Y9 cohort: e-asTTle Reading with RT3T™ (2019)

Thousands of Māori ākonga

When carefully implemented by a skilled trained teaching team.

Y9 cohort: e-asTTle Reading for Māori (2019)
Five Y9 cohorts: e-asTTle results 2018 & 2019
Proactive inclusion and Learning Support: Māori school 2020
Proactive inclusion and Learning Support: Māori school 2018

Thousands of Pacific ākonga

6 years of data on the implementation of RT3T™ within large Māori, Pacific and multi-cultural schools. –2020

Results show a marked impact on achievement – after just a few weeks, with upward trends continuing, even after holiday and COVID breaks, and into NCEA.

Six Y9 cohortsL e-asTTle results over 2 years 2013–2018

Short term and longer term

– and preventing the summer slump and the COVID slump

Y9 cohorts: e-asTTle results over 13 months predom Pacific and Māori

Science and cross-curricular

RT3T™ provides a catalyst for school leadership to strategically plan across learning areas, with a focus on inclusion, differentiated learning and overall instructional continuity for students who require extra or different support.

Y5/6, 7 & 9: RT3T™ cross-curricular
Y5: RT3T™ cross-curricular asTTle Reading (2018)
Y5: RT3T™ cross-curricular (2018)

Inclusion and proactive Learning Support

  • RT3T™ is grounded within one of the most effective evidence-based inclusive methods we know and presents multiple opportunities within safe social contexts for diverse students to develop, practice, improve and transfer their key thinking and socio-emotional competencies for learning and life.
  • When students who require extra support have scaffolded skilled support and /or adaptation of RT3T™, they can enjoy belonging to their peer group and assuming teamwork and tuakana-teina relationships, becoming empowered learners, and learning both thinking and kanohi ki te kanohi collaborative skills.
  • RT3T™ includes Behaviour Skills Training (BST), for sustainably improving essential skills such as those required for communication, social situations and safety, and task engagement. Students who gain benefit from BST include those with Down Syndrome and with challenging behaviours, as well as neurodiverse students with Autistic Spectrum Disorder, Attention Deficit Disorder, Attention Deficit with Hyperactivity Disorder, Pervasive Developmental Disorder, Foetal Alcohol Syndrome.
Learning Support: Y3–Y6 STAR Scores for all L2 students in one school (2018)
Assessment Rubric for RT3T™ thinking skills (Y9, 2018)
Assessment Rubric for RT3T™ teamwork skills (Y9, 2018)