Nothing can burst my bubble

Historical data and evidence showed that one of my year 11 Maori learners was achieving below the norm in years 9 and 10:

Maths - Stanine 3 (year 9), ABSENT (year 10)
Creative Writing - 2P (year 9), 2A (year 10)

After 2 terms of trying a variety of
teaching and learning strategies
personalised learning
differentiated teaching
rewriting achievement objectives in "student speak"
goal setting activities and
student voice surveys, there was minimal shift in attitude and effort. and the learner still had incomplete work and had not sat any assessments.

I logged 4 incidences of disengagement and/or lack of equipment in maths and 2 incidences of reaching out to whanau for support.

Since whanau came on board (2 June), all entries have been about positive attitude and credit achievement.

What did we do differently to break the cycle of underperforming?

-Teacher and whanau made a commitment to each other to actively support the learner and relayed our commitment to the learner.

- Learner managed his Learning by using our Visible Teaching and Learning "Class Task Sheets" 

- Teacher minimised written feedback which encouraged the learner to engage in learning conversations

- Learner sat assessments when he felt that he had the confidence to be successful (as opposed to sitting assessments according to the year planner or when his peers were ready).

He was on 0 credits eight weeks ago and has since sat 3 assessments and been successful. In his recent assessment, he gained his first MERIT grade and now has a total of 10 credits in maths which means that he has University Entrance (UE) Numeracy. I contacted mum and left a message and mailed a RISE postcard home. Nothing can burst my bubble......................