2018 CHARTER - Lincoln High School
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2018 CHARTER
Foreword
The Lincoln High School charter is the working document of the board of trustees and provides the basis for its operation. The charter sets out the board’s
strategic leadership expectations for the next 3-5 years. The charter reflects what the board is doing to improve outcomes for Lincoln High School students.
There is a major focus on preparing students to be the very best they can be in a future-focused global world.
The charter comprises 5 major sections
1. Introduction (He kupu whakataki)
2. Strategic section (Te mahere rautaki)
3. Annual section (Te whainga a tau)
4. Analysis of Variance 2017 (Te tātari i ngā rerekētanga)
5. Operational section (Te whakatukunga)
The introductory section gives statements to the school’s overarching aims for all our students; vision and values.
The strategic section sets out the board’s overarching aims for student progress and achievement, and strategic goals for the next 3-5 years. This section is
specifically focussed on school improvement, on developing teacher understanding of the impact of their practice on student learning, along with developing
student understanding of the learning process. It is this part of the plan that is action-orientated and governs practice at Lincoln High School.
The annual section provides a plan for the 2018 year to improve student achievement and progress. The goals and targets are aligned to the school’s strategic
aims. The document lists and explains each goal.
The operational section provides a framework for board operations: planning, review, and reporting processes.
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Lincoln High School Charter 2018
Table of Contents
Contents
Foreword ................................................................................................................................................................................................................................................................... 2
1. Introduction (He kupu whakataiki)................................................................................................................................................................................................................... 4
1.1 Strategic Goal Overview ............................................................................................................................................................................................................................. 5
1.2 Description of School and Community Features ....................................................................................................................................................................................... 6
2. Strategic Section 2018-2020 (Te mahere rautaki) ............................................................................................................................................................................................ 7
Strategic Goal 1: The Lincoln tikanga is strongly evident in the behaviour and attitude of all members of the school community. .................................................................. 8
Strategic Goal 2: Students develop global competencies ................................................................................................................................................................................... 11
Strategic Goal 3: Students achieve their personal best with their academic results ......................................................................................................................................... 13
Strategic Goal 4: Our community experiences feeling good and functioning well at Lincoln High School. ....................................................................................................... 17
3. Annual Section (Te whainga a tau) ................................................................................................................................................................................................................. 19
2018 Annual Targets ............................................................................................................................................................................................................................................ 24
4. Analysis of Variance 2017 (Te tātari i ngā rerekētanga) ................................................................................................................................................................................ 30
5. Operational Section (Te whakatukunga) ........................................................................................................................................................................................................ 51
Examples of key priorities in 2018 to fulfil the National Administrative Guidelines (NAGs) ............................................................................................................................... 52
Property Strategies 2018 -2019 ........................................................................................................................................................................................................................... 55
Financial Strategies 2018 to 2020 ........................................................................................................................................................................................................................ 56
Ngā Urupare Mātauranga mō Te Taumutu - Education ideas response ............................................................................................................................................................. 57
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Lincoln High School Charter 2018
1. Introduction (He kupu whakataiki)
Our Purpose: To nurture and guide our students to be the best they can be
Our Motto:
Our Vision: Ready to thrive in a changing world
Seek the highest good
Kia: Let’s be:
Whakamana Respectful
Our Tikanga
Whakapono Reliable
Manaaki Supportive
Manawaroa Resilient
Strategic Goal 1 Strategic Goal 2 Strategic Goal 3 Strategic Goal 4
The Lincoln tikanga is strongly evident Students develop global competencies. Students achieve their personal best Our community experiences feeling
in the behaviour and attitude of all with their academic results. good and functioning well at Lincoln
members of the school community. High School.
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Lincoln High School Charter 2018
1.1 Strategic Goal Overview
Strategic Goal 1 Strategic Goal 2 Strategic Goal 3 Strategic Goal 4
The Lincoln tikanga is strongly evident Students develop global competencies. Students achieve their personal best Our community experiences feeling
in the behaviour and attitude of all with their academic results. good and functioning well at Lincoln
members of the school community. High School.
The Lincoln tikanga is embedded in the Teaching and whole school At the end of Year 9, students will have Staff will experience a high level of
school culture. programmes will focus on the effective made significant progress in satisfaction working at Lincoln High
development of the Key Competencies. Mathematics, Reading and Writing. School.
Staff and students are committed to
working effectively within the bicultural Lincoln High School graduates will be There will be a trend of continual Grow Waitaha Wellbeing Team will
context of Aotearoa New Zealand. Asia Ready. improvement, with results above Decile develop a model and action plan for
10 means. wellbeing for staff and students at
Lincoln High School.
Students have an understanding of, and To be an active and committed partner
respect, the cultures of the diverse in the Ngā Mātāpuna o Ngā Pākihi Kāhui The number of students that complete
peoples of New Zealand. Ako, working to enhance learning Year 13 with UE will increase to 78%.
opportunities for all students.
Sustainability: physical, social and The achievement of Māori students will
economic awareness. Students will develop and use digital be indistinguishable from the whole
literacy strategies and tools to enhance school.
their learning and living.
The achievement of males will be
indistinguishable from the females of
the school.
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Lincoln High School Charter 2018
1.2 Description of School and Community Features
Lincoln High School is a contemporary co-educational high school. For over fifty years it has served communities of the Selwyn District. The school takes
advantage of its location in the environmentally-aware township of Lincoln to provide extensive opportunities for students. Local businesses, science and
research institutes, as well as a range of activities in Christchurch, are regularly included in programmes to make learning meaningful, enjoyable and
challenging for students.
The school roll is becoming increasingly multicultural and reflects the nature of the rapidly-growing residential areas of the town and district. The school has a
successful International Student Department which provides a wide range of experiences for our international students. The school is able to offer all the
advantages of a city high school in a pleasant and spacious semi-rural environment. Excellent facilities are available for a wide range of sporting and cultural
activities.
We pride ourselves on the very wide range of courses we offer, many of which are directly linked to courses in tertiary institutions. A number of our students
participate in the Secondary Tertiary Programme and attend tertiary institutions two days a week. Individual counselling is provided for each student to
ensure that appropriate courses are selected.
The school is a member of the Community of Learning (Ngā Mātāpuna o Ngā Pakihi) which formed in 2016. The CoL includes six local primary schools, the
high school and nine Early Childhood Centres. The CoL has worked effectively as a cluster for three years, before moving to a CoL in 2016, to provide an
excellent transition for students from early childcare to primary and to secondary school alongside a number of other initiatives.
Extensive upgrading of school facilities includes the preparation of students and staff for innovative learning practices with the refurbishment of some
learning areas into innovative learning spaces and the development of a master plan for school development over the next 15-20 years. Students have been
involved in curriculum design and decision making. Improvements to the school campus increasingly integrate traditional mana whenua values (respect for
the land) with future-focused learning requirements.
The school has developed a strong relationship with the local rūnanga and marae, which are both very supportive in promoting the learning and success of
Māori students, as Māori.
The school’s shared vision and values are contributing to a positive school culture and promote respectful and supportive relationships with the school
community.
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Lincoln High School Charter 2018
2. Strategic Section 2018-2020 (Te mahere rautaki)
This section sets out the board’s overarching aims for student achievement and progress, and the strategic goals for the next 3-5 years. The following diagram
illustrates the strategic alignment of key structures at Lincoln High School.
Charter
Background
Guiding principles
Review processes
NEGs, NAGs, NZC, Ka Hikitia
Community Consultation
Mission, Vision and Values
Strategic Plan (3-5 years)
Annual Plan
Departmental Goals and Plans
n
Performance Management Systems
and Individual Goals
Page 7
Lincoln High School Charter 2018Strategic Goal 1: The Lincoln tikanga is strongly evident in the behaviour and attitude of all members of the school community.
Target performance objectives Indicators Priorities
2018 2019 2020
Target 1: Our Lincoln tikanga is strongly The Lincoln tikanga will be The Lincoln tikanga will be The Lincoln tikanga will be
The Lincoln tikanga is embedded in the evident in all aspects of school promoted in school assemblies promoted in school assemblies promoted in school
school culture. life. and school newsletters. and school newsletters. assemblies and school
newsletters.
The school council will promote The school council will promote
The Principal will report on the
and model the Lincoln tikanga. and model exemplary school The school tikanga will be
following: Continue the Junbesi tikanga in all they do. aligned with PB4L
sponsorship and consider other behaviour expectations
1. The strategies and ways of “doing good for others”.
programmes in place
aiming to integrate our Year 3 of PB4L will enable LHS
tikanga into staff, student to embed the Lincoln tikanga in
and whānau experiences. the school culture.
2. The effectiveness of the
strategies and processes. Support the 2017 House
initiatives to promote greater
participation and engagement.
The Junior Linc classes will
embrace “doing good for
others” with their end of year
activities.
We will continue to embed Ngā
Uara into the Lincoln High
School culture.
The junior council will focus on
one major project that will
promote the Lincoln tikanga.
Target 2: 1. Te Reo and tangata A review with the BOT will be Development of tikanga Explore extensions to the
Staff and students are committed to whenua tikanga will held to measure progress with knowledge and our school waiata Te Taumutu marae visits
working effectively within the bicultural continue to be more the knowledge and with the school council. for our school community.
context of Aotearoa New Zealand. visible around the school. understanding of the treaty.
Māori Development plan
embedded.
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Lincoln High School Charter 20182. Development of a Māori The Māori Development Plan Embedding of the Year 9
Development Plan. will be reviewed and supported students visits Te Taumutu
3. Te Reo will be used more within the school. marae as part of their Social
in teaching and learning Studies programme – greater
Staff will be supported to focus on tikanga and school
across the school.
deepen their knowledge and waiata.
4. Staff will learn the school understanding of the treaty
waiata. Māori Development plan
Development of tikanga embedded.
The Principal will report on the knowledge and our school
effectiveness of programmes waiata with the school council.
and provide evidence of staff
and students’ developing bi- The staff will continue to learn
cultural competence. the school waiata and will sing
the waiata in appropriate
settings e.g. the graduation
ceremony.
Year 9 will learn the waiata.
Third year of Year 9 students
will visit Te Taumutu marae as
part of their Social Studies
programme – greater focus on
values and school waiata.
Target 3: 1. Development of a Pasifika Analyse the achievement data Continue to monitor and Continue to monitor and
Students have an understanding of, and Development Plan. for our Pasifika students and improve on strategies for success improve on strategies for
respect, the cultures of the diverse 2. The Principal will report on compare to the baseline data with our Pasifika students. success with our Pasifika
peoples of New Zealand. the values outcomes of developed in 2017. students.
the programme for
Look for ways for our Pasifika
becoming a more Asia students to celebrate their
Aware school, and final culture at events within
outcomes from the Asia Canterbury and beyond.
NZ longitudinal research.
Develop a Pasifika Development
The Principal will report on the Plan.
effectiveness of programmes
and provide evidence of
students’ understanding of,
and respect for the culture of
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Lincoln High School Charter 2018the diverse peoples of New
Zealand.
Target 4: 1. Developing the concept Development of a heightened Embed sustainability practices Embed sustainability
Sustainability: physical, social and and practice of awareness of sustainability into learning programmes. practices into learning
economic awareness. sustainability. through educating students of programmes.
2. Raising increased the benefits. Continue to look at sustainability
around the school – enhance
awareness of sustainability
Make students aware of the environmental areas with
within LHS in the future. new 6 classroom build which student voice.
3. Developing a workable features sustainable practices
framework. with both a social and economic
focus.
The Principal will report on the
development and Continue to support BOT goal of
implementation of including sustainability into any
programmes that provide BOT decisions.
evidence of the school’s
Audit current recycling
sustainable practices.
processes and energy
management.
Promote further education of
student sustainability leaders by
outside organisations.
Maintain litter management
and continue to educate
students on the benefits of the
Mahoe Reserve.
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Lincoln High School Charter 2018Strategic Goal 2: Students develop global competencies
Target performance objectives Indicators Priorities
2018 2019 2020
Target 1: The Principal will report on Revised rubrics for the KC will Ensure SOLO and KC rubric are Re-evaluate the effectiveness
Teaching and whole school the following: be a focus within the Year 9 & embedded into the culture at of the KC rubrics.
programmes will focus on utilizing the Embedding of the junior 10 Linc class programme. LHS.
Key Competencies (KC). student key competency Maintain Key Competency
Continue the review of the Key Explore ways the KC can be focus within the Linc class
self-assessment rubric
Competencies Rubric using integrated into the senior Linc programme.
through Linc class. SOLO to ensure language is classes.
easy to read and simplified for
Detailed programmes and students to engage with. Should we be considering
strategies for evaluating alternative approaches to
their effectiveness, including ensuring the KCS are
student self-assessment, will embedded?
be in place.
Target 2: The Principal will report on Embed BYOD with all classes Embed BYOD across the school Further embed BYOD across the
Students develop and use digital the following ensuring they are a tool for community. school community.
literacy strategies and tools to enhance 1. Further development on engaging and motivating
their learning and living. the ICT Strategic Plan. learners giving students a All members of the school All members of the school
heightened global awareness. community exhibit responsible community exhibit responsible
2. Successful integration of
digital citizenship. digital citizenship.
BYOD. Implement the revised ICT
3. Report on the progress on Strategic plan. The digital strategies will
the Digital Citizenship continue to be a focus for staff
across the school. Embed Teams into learning professional learning.
programmes for students
Review the digital across all learning areas. Further development of
technologies curriculum Edsmart as a tool for
across all levels. Utilize Teams for staff use. communication of trips etc.
Further development of the use
of the KAMAR portal for
students and parents.
Utilise the School App.
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Lincoln High School Charter 2018Further development of
Edsmart as a tool for
communication of trips etc.
The digital strategies will
continue to be a focus for staff
professional learning.
Develop a Digital Citizenship
programme through TAL to be
implemented through Linc
classes.
Target 3: The Principal will report on Continue the support of the Explore the sustainability of the Sustainability of the ALLIS
Lincoln High School graduates will be the following: International students ALLiS project for Mandarin project post MOE funding.
Asia Ready. 1. Progress with the programme at LHS. language learning with Year 7-8
Awareness. students with/without MLA
Year 3 of ALLiS project – will see support.
2. Report on the
the integration of Asian
development of the Asia language learning across a Review progress on the second
Readiness/Development range of contributing schools language achievement
Programme. challenge through the CoL.
Our HOLA Languages will
Graduates will have the continue to develop
skills required to effectively programmes to be
engage with Asia and its implemented within the Year 9
peoples. Social Studies “Looking East”
module.
Support the CoL achievement
challenge of students learning a
second language.
Target 4: Implementation of the Engage with the achievement Engage and review the
To be an active and committed partner achievement challenges challenges. achievement challenges.
in the Ngā Mātāpuna o Ngā Pākihi through the appointment of
Kāhui Ako, working to enhance within school teachers and Active participation in the CoL Active participation in the CoL
involvement in the across initiatives including SOLO, initiatives including SOLO,
learning opportunities for all students.
school teacher roles. Science and TOD. Science and TOD.
Active participation in the CoL
initiatives including SOLO,
Science and TOD.
Page 12
Lincoln High School Charter 2018Strategic Goal 3: Students achieve their personal best with their academic results
Target performance objectives Indicators Priorities
2018 2019 2020
Target 1: 1A: At the end of Year 9 in The CEM English, Mathematics Ensure all learners are engaged Ensure all learners are engaged and
At the end of Year 9, students will have Mathematics, using a SOLO and Reasoning tests will be and achieving. achieving.
made significant progress in rubric: evaluated with Year 9 cohort to
provide better triangulation of Implement outcomes from the Continue to look at the
Mathematics, Reading and Writing: • Supported learning
data from contributing schools. review of the impact of effectiveness of the enrichment
class will be at Level 3
streaming for our junior programme in the junior school –
relational. Refine and report on SAC students. this may be impacted with the
• Core classes will be at detection for students. expected lower junior school
Level 4 relational. Review of the impact of numbers.
• Enrichment classes – Use SOLO and levels of the streaming for student success in
90% will be at Level 5 curriculum for analysis of the the junior school.
multistructural in each mathematics data at the junior
of Number knowledge, level. Look at the effectiveness of the
enrichment programme in the
Number operations,
Use AsTTLe levels for analysis of junior school – this may be
and Algebra.
the reading and writing data at impacted with the expected
the junior school. lower junior school numbers
1B: At the end of Year 9 in
English, using AsTTLe: Use SOLO rubrics across the
• Supported learning curriculum, where appropriate,
class will be at 3P. for all junior students to ensure
• Core classes will be at quality data for measuring levels
4P. of attainment in line with
curriculum levels.
• Enrichment classes –
90% will be at 5B in Review of the impact of
literacy. streaming for student success in
the junior school.
Trend of increasing levels Measure and monitor
of progress in achievement in AsTTLe or other
testing methods for enrichment
Mathematics, Reading, and
classes at Year 9 and 10.
in Writing.
Align our literacy and numeracy
goals with the achievement
challenges in the CoL.
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Lincoln High School Charter 2018Target 2A: Improvements in school HOLAs to use Learning Area HOLAs to use Learning Area HOLAs to use Learning Area
There will be a trend of continual leaver and endorsement reports on NCEA to discuss with reports on NCEA to discuss with reports on NCEA to discuss with
improvement, with results above results compared with their staff the goals for 2018. their staff the goals for 2019. their staff the goals for 2020.
Decile 10 means. 2015.
Further development of Linc Learning area reports must align Ensure individual teacher analysis
class mentoring programmes to with teacher goals and individual of senior NCEA results is in line
Trend line still going up. enable students to achieve at evaluation of their results. with HOLA analysis.
the highest level possible.
Review effectiveness of Flexible
Continue to explore ways to Learning Room for at risk
improve the UE pass rate students.
through Linc classes and better
educating of why UE is Look to broaden the range of
important. subjects with “open entry” for
increased flexibility of choice for
Linc classes at the senior level students.
will engage students early with
how to find NCEA individual Review Individual enrichment
summary data for goal setting, classes for Year 11 students in
striving for each student to English, Mathematics and
achieve their personal best. Science.
Review effectiveness of Flexible Review all Year 11-12 students
Learning Room for at risk will do 6 subjects with increased
students. flexibility of courses.
Continue with Individual
enrichment classes for Year 11
students in English and
Mathematics and consider the
role of the Science enrichment
course.
All Year 11-12 students will do 6
subjects with increased flexibility
of courses introduced in 2016.
Target 2B: We will measure the Baseline data has been Linc teachers of Year 13 students Linc teachers of Year 13 students
The number of Year 13 students percentage of students established – share this data will closely monitor student will closely monitor student
leaving school with UE will increase to (also consider the males with HOLAs. achievement throughout the achievement throughout the year to
78% (i.e. those who are intending to year to ensure UE goals are
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Lincoln High School Charter 2018gain UE – not the NZQA measure of and females separately) Expand on the use of the NCEA attainable and that students are ensure UE goals are attainable and
those eligible for Level 3). who leave school with UE. App to help students achieve aware of criteria. that students are aware of criteria.
their goals.
The trend for the number
Look at the projected UE results
of students gaining UE will
for males and females
increase separately.
Discuss UE targets with parents
and students – communicate
relevance of the qualification
and the external exams.
Target 3: 3A: Trend of improving Māori students will be mentored Māori students will be mentored Māori students will be mentored by
The achievement of Māori students will NCEA results for Māori by AP responsible for our by AP responsible for our AP responsible for our priority
be indistinguishable from the whole school leavers, priority learners throughout the priority learners throughout the learners throughout the year.
school. compared with 2017 year. year.
and previous years,
Linc teachers will identify and Students will be fully
continues. support all Māori students to encouraged and supported to
succeed. participate in external Māori
3B: Year 9 Māori students development programmes.
• Supported learning Use report data to monitor
class will be at Level 3 progress for all students.
relational (SOLO) or 3P
(AsTTle). SOLO rubrics will be clearly
• Core classes will be at identified for progress against
these targets.
level 4 relational
(SOLO) or 4P (AsTTle). More support will to be provided
• Enrichment classes – to Linc teachers by AP, TIC Te
90% will be at Level 5 Reo Māori.
multistructural (SOLO)
or 5B (AsTTle) in each Students will be fully
of Number knowledge, encouraged and supported to
Number operations, participate in external Māori
and Algebra and development programmes.
literacy.
LHS will continue to encourage
and support Year 10 Science
Achievement of Māori students to participate in He
students will be
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Lincoln High School Charter 2018indistinguishable Puna Pūtaiao in partnership with
compared to whole school. the University of Canterbury.
Target 4: Trend of improving NCEA Introduction of further new HOLAs will report to the Principal Linc teachers monitor the progress of
The achievement of males will be results for male school courses for increased on the progress of males in their boys throughout the year.
indistinguishable from the females of leavers compared with engagement for boys. department report.
the school. 2017 and previous years HOLAs monitor progress of males as
HOLAs will report to the Principal Review impact on progress of assessments are completed.
continues.
on the progress of males in their Males in the newly created
department report. courses from 2018.
Achievement of male
students will be raised to Review 2018 new courses, which Linc teachers monitor the
the level of females. had a heightened focus for progress of boys throughout
engagement of boys. e.g. English the year.
in the Outdoors.
Linc teachers monitor the
progress of boys throughout the
year.
Review appropriateness of
using AsTTle data to measure
progress for boys.
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Lincoln High School Charter 2018Strategic Goal 4: Our community experiences feeling good and functioning well at Lincoln High School.
Target performance objectives Indicators Priorities
2018 2019 2020
Our community experiences feeling 1. A survey involving Further support the staff with the Aspire to be a deep professional Aspire to be a deep professional
good and functioning well. staff may be used by new timetable and creation of learning community through learning community through
the Principal’s Linc time within the teaching growth in the HOLA (Heads of growth in the HOLA (Heads of
appraiser. programmes. Learning Areas), TAL (Teaching Learning Areas), TAL (Teaching
and Learning) groups within the and Learning), curriculum unit
2. Informal feedback
Aspire to be a deep professional school. holders group, and the Strategy
and Principal self- learning community through Groups within the school.
reflection. growth in the HOLA (Heads of All teaching staff meet with the
3. Improved teaching Learning Areas) and TAL Principal or a designated member All teaching staff meet with the
practices through (Teaching and Learning) groups of SLT for a Professional Principal for a Professional
support of, and within the school. Development Cycle meeting Development Cycle meeting
access to professional (Appraisal) once a year – usually (Appraisal) once a year – usually
development. Development of key projects in in term 3-4. in term 3-4.
TAL – Digital Citizenship and
Teaching and Learning Provide opportunities for staff to Further development of the CoL
Framework. interact outside of formal and lead teachers across and
curriculum work. within schools.
Review how we maintain
strategic focus on SOLO and Embed He Kākano values into
integrate into all aspects of school to improve Māori student
learning at LHS. outcomes.
Refinement of the staff appraisal Work closely with Rolleston
system and the use of student College, Ellesmere College and
voice as a tool for teachers to Darfield High School for the
reflect on their practice. betterment of all students in the
Selwyn District.
All teaching staff meet with the
Principal or a designated member Further development of the CoL.
of SLT for a Professional
Development Cycle meeting Implementation of the Wellbeing
(Appraisal) once a year – usually model which the Grow Waitaha
in term 3-4. group developed in 2018.
Provide opportunities for staff to Development of the Selwyn
interact outside of formal School Cluster as per MOE
curriculum work. investigation in 2015-6.
Page 17
Lincoln High School Charter 2018Continue to support PD
opportunities for all staff each
year.
Embed He Kākano values into
school to improve Māori student
outcomes.
Work closely with Rolleston
College, Ellesmere College and
Darfield High School for the
betterment of all students in the
Selwyn District.
Appointment and development
of the CoL and lead teachers
across and within schools
alongside the implementation of
the achievement challenges.
Support for the Grow Waitaha
Wellbeing Team (GWWT) which
aims to produce a model for
wellbeing for staff and students
at LHS.
Complete a wellbeing survey with
all staff and students.
GWWT will utilise data and
wellbeing model to develop and
initiate an action plan for
2018/19.
GWWT provide PD of wellbeing
to staff.
Page 18
Lincoln High School Charter 20183. Annual Section (Te whainga a tau)
Strategic Goal 1: The Lincoln tikanga is strongly evident in the behaviour and attitude of all members of the school community.
Annual Goal Actions Personnel Resource Timeline
1.1 Year 3 PB4L will enable • PB4L team will work with and support staff to embed PB4L PB4L team Time 2018 ongoing
LHS to develop more • Linc teachers will work closely to support PB4L initiatives sessions
consistency with our • PB4L will be clearly communicated to the school community Training
tikanga across the
school.
1.2 Junior Council • The Junior council will have one major project focus alongside AP in charge Time Ongoing
building capabilities in their sub-councils School
• Build on their 2017 initiatives Council
1.3 House System • Introduction of a House Co-ordinator to facilitate efficient AP in charge Time Ongoing
management of House Leaders (staff and students) School
• Publish House Calendar so everyone is aware of the timing for Council
events
1.4 Completion of the Māori • Draft plan to be shared for consultation with whānau Principal Time Term 1 2018
Development plan • Present Development Plan to BOT AP in charge
Māori Term 1/2
HOD Māori
1.5 School Waiata • Continue with staff development of the waiata making HOD Māori Māori staff Ongoing
authentic settings work
• Introduce waiata to Year 9 students and the School Council to
begin working with students
1.6 Development plan for • Consult with whānau Principal Time Term 1/2
Pasifika students • Celebrate Pasifika successes AP in charge Connection
Pasifika to whānau
outside of
school
1.7 Sustainability • Link new classroom build to an education plan for students in Principal Time Term 1
Science to be more aware of sustainability at LHS HOLA
• Audit recycling processes and increase what we are currently Science
doing
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Lincoln High School Charter 2018Strategic Goal 2: Students develop global competencies.
Annual Goals Actions Personnel Resource Timeline
2.1 Review ICT Digital • Review the Digital Strategy Director Time Term 2
Strategies Strategy • Teams development for 2018 – continue to develop and Digital
provide professional learning opportunities for teachers using Strategies Relief for
Teams teachers
• Ensure students have sufficient information to use Teams from
home
2.2 Digital Citizenship • Development of a programme for Digital Citizenship to be TAL Time Term 1-4
implemented through Linc classes or other methods as defined Director
in the TAL review Digital
Strategies
2.3 Key Competencies for • Linc teachers at Year 9 spend time discussing the KCs and HOL Year Time Throughout the year
Year 9-10 students developing a self-awareness for students 9/10 at Linc teacher
• Year 9/10 students use SOLO rubrics for KCs Classroom meetings
teachers
Year 9/10
AP in charge
Linc
Linc teachers
2.4 Asia Readiness • Development of the achievement challenges for second Principal Time Ongoing
language learning including Mandarin provision for Year 7-8 HOLA
students Languages Money for
• Investigate sustainability of ALLiS with MLAs after the contract JNR Social Resources
finishes in July 2018 Studies
teachers TA paid from
MLAs ALLiS project
TA for
languages
2.5 Ngā Mātāpuna o Ngā • Implementation of the achievement challenges through the CoL Leaders Time Term 1-4
Pakihi Kāhui Ako appointment of within school teachers and involvement in the SLT
engagement across school teacher roles Resources
for within
• Active participation in the CoL initiatives including SOLO, and across
Science and TOD conference school roles
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Lincoln High School Charter 2018Strategic Goal 3: Students achieve their personal best with their academic results.
Annual Goals Actions Personnel Resource Timeline
3.1 Review use of AsTTLe • CEM Numeracy, Literacy and Reasoning assessment to be used HOD Staff Ongoing
for summative analysis of to expand on the data we have available to measure student Learning
student progress at Year 9- levels for class placement and quicker diagnosis of learning Support Time
10 needs HOLA English
• Develop quicker analysis of tests relating to students seeking & Software
SAC (Special Assessment Conditions) Mathematics applications
• Link progress on assessing against curriculum levels with SOLO AP
to develop a more robust measuring tool for student progress curriculum
with Mathematics. English will continue to use AsTTle. Specific Principal
goals around the banded classes for improvement in SOLO
levels/AsTTle levels have been set. Ensure templates are in
place for measuring SOLO at curriculum levels 3-5 for Year 9
students in Mathematics and 3P – 5B AsTTle in English
3.2 Academic achievement • Linc teachers of Year 11-13 students to work with students to AP in charge Time Ongoing
for senior students regularly review progress and check levels of achievement and Linc & PD sessions
attendance curriculum
• Teachers will need to upskill with the use of KAMAR so they Senior Linc
can accurately monitor students – NCEA results, attendance, teachers
academic profiles KAMAR
• Include a clear understanding of UE requirements, sitting expert
externals and Derived Grades exams HOL Year 11-
• Develop the use of the NCEA App for students to monitor their 13
own progress
3.3 NCEA Endorsements • Work with HOLAs to establish clear goals for classes to aspire Principal Meetings Ongoing
to with certificate endorsements HOL Year 11- with AP
• Linc teachers to monitor endorsements and guidelines with 13 Curriculum
students AP in charge and HOLAs
Linc & and Principal
curriculum
Senior Linc
teachers
ICT Director
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Lincoln High School Charter 20183.4 Achievement of Māori • Monitor Māori and Pasifika students and set clear pathways for AP in charge Time Ongoing
and Pasifika students success Māori/Pasifika
• Link monitoring to whānau for support from home students
• Look to introduce seniors mentoring juniors to support success Linc teachers
for all + teachers
3.5 Increase UE attainment • Make Linc teachers aware of the lower success rate for our Linc teachers Time Ongoing
levels for Year 13 students Year 13 students Tutors
• Analyse 2017 data including males and females separately to AP KAMAR
look for trends to explain discrepancy with our UE data Curriculum training Term 1
3.6 Lead school in SOLO • Continue partnership with Pam Hook Principal Time Ongoing
• Provide SOLO leadership across the CoL TIC SOLO
• Look for ways to develop middle manager leadership in SOLO HOLAs Money
across learning areas SCTs
Teachers
3.7 Ngā Mātāpuna o Ngā • Continue to play a lead role in the CoL through SOLO, BYOD, Principal Time Ongoing
Pakihi CoL ALLiS, and providing professional development opportunities CoL Leaders
for all teachers Teachers Money
• Full participation in the CoL Conference day in Term 2 HOLA
• Lead ALLiS project with the local schools Languages Leadership
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Lincoln High School Charter 2018Strategic Goal 4: Our community experience feeling good and functioning well at Lincoln High School.
Annual Goals Actions Personnel Resource Timeline
4.1 Staff professional • All teaching staff appraised by the Principal or a designated SLT All teaching Interview Term 3 and 4
development cycle member staff and times
(Appraisal) • Appraisal to include at least one collaborative Inquiry cycle, Principal, SLT
which is to be completed by the end of Term 2 and will include SCT
student voice
4.2 Professional Learning • Professional learning teams will operate 5-6 times a year to HOLAs Meeting times Term 1-4
Teams facilitate learning for teachers. Teachers will self-select PLTs SLT
• Use TAL and SCT to set up Learning teams and provide support Director Costs for PD –
for teachers to complete effective Inquiry Cycles Digital Mindlab and
• Review the maintenance of SOLO at LHS Strategies Growth
SCTs mindset
SOLO groups
teacher
4.3 Professional • Encourage staff to participate in regional subject associations AP Time Ongoing
Development • Encourage staff to attend and present at professional curriculum
opportunities development and conferences HOLAs Money
Principal
4.4 Wellbeing Survey • All staff will complete a wellbeing survey by the end of Term 3. Principal Time and cost Term 3
The NZCER survey will be used for teachers and modified for SLT to NZCER
support staff
• The student NZCER survey will be completed in Term 2 Term 2
4.5 Grow Waitaha • Work collaboratively with Grow Waitaha on the Wellbeing AP in charge Relief for days Term 1-4
Wellbeing Team project Pastoral out at courses
• Measure and monitor wellbeing of our community using
appropriate methods GWWT Money
• Wellbeing model developed
• GWWT will utilise data and wellbeing model to develop and Time
initiate an action plan for 2018/19
• GWWT provide PD of wellbeing to staff
4.6 TAL projects • Completion of the Digital Citizenship programme TAL group Time Term 1-4
• Completion of the Teaching and Learning Framework SCT
Principal
Page 23
Lincoln High School Charter 20182018 Annual Targets
Student Achievement Target 1
Strategic Goal 3 Students will achieve excellent academic results
Target 1 The highest qualifications of Māori school leavers will continue to grow.
Baseline data
Te Kura Tuarua o Waihora Māori Leaver Results
120.00%
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
2011 2012 2013 2014 2015 2016 2017
L1+ L2+ L3 (or above) UE
Linear (L1+) Linear (L2+) Linear (L3 (or above)) Linear (UE)
Māori leaver data 2017
Whole Cohort Māori
# Leavers 331 38
No Formal Achievement
2 0
L1+ 95.1% 89.4%
L2+ 91.5% 86.8%
L3 (or above) 61.9% 47.3%
UE 41.9% 23.6%
Page 24
Lincoln High School Charter 2018Action Plan Target 1 2018
What? Who? How? Timeframe
Review of NCEA data within learning Teachers Teachers are to individually review their NCEA data and set goals Term 1
areas HOLAs for improvement in areas of need.
AP Curriculum Use Learning area report template to report under the headings
AP Māori and Pasifika students provided.
2017 Analysis reviewed and Principal Discussion at the HOLA meeting to then be disseminated to Term 1
discussed with HOLAs AP Curriculum learning areas.
HOLAs HOLAs discuss in meeting with Principal.
Māori and Pasifika students AP Māori and Pasifika students Students identified and mentored by Linc teachers with input Term 1 - 4
mentored Linc Teachers from tutors.
Māori students mentored for Career Advisor + Tutors + AP Māori Meetings with students. Term 2-3
careers and Pasifika students
Review of Māori and Pasifika AP Māori and Pasifika students AP Māori and Pasifika students summarises data and meets with Term 4
student successes and plans Linc teachers the principal to consider recommendations for 2019.
developed for support in 2019
Student Achievement Target 2
Strategic Goal 3 Students will achieve excellent academic results
Target 2 Year 9 Māori students will achieve as follows:
• Supported learning class will be at Level 3 relational (SOLO) or 3P (AsTTle)
• Core classes will be at level 4 relational (SOLO) or 4P (AsTTle)
• Enrichment classes – 90% will be at Level 5 multistructural (SOLO) or 5B (AsTTle)
in each of Number knowledge, Number operations, Algebra and Literacy.
(NB: Mathematics learning area are using SOLO and English Learning Area are using AsTTle)
Entrance test data using CEM tests 2018 Year 9 cohort data
Page 25
Lincoln High School Charter 2018Baseline data English Stanine Distribution
60
50
Frequency for this School
40
30
20
10
0
1 2 3 4 5 6 7 8 9
Stanine
2018 Year 9 cohort 2017 Year 9 cohort
2018 Year 9 cohort 2017 Year 9 cohort
English: approx. 63 students entered with a stanine score between 1-3 English: approx. 80 students entered with a stanine score between 1-3
(27% of students) (24% of students)
Mathematics: approx. 69 students entered with a stanine score between Mathematics: approx. 90 students entered with a stanine score between
1-3 (29% of students) 1-3 (27% of students).
Mathematics Stanine Distribution
50
45
40
Frequency for this School
35
30
25
20
15
10
5
0
1 2 3 4 5 6 7 8 9
Stanine
2018 Year 9 cohort 2017 Year 9 cohort
Page 26
Lincoln High School Charter 2018Action Plan Target 2 2018
What? Who? How? Timeframe
Progress of Māori and Pasifika boys Tutors & HOLA English and Mathematics Monitor students. Term 1-4
monitored HOD Learning Support
Work with Linc teachers so they are monitoring
AP Māori and Pasifika students
students at risk – early detection.
HOL Year 9
SOLO rubric data collected HOLA Mathematics Testing conducted with all classes being clear about Term 4
levels within test.
SOLO and AsTTle data summarised HOLA English & Mathematics Analysis of summary data noting progress of priority Term 4
and presented to principal in Junior learners.
HOD Learning Support
Learning Area report
KAMAR expert
Evaluation of the change in HOLAs Evaluate progress through AsTTle and SOLO plus Term 4
streaming at the junior level review within Learning Area reports.
HOL Year 9/10
With the removal of the
Tutor Year 9/10
numeracy/literacy classes in 2018
we want to evaluate progress for
this group
Student Achievement Target 3
Strategic Goal 3 Students will achieve excellent academic results
Target 3 The highest qualifications of male school leavers will continue to improve.
Baseline data Leaver Data 2010 – 2017 (2017 data provisional from school calculated results)
2010 2011 2012 2013 2014 2015 2016 2017
Level 1+ 91 92 94 96 97 95 94 93
Level 2+ 75 71 88 85 90 84 81 88
Level 3+ 36 46 48 51 54 41 40 50
Page 27
Lincoln High School Charter 2018Action Plan 2018
What? Who? How? Timeframe
Review NCEA progress for all senior HOLs Included in Learning Area reports. Term 1
boys AP Māori/ Pasifika
Look at courses that are not suiting boys.
Tutors & HOLs & HOLAs
Look at courses which are suiting boys, in particular the
new courses introduced in 2018.
Identify boys at risk of not gaining a HOLs Year 11-13 Linc teachers check Academic record on Term 1-3
qualification Tutors & Linc teachers KAMAR.
Review new courses which are HOLAS & AP Curriculum Look at NCEA success and engagement in new courses and Term 2-3
attracting boys teacher feedback.
Interventions put in place for boys Literacy and numeracy teachers Check for numeracy and literacy requirements. Term 3-4
who are at risk – use of the flexible HOLs & Tutors
Check for subjects that boys are falling behind in.
learning room. AP Māori and Pasifika students
FLR teachers
Student Achievement Target 4
Strategic Goal 3 Students will achieve excellent academic results.
Target 4 The number of Year 13 students leaving school with UE will increase to 78% (i.e. those who are intending to gain UE – not the NZQA
measure of those eligible for Level 3). We will also obtain baseline data for the difference between males/females for UE attainment.
Baseline data NZQA’s statistics on UE pass rates are not meaningful. They do not take in to account the students that are not eligible to obtain UE due to
the courses being studied (not UE approved subjects). In 2017 11% of the Yr 13 cohort were not eligible for UE (not studying 3 or more UE
approved courses). A further 11% of the cohort did not plan to obtain UE as it was not part of their academic pathway.
All students were surveyed and Linc teachers monitored the students UE progress as a way of addressing the expected target for our UE
success rate. Our statistics are based on our students’ intentions/goals and are therefore specific to our school which is more meaningful
Based on a school survey:
• In 2014 74% of cohort surveyed, 85% were planning to gain UE
• In 2015 72% of cohort surveyed, 82% were planning to gain UE
• In 2016 72% of cohort surveyed, 83% were planning to gain UE
• In 2017 100% cohort surveyed. 78% were planning to gain UE
Page 28
Lincoln High School Charter 2018Result 2014: 74%
Result 2015: 71%
Result 2016: 73%
Result 2017: 76%
Action Plan 2018
What? Who? How? Timeframe
Teachers made aware of UE requirements Linc Teachers Linc Meetings. Term 1
Tutors & AP Curriculum Staff meeting & summary information.
HOLA discussion of UE requirements Principal & HOLAs Meeting times. Term 1
Review of 2017 data to highlight areas of concern AP Curriculum & HOLAs & Principal HOLA meeting & department reports. Term 1- 2
Review student courses for Year 13 to ensure AP Curriculum & Tutors Staff meeting on Linc Class or Linc teacher Term 1
there is a clear understanding of UE requirements Friday meetings.
Year 13 Linc teachers & Year 13
Wednesday Linc lessons.
students
Check progress for UE for all students Linc Teachers Resources emailed or presented to teachers. Term 1-4
AP Māori/Pasifika students Completed in Linc class each term via shared
spreadsheet.
Survey students on intentions for UE Linc teachers Linc class time Term 1-4
This will be a collection of data from all students
in Year 13 each term
Provide interventions for those not meeting UE AP curriculum Linc Class time. Term 3-4
requirements – use literacy and numeracy Use Flexible learning time for students.
Linc teachers
teachers if needed Flexible Learning Room to be used for numeracy
and literacy needs in 2018.
Page 29
Lincoln High School Charter 20184. Analysis of Variance 2017 (Te tātari i ngā rerekētanga)
Student Achievement Target 1
Strategic Students will achieve excellent academic results
Goal 3
Target 1 The highest qualifications of Māori school leavers will continue to grow.
Baseline
Data Te Kura Tuarua o Waihora Māori Leaver Results
120%
100%
80%
60%
40%
20%
0%
2010 2011 2012 2013 2014 2015 2016
L1+ L2+ L3 (or above)
UE Linear (L1+) Linear (L2+)
Linear (L3 (or above)) Linear (UE)
Māori leaver data 2016:
Whole Cohort Māori
# Leavers 343 34
No Formal Achievement 2 1
L1+ 95.6% 94.1%
L2+ 87.1% 85.3%
L3 (or above) 54.8% 44.1%
UE 38.2% 26.5%
Page 30
Lincoln High School Charter 2018Analysis for
2017
2011 2012 2013 2014 2015 2016 2017
Whole Whole Whole Whole Whole Whole Whole Māori
Māori Māori Māori Māori Māori Māori
Cohort Cohort Cohort Cohort Cohort Cohort Cohort
# Leavers 298 26 298 43 326 30 314 27 300 40 343 34 331 38
No Formal
Attainment 1 0 1 0 0 0 2 0 2 0 2 1 2 0
L1+ 93.3% 84.6% 95.6% 93.0% 96.9% 97.0% 97.4% 100% 96.6% 92.5% 95.6% 94.1% 95.1% 89.4%
L2+ 76.8% 61.5% 87.2% 83.7% 89.0% 87.0% 92.3% 88.8% 88.6% 87.5% 87.1% 85.3% 91.5% 86.8%
L3 (or above) 56% 46.2% 52.0% 46.5% 57.1% 53.8% 61.4% 70.4% 53.0% 55.0% 54.8% 44.1% 61.9% 47.3%
UE 44% 30.8% 42.0% 34.9% 44.8% 33.0% 46.4% 37.0% 38.0% 30.0% 38.2% 26.5% 41.9% 23.6%
Analysis:
• Although we have achieved the goal of our Māori student leavers being over 85% for NCEA Level 2, it is disappointing to see our Māori NCEA Level
1 leavers data down for last year. Four students have left Lincoln High School without NCEA Level 1. Three of those four students are now
completing a course and will look to obtain NCEA Level 1 through this, while the other student is now a fulltime secondary school student overseas
• An area of concern is still the percentage of our Māori student leavers obtaining University Entrance. We will continue to focus on what is
happening with regard to University Entrance for our Māori students. It is important to note that out of the Year 13 Māori students who were
aiming to achieve University Entrance at the beginning of 2017, all students obtained the University Entrance qualification.
Page 31
Lincoln High School Charter 2018Te Kura Tuarua o Waihora Māori Leaver Results
120.00%
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
2011 2012 2013 2014 2015 2016 2017
L1+ L2+ L3 (or above) UE
Linear (L1+) Linear (L2+) Linear (L3 (or above)) Linear (UE)
Māori School leavers with at least NCEA Level 2 or equivalent
Priority outcome one in the Ministry of Education statement of intent is; improving education outcomes for Māori learners.
One of the goals of Ka Hikitia – Accelerating Success 2013-2017 states:
• Of the Māori students who turn 18 in 2017, 85% will achieve at least NCEA Level 2 or an equivalent qualification
• Lincoln High School Māori students leaving school with at least Level 2 is at 86.8% which is above the national long-term goal
Page 32
Lincoln High School Charter 2018Lincoln High School Leavers Level 2+
100.00%
80.00%
60.00%
40.00%
20.00%
0.00%
2011 2012 2013 2014 2015 2016 2017
Māori Whole Cohort
Linear (Māori) Linear (Whole Cohort)
Analysis:
For the last five years, we have achieved the Ka Hikitia goal of 85% of students who turn 18 achieving NCEA Level 2. Our Māori students are still slightly
below our non-Māori students.
Evaluation & where to from here:
We will continue to monitor the progress of our Māori school leavers. While positive to see that 87% of our Māori school leavers have achieved at least
NCEA Level 2, there is still work to do to ensure that this number continues to improve as 13% have still not met this goal.
Māori Student Endorsements:
2010 2011 2012 2013 2014 2015 2016 2017
Level 1 9 14 14 8 10 15 12 12
Level 2 1 6 4 9 9 9 9 8
Level 3 0 2 4 3 7 7 1 5
Page 33
Lincoln High School Charter 2018Māori Student Endorsements
2017
2016
2015
2014
2013
2012
2011
2010
0 5 10 15 20 25 30 35
Level 1 Level 2 Level 3
We feel it is important to continue to have high expectations (Mana Motuhake) for our Māori students, so have included data on our endorsements for
Māori students.
The endorsement rates for Level 2 have remained very similar to last year and our Level 1 is the same as last year. It is fantastic to see that the
endorsement rates for NCEA Level 3 has risen again. This was clearly evident through conversations with the Year 13 students as they strove for an
endorsement as they recognised the importance of this as they aimed for Tertiary Education in 2018.
Nga ākonga Māori - Te Kura Tuarua o Waihora 2018:
Year Level School Cohort Number of Māori Students
9 237 16 (6.8%)
10 286 22 (7.7%)
11 355 40 (11.3%)
12 386 37 (9.6%)
13 271 27 (10.0%)
Total: 1535 142 (9.3%)
Page 34
Lincoln High School Charter 2018Evaluation and where to from here:
School Leaver Information
During 2017, out of the 38 school leavers, only 18 left with Level 3 or higher, which is slightly higher than 2016. We are continuing to have conversations
with our Māori students to ensure that a “strong pathway” – Te Arārirā is taking place. This is also being supported by the LINC teacher who will work in a
one on one mentoring capacity with all students.
It is important to note that out of the five Māori school leavers who left without NCEA Level 2, four of these students have continued their education in the
tertiary setting and will be completing their NCEA qualifications through a course. The other student is completing his secondary schooling overseas.
Of the 20 Māori student leavers who left without NCEA Level 3, which is a slight improvement on last year, 10 of these students will be continuing their
education in the tertiary setting and will be completing NCEA Level 3 through a course.
A continued area of interest is students leaving with University Entrance with only 9 of the 38 Māori student leavers having achieved this. At the beginning
of 2017, our Assistant Principal with responsibility for Māori students spoke to the Year 13 Māori students and only 9 of the students were aiming for
University Entrance, of these 9, all students obtained this goal.
We will continue to monitor the progress and leaving data for all Māori students with the Assistant Principal mentoring and monitoring progress. This will
be extended through the work done in all learning areas whereby the Head of Learning Area monitors and reports on progress for all Māori students.
Student Achievement Target 2
Strategic Students will achieve excellent academic results
Goal 3
Target 2 Year 9 Māori students will achieve as follows:
• Supported learning class will be at Level 3 relational (SOLO) or 3P (AsTTle)
• Numeracy/literacy classes will be at Level 4 multistructural (SOLO) or 4B (AsTTle)
• Core classes will be at level 4 relational (SOLO) or 4P (AsTTle)
• Enrichment classes – 90% will be at Level 5 multistructural (SOLO) or 5B (AsTTle)
in each of Number knowledge, Number operations, Algebra and Literacy
Page 35
Lincoln High School Charter 2018Baseline Entrance test data using 2017 CEM tests
Data
The Entrance test data indicates approx. 80 students in English entered with a stanine score between 1-3 (24% of students) and approx. 90 students in
Mathematics between stanine 1-3 (27% of students).
Page 36
Lincoln High School Charter 2018You can also read
