School Charter Strategic and Annual Plan Motueka High School 2021 -2023 2021 Edition
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School Charter Strategic and Annual Plan
Motueka High School
2021 -2023
2021 Edition
Principals’ endorsement: John Prestidge
Board of Trustees ’ endorsement: Brent Maru
Submission date to Ministry of Education: 1 March 2021
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Our School Motueka High School is a growing school of 740 students serving the Motueka township and surrounding communities. We are part of a diverse community in a social-economic sense and increasingly in our demographic makeup. This is a massive strength for our school and has helped form what is often remarked upon as a strong character of acceptance and closeness. With diversity of community comes diversity of need in an educational sense and this creates opportunity and challenge for us. We are not a one size fit all school and flexibility in meeting individual needs is a priority and daily mission. With 13 contributing schools in our Kāhui Ako, each with a uniqueness in approach and identity, we have worked hard at coming together as an educational community. Added to this are ECEs to create a comprehensive pathway for families and students. While the community is strong, vibrant and growing, it faces the same challenges you would see in rural communities throughout New Zealand with one exception. Struggles with housing, equity of access to resources and support, connecting people across the region and resilience in the face of crisis (loss of tourism through COVID, December hail decimating crops) all exist, in an educational sense we still are able to attract and retain high quality staff throughout the sectors. Significant gains have been in made in cultural responsiveness, individualised learning and relationship based learning in recent years. Strong relationships exist between school and community, including Mana Whenua iwi, Ngati Rarua and Te Atiawa. Next steps for us appear clear. We need to build on the strong base we have created and become more targeted on those who have historically not experienced success in education. We have always known who they are and we are in a better position than ever to identify them and support them as they enter Motueka High School, follow their pathway through the school and leave to take their next steps. Key data sets Key statistics and movements are referred to within this document and these are pulled from the following sets and analysed data. • Discipline and Attendance Summaries (Terms 1-4 2020) and tracked data from earlier reports • Analysis of Variance report • NCEA Statistics and report • E-Asttle data compiled and compared through ASSAY • Student Engagement Survey (Motueka High School 2020) • Me and My School Data • Culture Counts: Comparative Analysis of Voices. Motueka High School (Cognition Education)
Baseline Data Relevant to Target setting. As outlined above, the Board, Principal, Staff, Students and Community are seeing little value in global targets. All these seem to indicate is how many students have the ability to access and engage with learning in a very generic way. What we want to do is to identify areas of inequity in outcomes and try to establish who this inequity effects and how (and when) effective targeted strategies are best used. For this reason targets are prefaced with “for the identified group” and the first strategic aim deals with the process of identification. Graduation Data The Motueka High School Graduation reports are cumulative and term based and track dispositions to learn as articulated in our school values. These are: • Manage self (Rangitiratanga) • Have respect (Manaakitanga) • Strive to learn (Ako) Students have these values broken down into various contexts and situation and teachers make judgements on attainment and development of these values. To these are added attendance, although this is under review. The result is a percentage that indicates to students and parents the student’s engagement in learning as separate from their actual achievement. It is specific enough as a tool to target individual behaviours and allow for support and intervention to drive improvement. The clear outcome is that students who can lift these precursors to engagement will lift their achievement. In term 3 last year, 17 students from 176 did not meet the graduation threshold and were able to be the focus of intense support for the last term. This lead to significant growth and also the adaption of programs to meet particular patterns of need that were identified using this data. From transition data provided by primary schools we can identify a similar size starting group of 15 students who will start the year needing similar support. This has generated the first two targets, “for the identified group”. 1. Decrease 20% in absences and pastoral counts leading a Graduate percentage of 70% or better for new year 9s, 2. An increase in Graduate Report percentages (from year 9 to 10) of 20%, As we progress into NCEA years and levels, again broad averages and global rates of achievement do little to identify who on our community is most in need of support. There is also little recognition of the individual’s pathway. To illustrate this, the outline of our recent NCEA achievement looks like this as an overview.
Level 1% Level 2% Level 3% UE% 2020 76.1 72.7 67.4 34.8 2019 71.4 81.4 67.6 52.9 2018 74.6 71.7 51.6 36.3 Steady results but not showing massive improvements over time. When we break down for target groups this picture emerges. Level 1 NZM Boys NZM Girls NZE Boys NZE Girls 2020 52.9 58.3 75.6 86.4 2019 75.0 31.3 52.9 78.5 2018 50.0 53.8 86 79 Level 2 NZM Boys NZM Girls NZE Boys NZE Girls 2020 50.0 53.8 74.5 73.8 2019 87.5 85.7 80.9 78.4 2018 42.9 53.3 74.1 78.1
Level 3 NZM Boys NZM Girls NZE Boys NZE Girls
2020 66.7 57.1 57.5 76.9
2019 50.0 28.6 61.8 78.8
2018 28.6 33.3 48.5 61.5
Acknowledging that the Māori students achievement in 2019 at Level 2 followed through with the cohort to Level 3, the general disparity in
outcomes is a depressing pattern and lend weight to an approach that looks more closely at students own pathways and their attainment of
them. This is what has lead to targets, again “for an identified group” that allows for:
1. Progress being prioritised over gaining a threshold for NCEA achievement in a calendar year.
2. Consideration of courses and multi-level courses as valid pathways for an individual
3. More differentiation of targets and therefore more specificity in support and response.
In our targets this is articulated like this:
1. A 75% or better rate of Achieved or better grades/credits gained compared to credits attempted for Year 11s
2. And an increase of 20% Achieved or better grades/credits gained compared to credits attempted for Year 12 and 13
Links to the Kāhui Ako ki Motueka
The Achievement Challenge plan for our Kāhui Ako has been informed and driven by the common objectives of the strategic plans of the Kāhui
Ako schools. Because of this there is a direct link between this Strategic Plan and the Achievement Challenge Plan.
The overview of the Achievement Challenge Plan is best described by this diagram.It must be noted at this point that while the three focus areas for the Kāhui Ako have been come from school strategic plans, not every school
will be involved in all of them and some schools may have separate and individual focus areas in addition to Kāhui Ako ones.
As you will see, we are working on all three Strategic Aims as ways to reduce inequity
There is a strong research basis through Dr Russel Bishop’s work (Culture Counts) that identifies the significant link between pedagogies
promoted through the RBL Profiles and increased student achievement. We have identified that:
1. Groups of students with particular risk factors, or combinations of risk factors need early intervention and support. Identification of these
students and what we can change at a school and teacher level is critical to their engagement and success.
2. Engagement is key and drilling down through the data to find out what the most effective ways for us to engage these students will be
vital.
Moving forward, our Strategic Aims will be progressed through the revised Kahui Ako Achievement Challenge Plan as we look to embed the
RBL and Impact Coaching practices and grow into areas of Effective Teaching, Coherent Pathways and Localised Curriculum.Strategic Planning Section
Strategic Aims Annual Objectives 2021 Annual Objectives 2022 Annual Objectives 2023
To consolidate and improve
Effective Teaching and Learning. To identify and improve the identification strategies that To review both
engagement of students who are at provide clear areas of focus identification
Goal: To identify and improve the risk of underachievement due to poor for students and teachers. methodology and
engagement of students who are at risk of attendance, poor behaviour or a lack effective teaching
underachievement due to poor attendance, of focus in class, including the To consolidate consistent practice through the
poor behaviour or a lack of focus in class gathering and use of student voice. use of effective teaching lens of tracked student
strategies specifically achievement over time.
We will use current data on attendance To develop strategies and support designed to reduce inequity
rates, graduation grades and the number of based around the RBL profile and of outcomes and to share
withdrawals and detentions and other teaching to the North East (from these as Motueka High
relevant pastoral data to identify a target Cognition Education programs) School best practice.
group of year 9 and 10 students. These
students will complete a survey generated
by the committee to identify and explore
some of the reasons for their lack of
engagement at school and to create
baseline data and student voice about their
perceptions of school and learning.
This is quite an extensive survey so we will
then be looking for patterns and
commonalities to further trial strategies to
improve these student's engagement.To develop a school wide Local To consolidate the MHS
Kāhui Ako ki Motueka Kaupapa. Curriculum plan and document that local curriculum plan Review local curriculum
captures current good practice and through implementation and planning and delivery
Develop and deliver a curriculum that forms this into a coherent pathway that by bringing more local and establish next steps
reflects the individuality of our community. connects to primary schools and out content and contexts on
into the community. line. Review the impact of
increased local
Strengthen and consolidate curriculum delivery on
connections between student achievement,
community and school on a particularly in target
curriculum level. student groups.
Coherent pathways Student profiles – Built from Year Consolidate the Review the use and
9. Year 9s included in Goal Setting development and effectiveness of student
Provide students and whanau with clear conferences and profile developed. monitoring of student profiles as learning
and effective transitions into MHS, through Exit interview information kept and profiles and begin to tools.
their years here and into life beyond tracked. measure student progress
secondary schooling. Development of a Year 10 in terms of these. Review and evaluate
Graduate Profile based on (NCEA curriculum changes and
changes) Consolidate and refine developments.
Development of an MHS passport curriculum developments
and move from trial to
which recognises extra-curricular
implementation phase.
and leadership participation as part
of a student’s profile.More training and use of Kamar for
interviews, IEPS and sharing of
information.
Student efficacy
Development of personalised units
of work that senior students can
access eg: setting up
folders/emails/google classroom,
drivers licence, writing
folios, typing skills, reading logs,
numeracy skills.
Implementation of Independent
Studies/VSP.
Development of a leadership
programme and passion project
time (Friday Period 5)
Curriculum design
Cross curricular Units developed
around centralised
themes. (Connecting, Consolidating,
Collaborating, Celebrating)
PB4L integrated into Teaching and
Learning
Collapsed timetable days to integrate
EOTC with teaching programmes
(Marae Day, Manu Korero, Health
Workshops, Teina/Tuakana projects,
Health and Wellbeing
Implementation Plan and Annual TargetStrategic Aims Annual Objectives Implementation Plans Performance Target
2021 indicators
Effective Teaching To identify and We will use current data on attendance· RBL profile and For the identified target group:
and Learning improve the rates, graduation grades and the impact coaching
engagement of feedback 1. decrease 20% in absences and
To engage all students who are at number of withdrawals and detentions pastoral counts leading a
students in learning risk of and other relevant pastoral data to · Student voice Graduate percentage of 70% or
and connect build underachievement identify a target group of year 9 and 10 surveys in Dept better for new year 9s,
strong connections due to poor students. These students will complete plans and
between student, attendance, poor a survey generated by the committee to teaching inquiries2. an increase in Graduate Report
whanau and school. behaviour or a lack identify and explore some of the percentages (from year 9 to 10)
of focus in class. reasons for their lack of engagement at· Attendance data of 20%,
school and to create baseline data and
student voice about their perceptions of· Pastoral Data 3. a 75% or better rate of Achieved
school and learning. or better grades/credits gained
· Sport participation compared to credits attempted
This is quite an extensive survey so we data for Year 11s
will then be looking for patterns and
· Gold point and 4. and an increase of 20%
commonalities to further trial strategies praise postcard Achieved or better grades/credits
to improve these student's data gained compared to credits
engagement. attempted for Year 12 and 13
· Assess bullying
referral statsStrategic Aims Annual Objectives 2020 Implementation Plans Performance Target
indicators
Dept plans and Physical creation of a
Kāhui Ako ki Motueka To develop a school wide Local Review current aspects reports. document, although not a
Kaupapa. Develop and Curriculum plan and document of local curriculum target, will be an outcome.
deliver a curriculum that that captures current good already in programs. Student voice Will contribute to increased
reflects the individuality practice and forms this into a collection to engagement and
of our community. coherent pathway that connects to Establish a Guiding gather achievement, we believe.
primary schools and out into the Coalition to develop a experiences in
community. school plan. classrooms.
Liaise with local groups Iwi feedback and
including formal input
consultation with iwi lead
groups to develop local Staff voice
resources. collection.
Lead a Principal PLG Audit/review
group to develop a results, time one
regional approach and time two.
Apply for centrally funded
PLD to support this
strategic aim.Strategic Aims Annual Implementation Plans Performance indicators Target
Objectives 2021
Effective progress in this
Coherent pathways Student profiles Built from Year 9. Year 9s included in Student profiles- area will contribute
provide students and Student Goal Setting conferences and profile Completed and used by significantly to
whanau with clear and efficacy developed. Exit interview information students, parents and staff. achievement of all
effective transitions into Curriculum kept and tracked. Feedback reinforces
targets.
design usefulness.
MHS, through their years Development of a Year 10 Graduate
Curriculum Student efficacy-
here and into life beyond Profile based on (NCEA changes) For the identified target
development Students ownership of
secondary schooling. Development of an MHS passport group:
project learning reflected in
which recognises extra-curricular and
profiles and through 1. Decrease 20% in
leadership participation as part of a
engagement metrics.
Collecting and student’s profile. absences and pastoral
Curriculum design-New
sharing Continued participation in COP – counts leading a
achievement curriculum delivery Graduate percentage of
looking at timetable structures and
information models trialed and 70% or better for new
pedagogy. Team teaching. More
(reporting) evaluated. year 9s,
integration of local stories. Thematic
Curriculum
cross-curricular units designed.
More training and use of Kamar for development project- 2A An increase in Graduate
interviews, IEPS and sharing of leads to the above Report percentages
information. (from year 9 to 10) of
Development of personalised units of Collecting and sharing 20%,
work that senior students can access achievement-record of
eg: setting up folders/emails/google achievements recognises3. A 75% or better rate of
classroom, drivers licence, writing shows growth over time. Achieved or better
information (reporting)- grades/credits gained
folios, typing skills, reading logs,
reporting models (real compared to credits
numeracy skills.
time and responsive) attempted for Year 11s
Implementation of Independent
become embedded and
Studies/VSP.
feedback reinforces 4. And an increase of 20%
usefulness. Achieved or better
grades/credits gainedDevelopment of a leadership compared to credits programme and passion project time attempted for Year 12 (Friday Period 5) and 13 Cross curricular Units developed around centralised themes. (Connecting, Consolidating, Collaborating, Celebrating) PB4L integrated into Teaching and Learning Collapsed timetable days to integrate EOTC with teaching programmes (Marae Day, Manu Korero, Health Workshops, Teina/Tuakana projects, Health and Wellbeing NCEA Days to drive pedagogy More work on digital resources, applications and platforms which enable students to access work wherever they are. Training and use of CoL Connector. Training and use of Assay. Streamlined report system.
Summary of Targets
For the identified target group:
Decrease 20% in absences An increase in A 75% or better rate of And an increase of 20%
and pastoral counts leading a Graduate Report Achieved or better Achieved or better grades/credits
Graduate percentage of 70% percentages grades/credits gained gained compared to credits
or better for new year 9s, (from year 9 to 10) of compared to credits attempted attempted for Year 12 and 13
20%, for Year 11sYou can also read
