Charter Dargaville High School - "Mahi tahi tātou, mo te oranga ā mātou rangatahi"

 
Charter Dargaville High School - "Mahi tahi tātou, mo te oranga ā mātou rangatahi"
Dargaville High School

              Charter

 “Mahi tahi tātou, mo te oranga ā mātou rangatahi”
    Working together for the well-being of our youth.

             Updated February
                        1     2020
Contents

  Introduction .................................................................................... 4
Location
Context
  Strategic Plan .................................................................................. 6
  Board Overview .............................................................................. 7
  Stratgic Overview ........................................................................... 9
  Annual Aims and Objectives ........................................................ 12
  Analysis of Variance ..................................................................... 19

                                               2
Introduction
Location and Context:

Dargaville High School is a state Secondary School located in Dargaville, which is in the Kaipara
District. The roll is currently around 440 students (full time equivalents (FTE)), made up of Year 9
to 13 students.

There are several special characteristics of our school which include:
    A Building Academy.
    An Agriculture Academy.
    Our Tutamoe class (for students of special needs).

The school has a focus on improving student achievement and student behaviour management.
The school continues to support PB4L Restorative Practices, with a number of staff having
received training. In 2019 our PB4L strategy was renamed Ara Tātou and signage of the school
expectations was installed around the school. The Ara Tātou Team meets regularly and the team
played a significant role in the introduction of a new uniform which is now in place for the whole
school.

The key foci for student achievement are based on NCEA achievement, particularly achievement
of NCEA Levels 1 and 3 as well as literacy in the junior school. These tie into our school mission
of students having the skills to contribute positively to our community and the wider society.

Dargaville High School has a broad curriculum that offers the opportunity to meet the learning
needs of all students. A student centred approach to course planning is being developed working
with the aspirations of each student. The intention is that senior programmes are contextual and
cohesive, often including Gateway, STAR and / or Secondary Tertiary Partnerships. Junior classes
are mixed ability.

The facilities of the school enable students to learn in comfortable and pleasant surroundings.
The school has invested in technology (both Computer Suites and Computers on Wheels) as the
promoting students being able to ‘bring their own device’. All classrooms have a fixed data
projector and access to the school wi-fi.

Our pastoral system has been reviewed and we have moved from vertical form classes to
horizontal form Classes which align with the Year Level Deans. Also as part of our pastoral
system, we have a guidance Counsellor, Youth Worker in Secondary Schools and a 24/7 Youth
Worker. Academic Coaching is also a function of the form teachers, which involves meeting with
parents / whānau regarding student progress as well as goals and assisting with plotting the
academic pathway through school. Developing a purposeful relationship between the college,
parents and whānau is a key component of the initiative.

Dargaville High School is part of the Northern Wairoa Community of Learning (Kāhui Ako), which
was announced in 2017. At the end of 2019, the Achievement Targets for the Kāhui Ako were
approved by the Ministry of Education.

                                                  3
Introduction
Location and Context: continued…

Senior students are expected to be good role models and undertake leadership roles. This starts
with the Leadership Camp for Year 13 at the beginning of the year and opportunities available to
be Head Students or Prefects, a member of the Student Council, a Peer Support Leader as well
as leading sporting teams and cultural groups.

Dargaville High School has a proud tradition of sporting and cultural activities. A number of our
sports teams and players display excellent sportsmanship and experience success in their
respective sports. Most recently our students have attended the National Waka Ama competition
and National Rugby League competition. Physical activities are a cornerstone of inter-house
challenges. Our Kapa Haka roopu is building and our Pasifka group.

Strategic Plan:

The current Strategic Plan was reviewed at the end of 2018 by the Board of Trustees. The review
was led by the Board of Trustees, with input from the school and wider communities. The Strategic
Plan includes our Mission and Vision statements as well as the strategic goals, values of
Dargaville High School and the annual goals. The guiding principles are founded on our Ara Tātou
(PB4L) expectations of respect (whakaute), responsibility (kawenga), contributing (aroha hoatu)
and integrity (ngakau tapatahi).

The Strategic Plan is included on the next page. Underpinning the Strategic Plan is the Annual
Plan, and, at times, other development plans. In 2020 these include a Māori Strategic Education
Plan and a longitudinal picture of progress and achievement for identified individuals or groups.

                                                 4
Dargaville High School                                              Strategic Plan 2020

                  Mission Statement                                                         Values
Realising potential, recognising and fostering success for each             The Ara Tātou expectations for Dargaville High School are:
student, developing well rounded, contributing members of society.           Respect                Whakaute
                                                                             Responsibility         Kawengā
Vision                                                                       Contributing           Aroha Hoatu
Our school will empower students to demonstrate:                             Integrity              Ngākau Tapatahi
 Achievement:
       To raise and sustain student performance across all year levels      2020 Annual Goals
       through a challenging and inspirational learning environment.
   Confidence:                                                             1.   Raise and sustain NCEA academic achievement:
       To provide students with the tools to be resilient, reflective and         70% of Year 13 students eligible for the University Entrance
       adaptable, ready for an ever changing world.                                 qualification will attain the qualification.
   Connectedness:                                                                Improve NCEA Level 2 endorsements to at least 15% of the
       Belonging to a community, where inclusiveness and diversity of all           Year 12 cohort gaining a Merit endorsement and at least 10%
       people embraces our partnership with tangata whenua.                         of the Year 12 cohort gaining an Excellence endorsement.
   Excellence:                                                                   Increase NCEA Level 1 attainment for Māori students by 15%
       Excellence in learning, performance and behaviour, motivated by              to improve parity with other students.
       high expectations and respectful relationships. A climate of no      2.   Improving Literacy through reading with 75% of junior students to
       excuses, no exceptions and high expectations.                             meet their negotiated reading targets during the year.
                                                                            3.   Engage students in individual learning pathways, developing a
Strategic Goals                                                                  learner profile for Year 10 and Year 13 students.
                                                                       4.        Further embed PB4L Restorative School wide to increase
 Engage students, to experience success through personalised
  Strategic
  programmes Goals
                 and innovative learning, with ongoing support and
                                                                                 positive behaviour and strengthen school culture.
                                                                       5.        Review curriculum and learning programmes, developing an
  coaching;
                                                                                 innovative, student centred, local curriculum to improve the
 Teaching key competencies and specific skills to prepare akonga                learning outcomes for all.
  to be ready for life beyond school;
 To encompass all members of the school community. Encouraging
  a sense of belonging and well-being which is a reflection of the
  wider community.
 Expect and support all students, through respectful relationships,
  to strive for personal excellence and to do their best in all
  endeavours.                                                        5
Board Overview
Governance Responsibilities of the Board of Trustees
Aim
                                                                  Asset Management
To develop Dargaville High School as the secondary
                                                                     To manage the school in a fiscally responsible way.
school of choice within the Kaipara through promoting
                                                                     To monitor the cyclical maintenance plan so that the
innovative learning opportunities that promote excellence.
                                                                      school is sound and in good repair.
                                                                     To monitor policies that oversees the purchase of
                                                                      chattels and resources for the school.
                                                                     Ensure that teachers are adequately resourced to carry
Objectives                                                            out their role effectively.

     To set priorities and goals for improvement.
     To monitor the schools performance against student
      achievement outcomes.                                       Strategic Management
     To support the school’s management with
      appropriate resources to ensure that teaching                  Ensure that programmes that enhance student
      programmes are delivered to students.                           achievement are maintained.
     To support the school’s management with                        Consider new programmes presented, and make
      appropriate resources to ensure that the teachers               decisions based on the benefit to students and staff.
      are able to complete relevant professional                     Where appropriate, strategic decisions are evidence
      development.                                                    based and data driven.
     To support the school’s management with
      appropriate resources to ensure a conducive as well
      as inclusive learning environment and have
      appropriate teaching tools and resources available to
      staff.

                                                              6
Board Overview
                                        Governance Responsibilities of the Board of Trustees

Te Tiriti O Waitangi
                                                                          Kiwi Sport Statement
   Acknowledge the responsibilities with regards to Te                   Goal:
    Tiriti O Waitangi.                                                     To increase the number of students at participating in
   Encouraging Māori students to experience success as                     organised sport.
    Māori.
                                                                           Increase availability and accessibility of sport
   Ensure consultation takes place when making
                                                                            opportunities.
    decisions that may impact on Māori learner and
                                                                           Support students in developing skills to enable them
    achievement.
                                                                            to effectively participate in sport.
   Support initiatives that promote our cultural heritage
    and tikanga that align with the values of the school.
                                                                          The main goal of the Sports Coordinator was to increase
                                                                          student participation in sport and active pursuits.
                                                                           Sports offered in 2019 included Rugby, Rugby
                                                                             League, Waka Ama, Soccer, Cricket, Volleyball,
Characteristics of the School                                                Beach Volleyball, Touch, Netball and Basketball.
   A Building Academy.                                                      Events.             Commun
                                                                           Organisation of school Athletics and Swimming
   An Agriculture Academy.
   Our Whanau class (for students of special needs).                     Successes included:
                                                                           Our Hockey Team attended the North Island Mixed
                                                                             Hockey Tournament.
                                                                           Our junior Volleyball teams attended the North Island
   Dargaville High School is part of the Northern Wairoa                    Junior Secondary School Volleyball Championships.
    Community of Learning, which had its Achievement                       Our Waka Ama Team also attended the Waka Ama
    Challenges approved in December 2019.                                    championships.
                                                                           A number of students being selected to represent their
                                                                             code regionally and nationally.

                                                                 7
Strategic Overview
       Strategic Goals              Related Strategic Aim 2020               Core Strategies for Achieving Goals
                                                                                         2020 - 2023
Engage students, to experience       65% of Year 13 students will          Moving to a horizontal form system to enabled
 success through personalised        attain the University Entrance         more targeted academic mentoring.
  programmes and innovative                   qualification.               Continuing to enhance academic mentoring and
 learning with ongoing support                                              goal setting through professional development.
         and coaching.                   Improve NCEA Level 2
                                                                           Ongoing Academic guidance and support by Form
                                    endorsements to at least 15% of
                                                                            Teacher / Dean / Careers Advisor / Lead Team
                                     the Year 12 cohort achieving a
                                                                            through academic interviews / mentoring.
                                     Merit endorsement and at least
                                       10% of the Year 12 cohort           Aspirational goals are encouraged and teachers
                                        achieving an Excellence             set high expectations for all students.
                                             endorsement.                  Celebrating student academic success, such as
                                                                            NCEA endorsements at assemblies and in the
                                       Increase the NCEA Level 1            school newsletter.
                                    attainment for Māori students by       Regular promotion of expectations for NCEA
                                    15% to improve parity with other        success and endorsements as well as strategies
                                                students.                   for success.
                                                                           Regular tracking of student progress by Form
                                                                            Teachers, CDF and Lead Team. RAGs.
                                                                           Reports, Academic Interviews and Parent Teacher
                                                                            interviews have a focus on progress to date as well
                                                                            as next steps.
                                                                           Learning conversations amongst staff and between
                                                                            staff, students and their whanau.
                                                                           Green weeks and other opportunities to enable
                                                                            reassessment opportunities or concentrating on
                                                                            learning and achievement.
                                                                           Developing and enhancing relationships with
                                                                            whanau, hapu and iwi.
                                                                           Utilising strategies in the Pasifika Education Plan
                                                                            and Ka Hikitia (Māori succeeding as Māori).
                                       Improving Literacy through          Using asTTle and other testing results to assist
                                       reading, with 75% of junior          with decision making and monitoring progress.
                                    students to meet their negotiated      Literacy Coordinator to work with staff and
                                     reading targets during the year.       students to develop reading plans and targets.
                                                                           Teachers to encourage and support students to
                                                                            read to work towards their reading targets.
                                                                           Staff sharing examples of good practices as part of
                                                                            staff / CDF and department professional
                                                                            development.
                                                                           Including literacy strategies in planning and PLG
                                                                            discussions and observations.
                                                                           Reassessing the Literacy Reading strategy if
                                                                            necessary from formative assessment results.
                                                                           Sharing the Reading Plan with parents at
                                                                            Academic Coaching Interviews.
                                                                           Working with Kahui Ako and contributing schools
                                                                            to develop local curricula and working to improve
                                                                            student outcomes, as well as the Literacy targets.
                                                                           Utilising strategies in the Pasifika Education Plan
                                                                            and Ka Hikitia (Māori succeeding as Māori).
Teaching key competencies and          Engage students in individual       Continuing to offer Gateway, Academy, STP and
specific skills to prepare akonga   learning pathways, developing a         STAR placements that are cohesive and
  to be ready for life beyond         learner profile for Year 10 and       contextual to student pathways.
              school.                       Year 13 students.              Ongoing opportunities for career education.
                                                                           High expectations and encouraging aspirational
                                                                            goals when developing individualised education
                                                                            plans for students.
                                                                           Encouraging teachers to developed individualised
                                                                            student centred learning programmes.
                                                                           Enhance exit interviews to ensure all students
                                                                            complete what they should before leaving school.

                                                                8
Strategic Overview
       Strategic Goals              Related Strategic Aim 2020                Core Strategies for Achieving Goals
                                                                                          2020 - 2023
Teaching key competencies and          Engage students in individual        Investigate the best way to ensure effective
specific skills to prepare akonga   learning pathways, developing a          coverage of the key competencies / soft skills
  to be ready for life beyond         learner profile for Year 10 and        across all year levels, with fidelity.
              school.                       Year 13 students.               From investigation into how to incorporate key
                                                                             competencies into the teaching programme
                                                                             prepare an implementation plan.
                                                                            Implement teaching of key competencies / soft
                                                                             skills.
                                                                            Monitor ‘at risk’ students and implement plans and
                                                                             strategies to reach their goals.
                                                                            Developing draft student profiles for Year 10 and
                                                                             Year 13 by the end of the year.
To encompass all members of            Further embedding PB4L               PB4L renamed Ara Tātou at end of 2019.
     the school community,             Restorative school wide to           Signage erected around the school.
    encouraging a sense of          increase positive behaviour and         Continuing to embed Ara Tātou with the staff and
belonging and well-being which         strengthen school culture.            then extending to students.
   is a reflection of the wider                                             School wide matrices and processes to be
            community.                                                       completed and refined.
                                                                            Explicit teaching and re-teaching of school
                                                                             expectations.
                                                                            Acknowledge students meeting or exceeding the
                                                                             school wide expectations.
                                                                            Regular Ara Tātou meetings to include analysis of
                                                                             big 5 to define a precise problem statement as well
                                                                             as develop possible solutions.
                                                                            Regular reporting to staff from Ara Tātou team.
                                                                            Professional development for staff reporting
                                                                             discipline incidents on KAMAR.
                                                                            Ongoing monitoring of attendance and following up
                                                                             any concerns.
                                                                            Monitoring student discipline data (such as stand-
                                                                             downs and suspensions, restorative meetings or
                                                                             ‘majors’ in the Ara Tātou data).
                                                                            Develop and enhance existing school well-being
                                                                             programmes and ongoing inter-agency liaison.
                                                                            Acknowledging student successes and students
                                                                             meeting / exceeding expectations.
                                                                            Promoting pride and the school expectations.
                                                                            Encourage leadership opportunities for students.
                                                                            Provide as many sporting and co-curricular
                                                                             activities as possible.
                                                                            Utilise newsletters, social media and other media
                                                                             to inform the community of Ara Tātou expectations
                                                                             and Restorative practices generally.
  Expect and support students        Review curriculum and learning         Undertake a full curriculum review of the school for
though respectful relationships,       programmes, developing an             all year levels and develop a plan to have our
to strive for personal excellence   innovative, student centred, local       curriculum to be innovative and student centred as
 and to their in all endeavours.     curriculum, to improve learning         well as reflecting our local community.
                                             outcomes for all.              Take proposals from Ministry reviews into account
                                                                             (when released) as part of the review of our
                                                                             curriculum moving forward.
                                                                            Review the school wide pathway framework to
                                                                             ensure that it is cohesive and contextual.
                                                                            Review and refine Year 9 Transition Programme at
                                                                             in 2020 to prepare for 2021.
                                                                            Teaching as Inquiry and improvement focus
                                                                             through the appraisal process.
                                                                            Professional Development / support in
                                                                             differentiation to be supported in PLGs.
                                                                            Encourage teachers to implement innovative
                                                                             learning opportunities.

                                                                 9
Strategic Overview
      Strategic Goals             Related Strategic Aim 2020                Core Strategies for Achieving Goals
                                                                                        2020 - 2023
To encompass all members of        Review curriculum and learning         Staff sharing of best practice for innovative
     the school community,           programmes, developing an             practices.
    encouraging a sense of        innovative, student centred, local      Encourage teachers to implement innovative
belonging and well-being which     curriculum, to improve learning         learning opportunities.
   is a reflection of the wider            outcomes for all.              Staff sharing of best practice for innovative
            community.                                                     practices.
                                                                          Developing opportunities to work more
                                                                           collaboratively with our contributing schools.
                                                                          Ongoing Peer support to assist Year 9 students
                                                                           transitioning into school.
                                                                          Acknowledging student successes and students
                                                                           meeting / exceeding expectations.
                                                                          Encourage leadership opportunities for students.
                                                                          Provide as many sporting and co-curricular
                                                                           activities as possible.
                                                                          Develop and enhance existing school well-being
                                                                           programmes and ongoing inter-agency liaison.
                                                                          Membership of the Northern Wairoa Kahui Ako
                                                                           and other Principal Associations.
                                                                          Promoting pride and the school expectations.

                                                              10
Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic                  Annual Targets: 70% of Year 13 students eligible for the
                  achievement.                                                         University Entrance qualification will attain
                                                                                       the qualification.
Baseline Data:        NCEA University Entrance data for last 3 years (enrolment based results)
                           2016       37.3%
                           2017       28.1%
                           2018       37.1%
                           2019       24%      However, when only including students eligible to gain University Entrance are
                                               taken into consideration, this percentage increases to 56.25%
The Target group will be a representative group from Year 13.
Boys                    30     Girls                        44     Māori                    23        Pasifika                      4
           When                               What                               Who                      Indicators of Progress
Term 1                         Define the focus group. Finalise         Principal, Lead Team,         Focus group identified and
                               which Year 13 students will             Careers Advisor, Form          finalised.
                               form the focus group to track            Teachers and Year 13
                               progress towards University                      Dean.
                               Entrance.
Term 1                         Develop a personalised                Form Teachers, Principal,        Personalised learning plans
                               learning plan for each of the             Lead Team, Careers           are developed, implemented
                               target students that sets goals       Advisor and Year 13 Dean.        and reviewed regularly. Plan is
                               and timelines for achieving                                            available to all relevant staff
                               University Entrance                                                    and to student family / whanau.
Term 1                         Initial contact made with                   Form Teachers.             Attendance of parents to the
                               families / whanau of students to                                       Meet the Teacher afternoon.
                               develop communication
                               channels. Invitations to Meet
                               the Teacher event.
Term 1 and Ongoing             He Maara Hou programme of           He Maara Hou mentor, Lead Mentoring and ongoing support
                               mentoring to involve several                   Team and                underway.
                               Year 13 students.
Term 1 and ongoing             Encourage teachers to input             Lead Team (particularly        Marks regularly entered onto
                               marks onto Kamar in a timely         Principals Nominee), Heads KAMAR.
                               manner for Academic Coaching           of Department and NCEA
                               Discussion and tracking.                   subject teachers.
Term 1 and ongoing             Regular Academic Coaching             Form Teachers, Principal,        Updates made to Personalised
                               discussions.                          Careers Advisor and Year         learning plans. Student voice.
                                                                               13 Dean.
At least once each term        Regularly meet with each              Form Teachers, Principal,        Form teacher communication
                               student (and their parents /          Careers Advisor and Year         with students and parents.
                               whānau) to discuss progress on                  13 Dean.               Attendance of Parents to
                               their achievement targets and                                          Academic Coaching Interviews
                               learning plan.                                                         of Parent. Teacher meetings.
Term 2 onwards                 Regularly monitor progress of            Principal, Lead Team,         Minutes of Lead Team meeting
                               identified students.                  Careers Advisor and Year         as well as Principal Reports to
                                                                               13 Dean.               the Board.
Term 2 onwards                 Ensure that student                        Lead Team, CDF              Meeting agendas and minutes.
                               achievement is a constant               Coordinator, Deans and
                               agenda item for all lead Team,                   HODs.
                               CDF, Dean and Department
                               Meetings.
At least once a term from      Green weeks are calendared                    Lead Team.               Green Weeks calendared.
Term 2.                        and opportunities for extra time
                               and assistance.
From Mid Term 2 and at         Using credit progress against         Lead Team, Senior Dean,          Collated assessment data and
least                          the learning plan, devise            HODs and subject teachers. other relevant information.
                               responses and strategies for                         .                 Evidence of action taken for
                               students that are ‘falling                                             students of concern.
                               behind’.
Terms 3 and 4                  Revision / catch-up classes             Lead Team, HODs and            Revision / catch up classes
                               available during school and                subject teachers.           timetabled during these ‘exam’
                               NCEA examinations.                                                     times/.
Term 3                         Ngati Whatua Tertiary                Kairuruku Māori, Deans and Students attending the tertiary
                               Symposium.                                  Careers Advisor            Symposium to raise aspiration
                                                                                                      of Māori students to attend
                                                                                                      university.
Term 1 2021                    Analysis of results presented to        Principal and Principals       Report and analysis presented.
                               SMT, CDF, Staff and Board.                      Nominee.

                                                                  11
Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic               Annual Target: Improve NCEA Level 2 endorsements to at
                  achievement.                                                     least 15% of the Year 12 cohort achieving a
                                                                                   Merit endorsement and at least 10% of the
                                                                                   Year 12 cohort achieving an Excellence
                                                                                   endorsement.
Baseline Data:       NCEA Year 12 Endorsement Rates for last 3 years (enrolment based results)
                                         Merit Endorsements             Excellence Endorsements
                           2017                  6.9%                            12.5%
                           2018                11.3%                             16.1%
                           2019                20%                               0%
The Target group will be a representative group chosen from the Year 12 cohort.
Boys                   42      Girls                        42  Māori                    29      Pasifika                      5
           When                               What                            Who                    Indicators of Progress
Term 1                         Define the focus group. Finalise     Principal, Lead Team,        Focus group identified and
                               which Year 12 students will        Careers Advisor and Year       finalised.
                               form the focus group to track               12 Dean.
                               progress towards
                               endorsements
Term 1                         Work to develop personalised       Form Teachers, Principal,      Personalised learning plans
                               learning plans for each of the        Lead Team, Careers          are developed, implemented
                               target students that sets goals   Advisor and Year 12 Dean.       and reviewed regularly. Plan is
                               and timelines for achieving                                       available to all relevant staff
                               University Entrance.                                              and to student family / whanau.
Term 1                         Initial contact made with                Form Teachers.           Attendance of parents to the
                               families / whanau.                                                Meet the Teacher afternoon.
Term 1 and ongoing             Regular promotion of ‘all about  Lead Team, Form Teachers, Promotion at school and level
                               M.E’ emphasising the                Heads of Departments,         assemblies as well as in form
                               importance of endorsements        Careers Advisor and Senior classes and subject classes.
                               and what is the criteria are to              Deans.               Promoted in newsletter and
                               gain endorsements.                                                around school
Term 1 and ongoing             Māori Strategic Education Plan             Lead Team              Strategies from the Māori
                               and associated strategies                                         Strategic Education Plan are
                               shared.                                                           devised and delivered.
Term 1 and ongoing             Working with students about      Lead Team, Form Teachers, Time management skills
                               time management and other         Careers Advisor and Senior shared.
                               skills useful for academic                   Deans.
                               success.
Term 1 onwards                 Encourage teachers to input         Lead Team (particularly       Marks regularly entered onto
                               marks onto Kamar in a timely      Principals Nominee), Heads KAMAR.
                               manner for Academic Coaching       of Department and NCEA
                               Discussion and tracking.                subject teachers.
Term 1 onwards                 Regular Academic Coaching           Form Teachers, Subject        Updates made to personalised
                               discussions.                     Teachers and Senior Deans. learning plans. Student voice.
At least once each term        Academic interview / Parent         Form Teachers, Subject        Form teacher communication
                               Teacher Meetings. Regularly      Teachers, Principal, Careers with students and parents.
                               meet with each student and        Advisor and Senior Deans.       Attendance of Parents to
                               their parents / whānau to                                         Academic Coaching Interviews
                               discuss progress on their                                         or Parent Teacher meetings.
                               achievement targets and
                               learning plan.
Term 2 onwards                 Regularly monitor progress of      Principal, Lead Team, and      Lead Team meeting minutes.
                               identified students.                      Year 12 Dean.           Principal Reports to the Board.
Term 2 onwards                 Ensure that student                    Lead Team, CDF             Meeting agendas and minutes.
                               achievement is a constant           Coordinator, Deans and
                               agenda item for all lead Team,                HODs.
                               CDF, Dean and Department
                               Meetings.
Terms 3 and 4                  Revision / catch-up classes         Lead Team, HODs and           Revision / catch up classes
                               available during school and             subject teachers.         timetabled during these ‘exam’
                               NCEA examinations.                                                times/.
Term 1 2021                    Analysis of results presented to    Principal and Principals      Report and analysis presented.
                               SMT, CDF, Staff and Board.                  Nominee.
Term 1 2021                    Achievers Morning tea for           Principal and Principals      Morning Tea for students
                               students gaining                            Nominee.              gaining endorsements
                               endorsements.                                                     completed.

                                                                12
Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain NCEA academic                Annual Target: Increase NCEA Level 1 attainment for Māori
                  achievement.                                                         students by 15% to improve parity with other
                                                                                       students.
Baseline Data:        Using NCEA Level 1 achievement data, for the previous 3 years, there is at least a 10% discrepancy
                      between NCEA Level 1 achievement between Māori and NZ European students. For 2017 the difference is
                      20%. A similar situation exists when comparing Māori and NZ European students for similar decile schools.
                                       NCEA Level 1 Achievement (Māori)             NCEA Level 1 Achievement (NZ European)
                            2017                55.3%                                                  80%
                            2018                56.1%                                                  72.5%
                            2019                43.9%                                                  66.7%
Target group will consist of Māori students in Year 11.
Boys                   29      Girls                        19   Māori                      48      Pasifika                   N/A
           When                               What                              Who                     Indicators of Progress
Term 1                         Utilising 2019 asTTle results        Senior Management and           A group of students is
                               and other measures to identify              Senior Dean.             identified from the 2020 Year
                               a focus group of Māori at risk of                                    11 cohort to form the focus
                               not achieving NCEA Level 1.                                          group.
Term 1                         Develop and Finalise a Māori           Principal, Lead Team,         A Māori Strategic Education
                               Strategic Education Plan.                       HODs.                Plan is developed.
Term 1                         Establish a method to regularly       Lead Team, Deans and           A tracking method is in place
                               track the progress of the focus                 HODs                 and utilised.
                               students towards their
                               academic progress.
Term 1 and ongoing             He Maara Hou programme of         He Maara Hou mentor, Lead Mentoring and ongoing support
                               mentoring to involve several             Team and Deans              underway.
                               Year 13 students.
Term 1 and ongoing             Fostering high expectations for     Lead Team and AMR, with          Professional development on
                               students and cultural                      other support.            culturally responsive pedagogy
                               competence among staff.                                              is delivered.
Terms 1 and ongoing            Staff will foster high                         All staff.            Improving academic results
                               expectations that all Māori                                          and increased successes for
                               students will achieve success                                        Māori students.
                               as Māori.
Term 1 onwards                 Student achievement is a                 Lead Team, CDF              Meeting agendas and minutes.
                               constant agenda item for all          Coordinator and HODs.
                               Lead Team, CDF and
                               Department Meetings.
At least once each term        Academic interviews / Parent         Form Teachers, Subject          Form teacher communication
                               Teacher Meetings with each        Teachers, Principal, Careers with students and parents.
                               student and their whānau to        Advisor and Māori Strategic Attendance of Parents to
                               discuss progress on their          Education Plan coordinator. Academic Coaching Interviews
                               achievement targets and                                              of Parent. Teacher meetings.
                               learning plan.
Term 2 onwards and at          Regularly monitor progress of     Lead Team, Form Teachers, Minutes of Lead Team
least once each term.          students once method is             Year 11 Dean and HODs.           meetings as well as Principal
                               finalised. Devise responses and                                      Reports to the Board.
                               strategies for students that are
                               ‘falling behind’.
Term 2 followed by once a      Re-establish Whānau Hui with          Principal and Kairuruku        Whānau Hui taking place.
term.                          an achievement focus.                           Māori.
Terms 2 and 3                  Consult Māori whānau and            Board, Principal and Māori       Consultation completed.
                               community of aspirations for         Strategic Education Plan
                               students as part as the strategic           coordinator.
                               plan review.
At least once a term.          Block weeks are calendared            Lead Team, HODs and            Block weeks calendared,
                               and opportunities for extra time         subject teachers.           planned for and reviewed.
                               / assistance are available.
Term 3                         Ngati Whatua Tertiary                H.O.D Māori, Deans and          Students attending the tertiary
                               Symposium.                                Careers Advisor            Symposium.
Term 4                         BEAMs trip to Auckland                    Careers Advisor            Students considering university
                               University                                                           as a pathway beyond school.
Term 4                         Students needing extra support       Senior Deans and Senior         Alternate programme in place.
                               are offered the support. Some              Management.
                               students may not go on study            Relevant classroom
                               leave to completed work.                      teachers.
Term 1 2019                    Analysis of results presented to        Principals Nominee.          Report and analysis presented.
                               SMT, CDF, Staff and Board.

                                                                 13
Annual Aims and Objectives - Annual Plan
Strategic Aim: Raise and Sustain academic achievement across all levels.
Annual Objective: Raise and Sustain academic                       Annual Target: Improving Literacy and Numeracy levels in
                  achievement.                                                    Year 9 and Year 10, achieving an effect size
                                                                                  of 0.5 or greater over the course of the year.
Baseline Data:        E-asTTle effect size results for 2017
                      Year 9 Mathematics Effect Size = 0.56               Year 10 Mathematics Effect Size = 0.35
                      Year 9 Literacy (Reading) Effect Size = 0.61        Year 10 Literacy (Reading) Effect Size = 0.55
                      Year 9 Literacy (Writing) Effect Size = 0.67        Year 10 Literacy (Writing) Effect Size = 0.61
The target group will be Year 9 students.
Boys                 55         Girls                     41       Māori                53         Pasifika                   2
           When                                What                             Who                     Indicators of Progress
Term 1                          E-asTTle testing completed for            BTR and EYK.             Testing is completed, and the
                                all Year 9 and Year 10                                             results are collated.
                                students.
Term 1                          E-asTTle results are shared              BTR and Principal.        Presentation of analysis to staff
                                with the staff and Board.                                          and Board.
Term 1                          Use asTTle data to identify          Literacy Team and Lead        PD / Resourcing included in
                                priority areas for PD and / or                 Team.               the Accelerated Learning Plan.
                                resourcing.
Term 1                          A reading plan is put into place     Literacy Team and Lead        A Reading Learning Plan is
                                for Year 9 and Year 10                         Team.               developed for each Year 9 and
                                Students, with individual targets                                  Year 10 student.
                                being set.
Term 1                          The reading plan is shared and       Literacy Team and Lead        Tracking / monitoring timeline
                                explained to staff and parents.                Team.               developed and published.
Term 1 on ongoing               Staff professional development        Literacy Team and PD         Good practice shared as part
                                and sharing good practice                      Team.               of staff meeting / PLGs.
                                continues.
Term 1 and ongoing              Providing opportunities for               Form Teachers.           Settled tone at the start of form
                                Sustained Silent Reading in                                        time with all reading.
                                form classes.
Term 1 and ongoing              Shared expectations of tracking     Literacy Team, Numeracy        All staff are aware of the
                                as well as reporting are               staff and Lead Team.        tracking and reporting
                                developed across the school.                                       schedules.
Term 1 and ongoing              Working with Kahui Ako                Principals of Kahui Ako      Achievement Challenges set
                                schools to work on Literacy          schools and governance        and accepted by MoE.
                                Achievement Challenges.                        group.
Term 2                          Progress of the reading plans        BTR and Literacy Team.        Monitoring is completed, and
                                will be monitored using agreed                                     results reported.
                                method.
Term 2                          Reading plan is reviewed and         BTR, Literacy Team and        Updated Accelerated Learning
                                any changes identified are                   Lead Team.            Plan.
                                implemented.
Term 2 or 3 and ongoing         Once Kahui Ako achievement             Kahui Ako Principals,       Achievement Challenges are
                                challenges are approved and        governance team and staff.      approved, and implementation
                                plan to meet achievement                                           of plan begins.
                                targets is implemented.
Term 4                          e-asTTle testing of Year 9 and     Change and Literacy teams Tests administered, and results
                                Year 10 students during Term 4          supported by Senior        analysed.
                                to gauge progress.                      Management Team
Term 4 and Term 1 2021          Accelerated Learning Plan            BTR, Literacy Team and        Updated Accelerated Learning
                                reviewed against results and                 Lead Team.            Plan.
                                updated.
Term 4 and Term 1 2021          Reporting e- asTTle results          BTR, Literacy Team and        E-asTTle results are reported
                                                                             Lead Team.            to staff and Board of Trustees.

                                                                  14
Annual Aims and Objectives - Annual Plan
Strategic Aim: Teaching key competencies and specific skills to prepare akonga to be ready for life beyond school.
Annual Objective: Engage students in individual learning          Annual Targets:     That 80% of Leavers at the end of Year 13
                  pathways, developing a learner profile for                          or during their Year 13 year move on to
                  Year 10 and Year 13 students.                                       employment, further education or further
                                                                                      training.
Baseline Data:       Analysing leaver data collected at school regarding the destination of leavers;
                     2017 - 41% of students moved to further education/training and 28% moved to employment (school data).
                     2018 - 50% of students moved to further education/training and 27% moved to employment (school data).
                             7% of students identified that they would take a gap year in 2019.
The Target group will be a representative group from Year 13.
Boys                   30      Girls                          44   Māori                   33     Pasifika                    4
           When                               What                              Who                   Indicators of Progress
Term 1                         Professional development             Professional Development      Feedback from teachers,
                               includes work on academic                       team.              students and parents.
                               coaching and academic
                               interviews.
Term 1 and ongoing             Ongoing opportunities for                  Careers Advisor.        Wide range of Career
                               career education.                                                  opportunities for students.
Term 1 and ongoing             Continuing to offer Gateway             Lead Team, Careers         Successful Gateway
                               placements, Academy                       Advisor Gateway          placements and outcomes
                               placements, STP and STAR            Coordinator, Academy tutors from academies, STP and
                               courses that are cohesive and        and STAR / STP providers.     STAR courses. Academies are
                               contextual to student pathways.                                    well subscribed.
Term 1 and ongoing             Working with HODs to promote         Lead Term (particularly the   Evidence of Key
                               teaching key competencies and         Curriculum Coordinator).     competencies.
                               other soft skills as part of their
                               unit planning.
Term 1 and ongoing             Exit interviews for students        Year 12 and Year 13 Deans. Enhanced tracking of students
                               indicating that they are                   Careers Advisor.        and improved pathways for
                               considering leaving to ensure                                      students into further education/
                               they have completed all                                            training or employment.
                               assessments and are moving to
                               work or further education.
Term 1 and ongoing             Continue to share message to         Principal, Careers Advisor    Encouraging students to stay
                               students and family / whānau             and Form Teachers.        at school and improved
                               that staying at school improves                                    retention rates.
                               life outcomes.
Term 1 and termly              Academic interviews / Parent           Form Teachers, Subject      Form teacher communication
                               Teacher Meetings. Meetings          Teachers, Principal, Careers with students and parents.
                               with each student and their          Advisor and Senior Deans.     Attendance of Parents to
                               parents / whānau to discuss                                        Academic Coaching Interviews
                               progress on their achievement                                      of Parent. Teacher meetings.
                               targets and learning plan.
Term 1 and termly              Meetings with senior leadership       Lead Team and Careers        Notes made from these
                               staff to discuss progress                      Advisor.            meetings communicated to
                               towards the goals established.                                     other staff,
Term 2 onwards and at          Regularly monitor progress of       Lead Team, Form Teachers, Minutes of Lead Team
least once each term.          students once method is               Year 11 Dean and HODs.       meetings as well as Principal
                               finalised. Devise responses and                                    Reports to the Board.
                               strategies for students that are
                               ‘falling behind’.
Terms 3 and 4                  Working with Year 13 students         Form Teachers, Year 12       Enhanced tracking of students
                               (and Year 12 students that are      and Year 13 Deans. Careers and improved pathways for
                               leaving) on their Pathways                     Advisor.            students into further education/
                               beyond school.                                                     training or employment.
Term 1 2020                    Reporting against the set               Principal, Lead Team,      Reporting against target
                               targets.                            Careers Advisor / STAR and completed and presented to
                                                                       Gateway Coordinator.       the Board of Trustees.

                                                                 15
Annual Aims and Objectives - Annual Plan
Strategic Aim: To encompass all members of the school community, encouraging a sense of belonging and well-
               being which is a reflection of our wider community.
Annual Objective: Further embedding PB4L Restorative               Annual Targets:      (1)    The attendance rate for each term
                  school wide to increase positive                                             is greater than 90% across all year
                  behaviour and strengthen school culture.                                     levels.
.                                                                                       (2)    That rate of suspensions is lower
                                                                                               than 15/1000 schoolwide and lower
                                                                                               than 30/1000 for Māori and Pasifika
                                                                                               students.
Baseline Data:      2019 Year 9 Attendance Data
                    Term 1: 86%             Term 2: 83.4%          Term 3: 78.8%           Term 4: 74.1%
                    Overall Year 9 attendance for 2018 was 79%
                    2019 Suspension Data
                      Overall Suspension Rate                 4.35 per 1000      NZ European Suspension Rate           0 per 1000
                      Māori Suspension Rate                   10.2 per 1000      Pasifika Suspension rate              0 per 1000
For the attendance goal, the Target group will be a representative group from Year 9.
Boys                  55      Girls                          41     Māori                    53     Pasifika                      2
            When                             What                                Who                     Indicators of Progress
Ongoing                       Ara Tātou / PB4L Team                          PB4L Team.             PB4L Meeting Minutes in
                              continue to meet. Regular                                             correct format.
                              feedback is provided to staff.                                        Data supplied to staff.
Ongoing                       Promoting Pride and the Ara                      All staff.           Increase awareness of school
                              Tātou School expectations.                                            expectations. Also an increase
                                                                                                    of student pride of their school.
Term 1                        Year 9 powhiri and Transition          Year 9 and Year 13 Deans       Successful transition into our
                              programme to introduce                    and Transition Team.        school.
                              students to our school.
Term 1 and ongoing            Embed us of the Behaviour                Principal and Ara Tātou      Behaviour Response System
                              Response System.                                  Team.               being used.
Term 1 and ongoing            Incident categories and                  Ara Tātou Team and all       Data for the behavioural issues
                              reported on Kamar is in place                      staff.             can be generated.
                              and staff to enter incidents.
Term 1 and ongoing            Ongoing Peer Support                    Peer Support Facilitator,     Peer support in place and Peer
                              programme delivered by Year            Peer Support Camp Team,        Support Camp is completed.
                              13 students to Year 9 students.                  Year 13.
Term 1 and ongoing            Finalise and embed staff               Principal, Ara Tātou Team      Expectation matrix shared with
                              expectation matrix focussing on                 and staff.            staff and enhanced staff
                              staff working on expectations.                                        relationships.
Term 1 and ongoing            Finalise school expectations             Principal and Ara Tātou      Matrix completed and signs are
                              matrix and promote around the                     Team.               erected around the promotion
                              school.                                                               of the expectations at school.
Term 1 and ongoing            Share final school expectations             Ara Tātou Team.           Staff meeting minutes,
                              and Behaviour Response                                                newsletter, website and other
                              System with school community.                                         forums.
Term 1 and ongoing            Encourage student participation          Sports Coordinator and       Student participation in extra -
                              extra - curricular activities.               Form Teachers.           curricular activities.
Term 1 and ongoing            Regular tracking of attendance         Deputy Principal and Form      More student absences are
                              with any concerns followed up.                  Teachers.             explained / justified.
                                                                                                    Attendance Data.
Term 1 and ongoing            Develop and enhance existing           Deputy Pastoral, Guidance      YSWIS, 24/7, Peer Support,
                              school well-being programmes             Counsellor and Pastoral      Nurse, Rubicon, RTLB and
                              and ongoing inter-agency                          Team.               other agencies engaged with
                              liaison.                                                              the school.
Terms 1 and ongoing           Ongoing opportunities for              Ara Tātou Team, Guidance       All staff have an understanding
                              professional development for           Counsellor and staff trained of the restorative script and are
                              the staff.                                      in circles.           making use of it.
Term 1 and ongoing            Embed positive reinforcement             Ara Tātou Team, Lead         Reinforcement systems are in
                              systems that support the school             Team and Deans.           place. GKs and ABC
                              expectations.                                                         Postcards.
Term 2 and ongoing            Teacher classroom /                               All staff           Teacher classroom
                              department expectations are                                           expectations are clearly visible
                              developed and displayed.                                              in the classroom.
Term 3 or Term 4              Wellbeing survey and action            Ara Tātou Team and Lead        Wellbeing survey results and
                              stemming from the survey.                         Team.               action stemming from results.
Term 4 and Term 1 2021        Reporting against the set               Principal and Lead Team.      Reporting against target
                              targets.                                                              completed and presented to
                                                                                                    the Board of Trustees.

                                                                  16
Annual Aims and Objectives - Annual Plan
Strategic Aim: Expect and support students, through respectful relationships to strive for personal excellence and
               do their best in all endeavours.
Annual Objective: Review curriculum, and learning                Annual Targets:     (1)    95% of Year 9 students will gain the
                  programmes, developing an innovative,                                     end of Year Junior Diploma with an
                  student centred, local curriculum to                                      achieve or higher.
                  improve the learning outcomes for all.                             (2)    All of the academic targets for
                                                                                            raising and sustaining academic
                                                                                            achievement across all levels.
Baseline Data:       2018 Junior Diploma Data:
                               Percentage of Year 9 students with achieved or higher for was 71.4%.
                     Other academic targets appear in the earlier annual targets.
The Target group will be a representative group from Year 9.
Boys                   46      Girls                        49   Māori                     24   Pasifika                     3
          When                                 What                           Who                   Indicators of Progress
Ongoing                        Continuing to work with Kahui          Principal, Literacy /     Greater collaboration with
                               Ako contributing schools           Numeracy Staff and Year 9     contributing schools involving
                               working on developing a local                 Dean.              our teachers / students visiting
                               curriculum.                                                      contributing schools.
Term 1 and ongoing             Government NCEA review                 Leader Team and           Implications of the review
                               taken into account when             Curriculum Coordinator.      recommendations shared with
                               moving forward.                                                  school community.
Term 1 and ongoing             Regular time for PLGs to meet            Lead Team and           PLGs meeting regularly with
                               and share best practice.           Professional Development      prepared agendas.
                                                                             Team.
Term 1 and ongoing             Professional development to              Lead Team and           Professional Development is
                               include work on differentiation,   Professional Development      delivered.
                               student centred learning and                  Team.
                               cultural competencies.
Term 1 and ongoing             Expectation of teachers                  Lead Team and           Professional Development is
                               undertaking external               Professional Development      delivered.
                               professional development that                 Team.
                               is subject or pedagogy based.
Term 1 and ongoing             Acknowledging student                        All staff           Assembly presentations and
                               successes and students                                           achiever morning teas.
                               meeting / exceeding
                               expectations.
Term 1 and ongoing             Encourage leadership                         All staff           Student participation in
                               opportunities for students.                                      leadership opportunities.
Term 1 and ongoing             Teachers having high                         All staff.          Growth mindset is evidenced.
                               expectations and encouraging
                               aspirational student goals.
Terms 1 and 2                  Start of Curriculum review after   Lead Team and Curriculum      Curriculum review underway.
                               deciding scope, including time            Review Team.
                               allocation for subjects.
Terms 1 and 2                  School community input sought       Curriculum Review Team       Feedback from school
                               for future curriculum direction.     and school community.       community shared.
Term 2 and ongoing             Teacher Inquiries continue and       Lead Team, Deans and        Students’ progress consistently
                               feedback through PLGs.                        HODs.              towards their academic goal.
Terms 2                        Recommendations made to            Lead Team and Curriculum      A plan for curriculum change is
                               school community and decision             Review Team.           in place and preparations for
                               on curriculum made. Includes                                     change up to date.
                               how key competencies / soft
                               skills will be delivered.
Term 2 and ongoing             Working to included key                      All staff.          Junior Diploma for Year 9 and
                               competencies included in                                         Year 10 students.
                               teacher planning.
Term 2 and ongoing             Teacher Inquiries continue and       Lead Team, Deans and        Students’ progress consistently
                               feedback through PLG                          HODs.              towards their academic goal.
                               meetings.
Terms 3 and 4.                 Planning for first phases of             Lead Team and           Continuation of planning to
                               curriculum change is               Professional Development      incorporate differentiation and
                               undertaken.                                   Team.              student centred learning.
Terms 3 and 4                  Teacher Inquiries and appraisal              All Staff.          Inquiries show evidence
                               completed and shared.                 Principal and HODs.        towards improvement.
Term 1 2021                    First curriculum changes in         Lead Team and all Staff.     Curriculum changes in place.
                               place. Shared with school
                               community.

                                                                17
Analysis of Variance Reporting 2019

School Name:     Dargaville High School                                   School Number:         019

Strategic Aim:   To raise and sustain academic achievement across all year levels.

Annual Aim:      To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
                 students in Level 1.

Target:          70% of year 13 students eligible for the University entrance qualification will attain the qualification.

Baseline Data:   NCEA Level 3 University Entrance Achievement Rates based on enrolments (the total number of Year 13 students).

                                                       Year         Year 13 University Entrance Achievement Rates
                                                                                  (% and roll based)
                                                       2015                             46.9%
                                                       2016                             37.3%
                                                       2017                             28.1%
                                                       2018                             37.1%
                                                       2019                             24.0%

                                                                            18
 Analysis reporting
Actions                                  Outcomes                                 Reasons for the variance                      Evaluation
What did we do?                          What happened?                           Why did it happen?                            Where to next?

   Continued analysis of data and       2019 Provisional Results                    The percentage of Year 13 students           Identifying the Year 13 students that
    regular tracking of student                                                       achieving NCEA Level 3 and percentage         are eligible to sit University Entrance
    achievement. Student progress           Percentage of Year 13 students           of students gaining University Entrance       and monitor their progress more
    and achievement as a key agenda          achieving NCEA University                decreased.                                    regularly throughout the year.
    item in Lead Team meetings and           entrance (Roll Based) is 20%.           The percentage of students gaining the       Moving to horizontal form classes
    CDF meetings.                                                                     University Entrance qualification is          will enable Year 13 form teacher to
   Academic Mentoring and                  Using the provisional results, the       measured across the whole cohort and a        be more focussed on the academic
    Academic Interviews.                     goal has not been achieved in            number of students were not aiming for        information and academic mentoring
   Encouraging learning                     2019, and in reality the                 UE or were ineligible to sit UE.              aimed specifically at the Year 13
    conversations between staff to be        percentage of the Year 13 cohort        These results are provisional and a           cohort.
    based on academic progress.              of students gaining UE declined          number of students were able to finish       Academic Mentoring / academic
   Reports and Academic Interviews          considerably.                            assessment off to gain the NCEA level         interviews to focus on learning
    with a focus on academic                                                          that they were working on. The final          conversations.
    progress and next steps.                From analysing the students that         school statistics will show an               Actively teaching study skills and
   Study Days in Examination weeks          were eligible for University             improvement.                                  offering tuition / study classes.
    enabled timetable flexibility for        Entrance in 2018. 32 students                                                         Study classes during school
    specific teachers to work with           were capable of achieving UE and                                                       examination weeks.
    identified students.                     of this group, 18 achieved it,                                                        Communicate consistently and
   Students at risk of not achieving        which worked out to be 56.25%                                                          accurately with parents regarding
    were identified and tracked              achieved UE.                                                                           progress of students towards their
    regularly, with support being                                                                                                   goal.
    planned and implemented.                Although the proportion of                                                            Continue to inform parents and
   Individual cohesive and contextual       students gaining University                                                            students regarding what is needed
    programmes being developed by            Entrance increased when taking                                                         to achieve University Entrance
    Careers / Gateway staff.                 into account who is eligible, the                                                      through various methods, including
                                             goal was still not achieved.                                                           the school newsletter and website.
                                                                                                                                   Curriculum review to ensure
                                                                                                                                    contextual and cohesive pathways
                                                                                                                                    for students to have the ability to
                                                                                                                                    complete University Entrance.
Planning for next year:

For specific goals are in place for NCEA achievement, including targets for University Entrance, Endorsements at Level 2 and Level 1 NCEA achievement for Māori
students.

                                                                                      19
Analysis of Variance Reporting 2019

School Name:     Dargaville High School                             School Number:       019

Strategic Aim:   Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.

Annual Aim:      To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
                 students in Level 1.

Target:          Improve NCEA Level 2 endorsements to at least 15% of the Year 12 cohort achieving a Merit endorsement and at least 10% of the cohort
                 achieving an Excellence endorsement.

Baseline Data:   NCEA Level 3 endorsement rates based on enrolments (the total number of Year 12 students).

                                             Year       Percentage of Year 12 students    Percentage of Year 12 students
                                                        achieving a Merit endorsement        achieving an Excellence
                                                                 (roll based)                endorsement (roll based)
                                             2015                   17.5%                              7.9%
                                             2016                   11.7%                              3.9%
                                             2017                    6.9%                             12.5%
                                             2018                    9.5%                             12.5%
                                             2019                    20%                                 0

                                                                      20
Actions                                  Outcomes                                 Reasons for the variance                         Evaluation
What did we do?                          What happened?                           Why did it happen?                               Where to next?

   Continued analysis of data and       2019 Provisional Results                    This cohort is the group that in Level 1,       Continuing having achieving
    regular tracking of student                                                       had a very high percentage of students           endorsements for NCEA (Level 2)
    achievement. Student progress           20% of Year 12 students achieved         gaining a Merit Endorsement for Level 1,         as a goal.
    and achievement as a key agenda          Level 2 with a Merit Endorsement.        and a smaller percentage of students            Monitor student progress throughout
    item in Lead Team meetings and          None of the Year 12 students             gaining an Excellence endorsement.               the year, with teachers monitoring
    CDF meetings.                            achieved Level 2 with an                These are provisional results and at the         progress in their subject and Dean
   Academic Mentoring and                   Excellence Endorsement.                  start of the year, 2 students were able to       monitoring progress towards NCEA
    Academic Interviews.                                                              move to an excellence endorsement, so            Level endorsements.
   Deans, Form teachers and other          Using the provisional results, the       the results will be improved.                   Academic mentoring and academic
    staff have increased noticing            goal has been partially achieved.       Recognising student success. Students            interviews to continue to have
    students falling through the gaps        The percentage of students               achieving endorsements are recognised            learning conversations at the heart.
    earlier and working together to          achieving a Merit endorsement            at the start of each year.                      Teachers having high expectations
    find solutions.                          increased and was higher than the       Promotion of aiming for endorsements at          of student achievement and
   Learning conversations between           set goal. However, there were no         school level and at subject level.               covering the content knowledge /
    staff based on academic progress.        student gaining a Level 2               Ongoing conversations about the                  skills to enable students to gain
   Reports and Academic Interviews          Excellence Endorsement, so this          importance of endorsements and                   endorsements.
    focussing on academic progress           part of the goal was not achieved.       explaining the students and parents how         Teachers making use of NCEA
    and next steps.                                                                   to achieve these.                                exemplars and sharing these with
   Study Days in Examination weeks         There were a number of students         Academic mentoring and interviews with           students to see what is needed to
    enabled timetable flexibility for        that were able to achieve a              the parents as well as reports.                  gain an endorsement for an
    specific teachers to work with           subject endorsement for Level 2         Parent Teacher meetings have been                achievement standard.
    identified students.                     subjects.                                useful to enable subject teachers to share      Preparing students for external
   Students at risk of not achieving                                                 with parents about student progress and          examinations by offering study
    were identified and tracked                                                       next steps.                                      sessions and teaching study skills.
    regularly, with support being                                                    Teachers working to provide learning and
    planned and implemented.                                                          revision opportunities to prepare students
   Individual cohesive and contextual                                                for endorsements.
    programmes being developed by                                                    Ongoing tracking of student progress
    Careers / Gateway staff.                                                          towards NCEA Level 2 and sharing with
                                                                                      the students striving for endorsements.

Planning for next year:

For specific goals are in place for NCEA achievement, including targets for University Entrance, Endorsements at Level 2 and Level 1 NCEA achievement for Māori
students.

                                                                                      21
Analysis of Variance Reporting 2019

School Name:     Dargaville High School                                School Number:     019

Strategic Aim:   Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.

Annual Aim:      To raise and sustain academic achievement for NCEA in University Entrance qualifications, Level 2 endorsements and achievement of Māori
                 students in Level 1.

Target:          75% of Year 11 students sit at least 1 externally assessed standard.

Baseline Data:   NCEA Level 1 students sitting externally assessed standard.

                                     In 2018, 82.4% of students were entered for an externally assessed standard.

 Analysis reporting

                                                                        22
Actions                                   Outcomes                                  Reasons for the variance                            Evaluation
What did we do?                           What happened?                            Why did it happen?                                  Where to next?

   Ongoing communication with the        From the 2019 NCEA entries, 94.44%           Ongoing promotion of the goal at CDF               This goal was achieved and with the
    HODs and senior Deans                 of students were entered for at least 1       meetings and encouraging all subjects to            NCEA changes including more
    (particularly Year 11 Dean)           externally assessed standard.                 offer external assessment tasks.                    externally marked assessments, the
    regarding entries for the external                                                 Regular reminding of the goal                       Māori achievement goal of previous
    examinations.                         The goal was achieved for 2019.              School wide tracking including tracking for         years has been reinstated.
   Analysis and regular tracking of                                                    students entered for external                      The goal has become increasing
    student progress and                                                                assessments to Lead Team, CDF and                   NCEA Level 1 attainment for Māori
    achievement in a number of                                                          Board.                                              students by 15% to improve parity
    forums.                                                                            Monitoring of external assessment entries           with other students.
   Monitoring of external assessment                                                   as the cut-off date for the entries                This will involve regular tracking for
    entries as the cut-off date for the                                                 approached.                                         Māori students, which is included in
    entries approached.                                                                The Year 11 Dean carried out regular                tracking reports to the Lead Team,
   Progress reports for student                                                        tracking and monitoring and coordinated             CDF and in the reporting to the
    achievement were provided to the                                                    support for students                                Board.
    Board at all Board Meetings.                                                       Introduction of Year 11 students applying          Continuing to work establishing
   Year 11 Dean utilised ongoing                                                       for study leave at the end of the year was          whānau hui and / or Māori forum as
    tracking and meeting with                                                           trialled. One of the criteria for study leave       a voice for our Māori community and
    individual students about                                                           was being entered for at least 1 external           building the 3-way partnership for
    progress.                                                                           examination. This resulted in some                  improving achievement.
   Academic Mentoring and                                                              students remaining at school longer to             He Maara Hou - a mentoring
    Academic Interviews.                                                                complete assessment work.                           programme is in place for 2020 and
   Money was available to enable                                                                                                           will have a focus on Māori students
    student mentoring, which involved                                                                                                       in Year 11.
    a targeted group of students.
   Continuing the process for
    applying for study leave at the end
    of the year.

Planning for next year:

   Goal moving to Increase NCEA Level 1 attainment for Māori students by 15% to improve parity with other students.
   Continuing to seek strategies to improve academic achievement of Māori students as part of the Māori Strategic Education Plan.

                                                                                        23
Analysis of Variance Reporting 2019
                                                                       continued

School Name:     Dargaville High School                                 School Number:        019

Strategic Aim:   Engage students, to experience success through personalised programmes and innovative learning, with ongoing support and coaching.

Annual Aim:      Using Literacy initiatives to ensure NCEA readiness through improving levels with all students in Years 9 and 10.

Target:          Improving Literacy levels in Year 9 and Year 10, achieving an effect size of 0.5 or greater over the course of the year.

Baseline Data:   Previous Effect Size Results (e-AsTTle)

                                                                        2017                                          2018
                                                      Year 9 effect Size   Year 10 effect size      Year 9 effect Size   Year 10 effect size
                              Literacy (Reading)            0.61                 0.55                     0.88                 0.44
                              Literacy (Writing)            0.67                 0.61                     0.41                 0.63

                                                        Percentage of Year 11 Cohort Gaining Literacy Component
                                                         2015            2016            2017            2018
                                                          74.6           73.6             84.5           83.3

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