Stunning results consistently obtained for Year 4 ākonga

Steepest gains are for this cohort

The following 2020 graphs show Year 4 ākonga making larger gains than Year 5 and 6 ākonga, with all of the lower scoring Year 4 ākonga leaping above the national average.

Y4–Y6 asTTle Reading 2020

This pattern has been replicated in 3 of our primary schools. The steepest gains are for Year 4 cohorts, demonstrating again that RT3T™ can provide a systemic and culture shift that ensures accelerated achievement for all ākonga – and proactive and effective inclusion.

Y4 asTTle Reading 2020

When our primary schools prioritise Year 4s, these ākonga are set up for success at one of the most optimal and formative times of their schooling years.

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

RT3T™ schools are continuing further with the intensive coaching – extending into every year level continuously or more variably, from year 4 to year 13, with ākonga continuing to show progress each year.

Y9–10 reading results over 13 months, Māori results

Three RT3T™ secondary schools are reporting that upward trends are continuing as cohorts progress through school, with improvement seen in NCEA and scholarship results.

These 2017 results show RT3T™ can work as a powerful pedagogy for all ākonga – irrespective of prior achievement level and ethnicity.

RT3T™ has immediate and delayed acceleration leaps – even after the summer holiday slump, reversing the slump – shown by the high green bar for each class.

Y9–10 reading results over 13 months

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)