targeted intervention.

Monday, 13 October 2025

Better Start Litercy Approach (BSLA) - Right There Questions, Think & Search and Author & Me Data.

Overall Summary

This table tracks the performance of eight students across two stories, assessing three distinct levels of reading comprehension: Right There (literal), Think & Search (inferential), and Author & Me (schema-based inference). Overall, the group demonstrates a strong foundation in literal comprehension, with more variability and challenge appearing in the higher-order thinking skills.

Group Strengths

The students show a clear strength in "Right There" questions.

High Performance: Six out of the eight students (Ame, Del, Sio, Cas, Sad, Ang) achieved a perfect score of 4/4 in this category.
Interpretation: This indicates that the group as a whole is highly proficient at locating and recalling information that is explicitly stated in a text.

Areas for Development

The primary areas for growth are in the more complex comprehension categories.

Think & Search: While still a strong area, there is room for improvement. Half of the students (Sio, Cas, Joa, Ang) missed one question in this category. This suggests a need to practice synthesizing and connecting information from different parts of a text.
Author & Me: This category, which requires students to use their own background knowledge along with the text, shows the most significant need for attention. The scores vary more here than in other sections, indicating that making inferences by connecting the text to personal experience is the most challenging skill for this group.

Key Observations & Data Inconsistency

Important Note: There appears to be a data entry error in the table for student Gra in the "Author & Me" category. The scores for Story 1 (3) and Story 2 (2) should total 5, but the listed total is 1. This evaluation proceeds assuming the total should be 5, but this should be verified.

Student Performance Highlights:

Consistent High Performers: Ame, Del, and Sad demonstrated excellent comprehension across all three categories, achieving perfect or near-perfect scores. Cas and Joa also showed very strong results.
Needs Targeted Support:

Gra: Shows a significant discrepancy. If the total of '1' is accurate, this student needs immediate, intensive support in "Author & Me" questioning. If it's an error and the score is 5, their profile is much stronger, though still slightly weaker than peers in the "Right There" category.
Sio and Ang: These students performed well on the most complex "Author & Me" questions but missed a point in the "Think & Search" category. They may benefit from strategies focused on tracking and connecting details within a text.

Recommendations

Focus on Higher-Order Thinking: Dedicate instructional time to "Author & Me" and "Think & Search" question types. Model how to find textual clues and combine them with prior knowledge to draw conclusions.
Small-Group Instruction: Form a small group with Sio, Cas, Joa, and Ang to specifically practice "Think & Search" skills.
Verify Data: Double-check the scores for Gra to determine their actual level of need. A plan for intervention can be created once the correct score is known.

Better Start Literacy Approach (BSLA) - Reading and Comprehension

Evaluation by Year Group

The data shows a similar pattern in both the Year 4 and Year 5 cohorts, with a small number of students ready for extension and a larger group needing continued support at their current level.

Year 4 Students

This group has one student who has mastered the Year 4 level and three who are still developing their skills.

Ready to Transition (Level 2): Gra is at the highest level for Year 4. This indicates Gra has strong reading and comprehension skills and is ready to begin working with Year 5 level texts.
Needs Support (Level 1): Ame, Del, and Sio are at the lowest level. They require further instruction and practice with Year 4 texts to build their foundational skills before they are ready to move on.

Year 5 Students

The Year 5 group mirrors the pattern seen in Year 4.

Ready to Transition (Level 2): Ang is at the highest level for Year 5. This suggests Ang is a confident reader who is prepared for the challenge of Year 6 level texts.
Needs Support (Level 1): Cas, Joa, and Sad are at the lowest level for their year group. They would benefit from targeted support to strengthen their comprehension of Year 5 texts.

Key Takeaways and Implications

Clear Need for Differentiation: In both year groups, there is a distinct split in abilities. The primary implication is the need for differentiated instruction. The teaching approach cannot be the same for all students.
Extension Group: Gra and Ang form a clear extension group. They are ready for more complex reading materials and higher-level thinking activities to keep them engaged and challenged.
Focus Group for Core Skills: The six students at Level 1 (Ame, Del, Sio, Cas, Joa, Sad) would benefit from working in a focus group on core reading and comprehension strategies appropriate for their respective year levels.