We have calculated and analysed Term 2 data, looking both at the data as it stands, and then comparing it to Term 1 data.
Class Story: Over Term 2, Shaun posted an average of 5.8 posts per week, which was a reduction 0.38 posts from Term 1. He had an average of 29.85 views per post, which was an increase of 4.40 from Term 1. The number of comments averaged 0.55 per post in comparison with 0.96 in Term 1, meaning a reduction of 0.41 per post. For Sonja there were an average of 4 posts per week over Term 2, which was an increase of 2.37 posts per week in relation to Term 1. The number of views per post for Term 2 were 29.85 in comparison with 30.72 in Term 1, a 0.87 decrease. There was in increase in comments from an average of 1.28 per post in Term 1, to 1.89 in Term 2 There are a number of factors that might have led to these increases and reductions, In terms of Shaun's class, he reduced the number of posts, but increased the number of views. Some of the anecdotal comments received at the school by one or two parents suggest parents don't like to be overwhelmed with information. Possibly the increased views to less posts could be as a result of parents reacting positively to less posts, though the actual decrease in his posts seems negligible at just -0.38 posts. For Sonja the number of posts per week increased significantly (+2.37) and the number of views decreased (-0.87). Two students left the school at the beginning of Term 2 meaning a reduction of in class numbers, and of those two students, one parent had been a very regular visitor to Class Story, liking and commenting on most posts. Patterns have emerged when analysing the data. Parents are slow to view posts at the beginning of each term, and gradually build up their visits over the first couple of weeks. The more teachers promote the posts to students in class, the quicker parents are to view them. This might suggest that parent engagement in Class Story is student driven. In Term 2, Sonja began posting a group photo of students who had completed their IXL homework for that week, with the totals each week added cumulatively, so students had to be consistent with completing homework each week to be in the photo. There was a noticeable spike in parent visits, likes and comments for those particular posts on a Friday in comparison with all other posts. This might suggest that parents are more engaged when their children are being compared/highlighted in relation to the other students in the class. Messaging: For both Shaun and Sonja, the number of messages to all parents has decreased. Shaun used the Messaging feature almost exclusively in Term 1 to communicate messages to all parents. Term 1 does require more communication to parents as routines are set up, by Term 2 parents are more au fait with what is happening in class, needing less group messaging. Sonja has decreased the number of group messages by 1. In Term 1, most of the beginning of the year group messages were via email, and only general reminders were sent out as a group message. For Term 2 both Shaun and Sonja used Class Story more for quick generalised messages to parents rather than ongoing regular messaging. This means that group messages happened less than in Term 1. In terms of personalised messaging with individual parents, once the routines and schedules are set up, and parents have had their questions answered, there is less need to communicate directly. Both classes average around 60-65% ongoing individual messaging conversations with parents. This is significantly more conversations with parents than what we had last year when we were not using Messaging in Class Dojo. Messaging seems to be successful because it give parents quick and easy access to us when they need it, and they usually get a prompt reply.
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October 2016
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