So ...having looked at the academic progressions made of the x6 students (3% of the whole school population) who completed the Reading Together programme, specifically in reading and phonics, and then analysing that against their attendance... what next?
S.K moved from Level 1 > Level 3/4, moved from Stage 1 > 1a and had 100% attendance.
(Identified by W2SCH project as < 1st percentile for languageand further referrals required)
F.H moved from Level 1 > Level 3, moved from Stage 1 > 1a and had 100% attendance.
(Identified by W2SCH project as < 1st percentile for language and further referalls required)
A.G moved from Level 1 > Level 3, moved from Stage 1 > 2 and had 83% attendance.
(Identified by W2SCH project as low level expressive language understanding)
N.G moved from Level 1 > Level 3, moved from Stage 1 > 2 and had 83% attendance.
(Identified by W2SCH project as low level expressive language understanding)
J.T moved from Level 1 > Level 6, moved from Stage 1 > 2 and had 89% attendance.
(Diagnosed with complex ADHD...now medicated; further paediatric investigations continue)
T.A moved from Level 9 > Level 17, moved from Stage 2 > 3 and had 92% attendance.
In "teacher-speak"; taking the raw scores of progression in reading and phonics and aligning those with the given attendance rates...
S.K and F.H are currently working at the expected rate of progress.
A.G and N.G are currently working below the expected rate of progress.
J.T and T.A are currently working above the expected rate of progress.
So how can/do I improve the whanau engagement beyond the classroom?
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