Piki Ake - Results and Feedback
Academic Results Summary 2022
Lauano Sulu Deborah Riley - Piki Ake Lead tutor
The Piki Ake Literacy Tutoring Programme results show sound results over a 18–19-week period of increased attendance, retention, engagement and attainment for all.
These results were achieved by a sound base in a research approach and the ability of the tutor to use strength based culturally responsive pedagogies in practice as shown in Table1.
The data shows 100% improvement and 100% accelerated learning - meaning:
- All students experienced improvement in all three areas of literacy, and
- All students experienced a rate of improvement that has been accelerated from their starting point and for this time period of 18 -19 weeks (nearly equivalent to two terms, or half a year of normal schooling)
The results below show comparative data at the pre and post points of the Piki Ake programme. Each student achieved 90+% comprehension level results at both the pre and post points :
|
Students |
Gender |
Age |
Increase in spelling levels |
Increase in reading levels |
Increase in reading comprehension |
|---|---|---|---|---|---|
|
Student 1 |
M |
13 |
2 yrs. |
2 yrs. |
20% |
|
Student 2 |
M |
9 |
1 yr. |
3.5 yrs. |
15% |
|
Student 3 |
F |
11 |
2.5 yrs. |
3.5 yrs. |
10% |
|
Student 4 |
M |
12 |
1 yr. |
1.5 yrs. |
0% |
|
Student 5 |
F |
14 |
1 yr. |
3 yrs. |
20% |
|
Student 6 |
M |
13 |
2 yrs. |
2 yrs. |
10% |
|
Student 7 |
M |
12 |
2 yrs. |
2 yrs. |
30% |
|
Student 8 |
M |
10 |
2.5 yrs. |
4 yrs. |
0% |
|
Student 9 |
F |
12 |
2 yrs. |
4 yrs. |
10% |
|
Student 10 |
M |
12 |
3 yrs. |
6 yrs. |
40% |
Graph 1: STEPS Spelling Age: This graph shows individual student improvements in years over a 18–19-week tutoring period.
Graph 2: Reading Age Scores: This graph shows individual student improvements in Reading Age Scores over a 18–19-week tutoring period.
Graph 3: Reading Comprehension Percentages: This graph shows individual student improvements in reading comprehension over a 18–19-week tutoring period.
Whānau and Ākonga Benefits
The families note the difference in their children in terms of confidence, self-efficacy, and pride, as well as academic attack, engagement and increased literacy skills. One parent even mentioning “the kids are correcting us now - we need to step up our game”
Students themselves noticing how much better their levels, skills and confidence are and noting how much better it feels to understand the work in class - related to a sense of well-being.
Piki Ake - A Culturally Responsive programme
Whakawhanaungatanga- Create a family-like context for learning
Rejecting deficit explanations for learners’ learning
- Debbie has the ability to create and sustain positive relationships in between sessions.
- Debbie is in-sync with the children, she works with them in a way which is free from judgement and blame.
Caring for and nurturing the learner, including their language and culture
- Debbie's ability to get a quick read on body, emotional and learning language and respond.
- The use of culturally relevant and engaging text and resources.
- Materials are sources of inspiration, modelling and personal connection and ownership.
Voicing and demonstrating high expectations
- Debbie has high expectations - children want to do well for her just as much for themselves.
- The family push-along text reminders - you know you will get hunted down.
- You can never cancel - reschedule is the only option.
- Children are expected to be responsible for their learning.
- We have seen children's confidence in their learning and themselves.
Ensuring that all learners can learn in a well-managed environment so as to promote learning
- The set up is very hassle-free for adults.
- Having the on-line in the home at the weekend - very convenient.
- App based subscriptions make it easy and accessible for the children.
- All the resources are provided - one to one devices (no waiting/ conflicts over sharing)
- We don’t have to be the nagging parent - they feel responsible to Debbie - we just need to show support.
Knowing what learners need to learn
- Debbie's ability to move to the point of need for the learner and move from there - it is not a tick box list for her.
- Weekly goals and the 20-week goals keep our eye on the prize and progress towards it.
- Debbie makes things more understandable; the interaction is just for that child and what they need.
Whānau and Ākonga Feedback
Once again, Malo, in Tonga for your dedication to teach Moni to what he is now.
What happen now Moni likes to write an essay but before he scared of writing any sentences. This is a HUGE HURDLE Moni could jump. Praise the Lord.
Have a good weekend and God Bless
Palemia Tongia (Grandfather) of Katilimoni
It has been an awesome experience, really fun and helpful learning the differences between nouns and verbs.
JP
It's been very amazing, I hope we can experience this again. My grammar is getting better thanks to my experience with you.
LP
It's been an honour learning from you, an amazing and helpful time much easier than school. I appreciate the help from you and the experience in the past weeks that my brothers and I had with you.
KP
Recommendations
In summary - based on my extensive experience in accelerating outcomes for Indigenous, Pasefika and marginalised learners that I fully endorse and support this programme and the approach it is based on. The approach is culturally responsive, agentic, and strength based not allowing to attribute any blame or judgements of deficiencies on to the students or families.
In my opinion it should continue and funding should be increased to include long-term mix method evaluation and research and development into the scaling and spreading of this work.
Kia Kaha – Kia Maia - Kia Manawanui
Laurayne Tafa CEO TafaEd Ltd