Evidence about the CHANGES to the intervention

As you can see my focus group is doing very well except for those highlighted students whose progress is not as expected.

Here is an update on the progress of the reading focus group, which has been underway for a specific period ( 2023 Term 1 to 2023 Term 4). My focus group has been quite successful in improving the reading skills of the majority of participating students. However, there are some students whose progress appears to be stagnant.

1. Overview of the Reading Focus Group:

The reading focus group was initiated with the goal of improving reading skills, focusing on the cultural visibility and prior knowledge that might help them to accelerate their confidence level and the capability of reading. There were altogether 8 students (4 Year 6's and 4 Year 7's). The group has been meeting regularly, and various strategies and resources have been employed to enhance their reading abilities. The strategies used include targeted reading exercises, one-on-one support, and the utilization of appropriate reading materials especially Maori and Pasifika-themed journals and stories were chosen. 

2. Overall Progress:

The majority of students in the focus group have shown significant improvement in their reading skills. Their reading comprehension, vocabulary, and fluency have all seen positive growth. Also, I am using Reciprocal Teaching (Extended Discussion) with my Level 3 group. This has been quite popular in my Reading Class and I believe the students are enjoying it! The group's collective progress demonstrates that the focus group approach is effective in achieving its objectives.

3. Identifying Stagnant Progress:

Regrettably, some students within the focus group have experienced stagnant progress. These students, [highlighted in red], have not displayed the same level of advancement as their peers. Their reading skills have shown limited or no improvement despite my continued efforts.

4. Possible Causes of Stagnation:

To address the issue of stagnant progress among the highlighted students, it is crucial to identify potential causes:

Lack of Engagement: I felt these students were not fully engaged during my guided reading sessions. 

Home Environment: External factors, such as home environment and support, may be affecting their progress.

Attendance and Participation: Also Irregular attendance and participation may have contributed to their lack of progress.

5. Next Steps:

In light of the stagnation observed in some students, I proposed the following steps to address this issue:

Individualized Assessment: In Term 4 Week 4 I will do individual assessments for these students.

Customized Learning Plans: Those highlighted students are also going to another teacher on Tuesdays and Fridays from this Term. The teacher is working on the gaps, especially comprehension area.

Parental Involvement: Collaborating with parents and guardians to improve the home support system and reinforce the importance of reading outside the classroom.

Regular Progress Monitoring: Implementing a system for frequent progress monitoring to assess the effectiveness of interventions and adapt strategies as needed.

6. Reflection:

I invited AS CoL teacher Christine to observe my class to get more ideas as to how I can improve my teaching strategies.

Here is her feedback:

Here is the student voice:

So I'm already implementing those strategies in my Reading class. Let's see if I could see more positive changes and an accelerated shift in Term 4 assessments.