From the comparison between the Term 1 and Term 2 data in your tables, there is clear evidence of reading progress across most learners based on their Running Records and e-asTTle Reading Comprehension levels.
Here’s a summary of the progress:
๐ Running Record Progress
Most learners made steady gains between Entry 1 (Term 1) and Entry 2 (Term 2):
Gra (Y4): Improved from Level 24 (2P) → Level 26 (2P)
Ame (Y4): Improved from Level 22 (2P) → Level 24 (2P)
Del (Y4): Improved from Level 22 (2B) → Level 26 (2P)
Sio (Y4): Improved from Level 10 (1B) → Level 14 (2B)
Cas (Y5): Improved from Level 18 (2B) → Level 20 (2P)
Joa (Y5): Improved from Level 22 (2B) → Level 24 (2B)
Sad (Y5): Improved from Level 5 (2B) → Level 9 (2P)
Ang (Y5): Maintained at Level 25 (2B → 2P)
✅ Overall: All learners showed movement forward in reading levels, with Sio and Sad showing the biggest jumps for their level range.
๐ e-asTTle Reading Comprehension Progress
Gra: 2P → 2A (progressed within Level 2)
Ame: 2P → 2P (steady, maintained level)
Del: 2B → 2P (progressed one sub-level)
Sio: 1B → 2B (significant improvement)
Cas: 2B → 2P (one sub-level improvement)
Joa: 2B → 2B (steady)
Sad: 2B → 2P (one sub-level improvement)
Ang: 2B → 2P (one sub-level improvement)
✅ Overall: 6 out of 8 learners showed improvement in e-asTTle levels, and the other 2 maintained their progress.
๐ Summary
All eight learners made measurable progress in at least one assessment area.
Running Record gains indicate improved decoding and fluency.
e-asTTle gains suggest better comprehension and understanding.
Sio and Sad demonstrated the most noticeable growth, showing strong upward movement from very low initial levels.
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