2016 Data on Year 9–10 Cohort

Julia Westera   Julia Westera

Q. What can we expect after a trained RT-Tokotoko™ team coaches our Year 9s and 10s for 7.5 hours?

A1. An entire secondary cohort in a large Pasifika secondary school achieved a 'delayed acceleration leap'. They scored huge gains when re-tested 8 or more months after the completion of RT-Tokotoko™ coaching, a component of RT3T™ (Reciprocal Teaching 3 Track). This school is typical of many NZ secondary schools, which usually display an ongoing ‘plateau’ (i.e. minimal or no progress) in longitudinal literacy data throughout the secondary school years.

Pre-Post Graph on e-asTTle over 13 months

Bar graph with all Year 9 students in 12 classes (A to L) tested at Beginning of Year (BOY), Mid Year (MY) and End of Year (EOY) while in Year 9, and again at Beginning of Year (BOY) when they started in Year 10.

The acceleration leap is consistent with cutting edge research on collaborative teaching from Cambridge, and fits with the sustained impact seen two years later in NCEA data from one of our largest secondary schools.

A2. The four lowest year 9 and year 10 classes in a large secondary school scored a 'seismic shift'. The four classes comprised predominantly Māori students. The students averaged two years’ growth after completing RT-Tokotoko™ coaching.

RT-Tokotoko with lowest 4 year 9 and 10 classes (2016)


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graphs accelerated learning multicultural 2016 EasTTle literacy secondary school reciprocal reading high school collaborative learning RT3T Pacific reciprocal teaching reading Maori