Engaging the Disengaged Engaging the Disengaged and Enraged.and Enraged.

Dr Sheila GraingerDr Sheila GraingerPrincipalPrincipal

Buller High SchoolBuller High School

BHS has an excellent record in BHS has an excellent record in preparing engaged and motivated preparing engaged and motivated students for future careers or further students for future careers or further studystudy

However junior students present ever However junior students present ever increasing challenges for BHS and at increasing challenges for BHS and at risk students in years 9-10 are a key risk students in years 9-10 are a key focus areafocus area

BHS Year 9-10 Statistics 2008BHS Year 9-10 Statistics 2008

• 62% of 2008 year 9 students wish they weren’t in 62% of 2008 year 9 students wish they weren’t in school at all compared with 51% nationallyschool at all compared with 51% nationally

• 60% of 2008 year 9 students expect to stay on at 60% of 2008 year 9 students expect to stay on at school after year 11 compared with 73% school after year 11 compared with 73% nationallynationally

• 23% of 2008 year 9 students have used drugs 23% of 2008 year 9 students have used drugs once or occasionally compared with 8% nationallyonce or occasionally compared with 8% nationally

• 50 suspensions and stand downs in 2008, 43 for 50 suspensions and stand downs in 2008, 43 for year 9-10 students, predominantly for substance year 9-10 students, predominantly for substance abuse or assaultabuse or assault

• Time out and referral rates for 2008, although Time out and referral rates for 2008, although decreasing steadily, are still quite high with 575 decreasing steadily, are still quite high with 575 junior students timed out in terms 1-2 alonejunior students timed out in terms 1-2 alone

• All 8 places at our Alternative Education All 8 places at our Alternative Education Programme are full with a waiting list in placeProgramme are full with a waiting list in place

• 2 students granted exemptions so far this year, 2 2 students granted exemptions so far this year, 2 more requestedmore requested

• 5 students from years 9-10 on extended work 5 students from years 9-10 on extended work programmes under Section 71 of the Education programmes under Section 71 of the Education ActAct

• Successive ERO reports highlight the need for Successive ERO reports highlight the need for greater engagement and enhanced teaching and greater engagement and enhanced teaching and learning in the junior schoollearning in the junior school

• The Senior Management Team quality work The Senior Management Team quality work review has found year 9-10 students take little review has found year 9-10 students take little pride in their workpride in their work

Local environmental factors Local environmental factors which impact on student which impact on student engagement and achievementengagement and achievement. .

• Westport is an area where low skilled employment is readily Westport is an area where low skilled employment is readily available so youths leave school without completing available so youths leave school without completing qualifications and with no long term plan for sustainable qualifications and with no long term plan for sustainable career developmentcareer development

• Leavers in paid employment socialise with junior students, Leavers in paid employment socialise with junior students, mainly girls, offering easy access to alcohol, drugs and sex mainly girls, offering easy access to alcohol, drugs and sex which impact on their engagement with school and their which impact on their engagement with school and their ability to learnability to learn

• Out of school social activities give rise to stormy Out of school social activities give rise to stormy relationships, verbal and physical altercations, attempted relationships, verbal and physical altercations, attempted substance abuse etc in school time so that many students’ substance abuse etc in school time so that many students’ learning can be disrupted by the disengagement of a fewlearning can be disrupted by the disengagement of a few

• Students’ low self expectations translate into low school Students’ low self expectations translate into low school pride, 48% of 2008 year 9 students would recommend their pride, 48% of 2008 year 9 students would recommend their school compared with 60% nationallyschool compared with 60% nationally

DisengagementDisengagement

• LatenessLateness• Continual disobedienceContinual disobedience• Verbal abuse of teachersVerbal abuse of teachers• Lack of career expectations or knowledgeLack of career expectations or knowledge

EnragementEnragement

• Physical assaultPhysical assault• AlcoholAlcohol• DrugsDrugs• Self harmSelf harm

Sources of Variance in Sources of Variance in Student AchievementStudent Achievement

Students 50%

Schools 5-10%

Peers 5-10%

Home 5-10%

Principals Included in School Effect

Teachers 30%Hattie, J. A. (2003)

Making the most of the Making the most of the 30%30%

Expert teachers can be distinguished by 5 Expert teachers can be distinguished by 5 dimensions and 16 attributes:dimensions and 16 attributes:

• Identifying essential representations of about Identifying essential representations of about teaching and learningteaching and learning

• Guiding learning through classroom Guiding learning through classroom interactionsinteractions

• Monitoring learning and providing feedbackMonitoring learning and providing feedback

• Attending to affective attributesAttending to affective attributes

• Influencing student outcomesInfluencing student outcomes

AttributesAttributes

• Adopt a problem solving stance Adopt a problem solving stance • Can anticipate, plan and improviseCan anticipate, plan and improvise• Can make better decisionsCan make better decisions• Enhance surface and deep learningEnhance surface and deep learning• Can relate lesson content to other subjectsCan relate lesson content to other subjects• Can be more responsive to studentsCan be more responsive to students• Can recognise events in the classroom impacting on Can recognise events in the classroom impacting on

teaching and learningteaching and learning• Effective scanners of classroomsEffective scanners of classrooms• Provide relevant feedbackProvide relevant feedback• Engage students in learningEngage students in learning• Provide challenging tasksProvide challenging tasks• Passionate about teaching and learningPassionate about teaching and learning

BHS StrategiesBHS Strategies• Responsibility on enrolmentResponsibility on enrolment• Swim between the flagsSwim between the flags• Support teaching staff Support teaching staff • Stand downs and suspensionsStand downs and suspensions• ReintegrationReintegration• School prideSchool pride• School relationshipsSchool relationships• Best we can beBest we can be• Pathways and Futures DepartmentPathways and Futures Department• Innovative Project for Students at RiskInnovative Project for Students at Risk• Understanding the teen brainUnderstanding the teen brain

Allan WilsonAllan WilsonCurriculum Alignment ManagerCurriculum Alignment Manager

Innovative Pathways from Innovative Pathways from School:School:

Taking the first step: Final Taking the first step: Final Report (2006)Report (2006)

• A brief look at some models that are A brief look at some models that are working in schoolsworking in schools

• Collaborations that are workingCollaborations that are working

• Schools Plus (Youth Guarantee)Schools Plus (Youth Guarantee)

A brief history A brief history ChangeChange

• Move from Industrial era to Knowledge Move from Industrial era to Knowledge society.society.

• Continual up-skillingContinual up-skilling

• On the job trainingOn the job training

• Much greater choice and flexibilityMuch greater choice and flexibility

• Education changed to, “up-skilling the Education changed to, “up-skilling the workforce”workforce”

• Increase in courses by tertiary education Increase in courses by tertiary education providersproviders

A brief historyA brief historyPolicyPolicy

• Youth Transition Strategy (2002)Youth Transition Strategy (2002)

• 10 - 15 % aged 15 – 19 may not be participating in 10 - 15 % aged 15 – 19 may not be participating in employment, education or training (Min of Social employment, education or training (Min of Social Development, 2003)Development, 2003)

• Budget 2003 “..to have all 15-19 year olds Budget 2003 “..to have all 15-19 year olds engaged in appropriate education, training, work engaged in appropriate education, training, work or other activities leading to long term economic or other activities leading to long term economic independence…by 2007” independence…by 2007”

• “ “Yeah Right”Yeah Right”

• 2008 Schools Plus2008 Schools Plus

Five strategiesFive strategies

At SchoolAt School•STAR - Min of EdSTAR - Min of Ed

•Gateway - TECGateway - TEC

At School or After School At School or After School •Youth Training - TECYouth Training - TEC

•Training opportunities - TECTraining opportunities - TEC

•Modern Apprenticeships - TECModern Apprenticeships - TEC

Some examples of what has Some examples of what has and is workingand is working

Linwood College - ChristchurchLinwood College - ChristchurchAranui High School - ChristchurchAranui High School - ChristchurchTongariro High School - TaurangiTongariro High School - TaurangiWestern Heights High School - RotoruaWestern Heights High School - RotoruaAorere College - AucklandAorere College - AucklandJames Cook High School – AucklandJames Cook High School – AucklandAuckland Girls Grammar - AucklandAuckland Girls Grammar - Auckland

Methodology - Early 2002Methodology - Early 2002

Phase 1Phase 1

Description of programmeDescription of programmeInterviews with programme leaderInterviews with programme leaderInterviews with studentsInterviews with studentsCollating student qualifications and Collating student qualifications and

attendance to date.attendance to date.Interviews with non-school providersInterviews with non-school providersInterviews with parents/caregiversInterviews with parents/caregivers

CollaborationsCollaborations“..Connections of this type are regarded as…. essential for “..Connections of this type are regarded as…. essential for effective transition services” (OECD, 2000)effective transition services” (OECD, 2000)

Linwood College – CPIT & TPPLinwood College – CPIT & TPPAranui High School – CPIT & TPPAranui High School – CPIT & TPPTongariro High School - OPC & BOPTongariro High School - OPC & BOPWestern Heights High School – PTE & Western Heights High School – PTE &

WaiarikiWaiarikiAorere College - MITAorere College - MITJames Cook High School – AucklandJames Cook High School – AucklandAuckland Girls Grammar – AUT & MITAuckland Girls Grammar – AUT & MIT

Strategies developed by Strategies developed by schools and tertiary providersschools and tertiary providers

1. Curriculum Alignment project1. Curriculum Alignment project Polytechnics looking at school’s curriculaPolytechnics looking at school’s curricula

2. STAR2. STAR Schools purchase foundation programmes from tertiary Schools purchase foundation programmes from tertiary

providersproviders

3. Gateway3. Gateway Polytechnics used to assess and as brokersPolytechnics used to assess and as brokers

4. Staircasing to higher level qualifications4. Staircasing to higher level qualifications Students encouraged to move on to level 3, 4 and diploma Students encouraged to move on to level 3, 4 and diploma

programmesprogrammes

Methodology – End 2002Methodology – End 2002

Phase twoPhase twoSame process as phase one. +Same process as phase one. +

• What students had gainedWhat students had gained• Students attitudes towards schoolStudents attitudes towards school• How prepared were they to leave schoolHow prepared were they to leave school• Consideration of further trainingConsideration of further training• Career aspirations and how programme had Career aspirations and how programme had

helpedhelped• Student’s sources of career and transition supportStudent’s sources of career and transition support

NB: 02 introduction of NCEA & teachers strikeNB: 02 introduction of NCEA & teachers strike

Methodology - Mid 2004Methodology - Mid 2004

Phase threePhase threeApproximately one year after most Approximately one year after most students had left schoolstudents had left school

Interviewed on:Interviewed on: Work and study activitiesWork and study activities Future plansFuture plans Reflection on how career and transition support Reflection on how career and transition support

was providedwas provided

ProgrammesProgrammes

See hand-out (pg 16)See hand-out (pg 16)

Linwood – Advanced Studies AcademyLinwood – Advanced Studies Academy Services AcademyServices Academy Urban Music AcademyUrban Music Academy Engineering ProgrammeEngineering Programme Art AcademyArt Academy Nat Cert in TourismNat Cert in Tourism Dip ICTDip ICT Language & Maths ProgrammeLanguage & Maths Programme Developed relationship with TPPDeveloped relationship with TPP

Aranui High SchoolAranui High School

• Developed twelve academies to meet the growing Developed twelve academies to meet the growing number of students leaving school without jobs or number of students leaving school without jobs or plans.plans.

• Aim to keep students at school and provide Aim to keep students at school and provide content related to their interests.content related to their interests.

• Developed relationship with CPIT and TPP Developed relationship with CPIT and TPP

• Students spend 12 hours per week in one of the Students spend 12 hours per week in one of the academy programmes and 12 hours in traditional academy programmes and 12 hours in traditional or alternative classesor alternative classes

Aorere CollegeAorere College

• Tertiary pathways programmeTertiary pathways programme

• Most senior students not going on to Most senior students not going on to university yet most senior courses university yet most senior courses offered were at bursary leveloffered were at bursary level

• Three pathways programmes with MIT. Three pathways programmes with MIT. Materials technology, hospitality and Materials technology, hospitality and catering, and sport and recreation.catering, and sport and recreation.

ResultsResults

Student perception of preparedness %Student perception of preparedness %Very Well Quite wellVery Well Quite well Well Well Not well Not Not well Not

at allat all

Start 02Start 02 19 19 26 26 28 23 28 23 44

End 02End 02 35 35 43 43 16 16 5 0 5 0

Mid 04Mid 04 28 28 34 34 26 26 11 11 22

ResultsResults

Parents perception of preparedness %Parents perception of preparedness %

Very Well Quite wellVery Well Quite well Well Well Not well Not Not well Not at allat all N/AN/A

Start 02Start 02 18 18 16 16 34 25 34 25 2 2 5 5

End 02End 02 49 49 34 34 9 9 1 0 6 1 0 6

Student motivationStudent motivation

How motivated do you feel by school?How motivated do you feel by school?

A lotA lot Quite a bit Quite a bit A Bit A Bit Not much Not muchNot at allNot at all

Start 02Start 02 22 28 20 24 522 28 20 24 5

End 02End 02 41 29 18 - 3 41 29 18 - 3

Results Mid 04Results Mid 04

Range of activities in Mid 2004 Range of activities in Mid 2004

Working Working 41%41%ApprenticeshipsApprenticeships 10%10%StudyingStudying 13%13%Work/studyWork/study 20%20%Non paid workNon paid work 5%5%ACC/WINZ benefitACC/WINZ benefit 11%11%

Key messagesKey messages

• Not just having qualificationsNot just having qualifications• Having access to advice about careersHaving access to advice about careers• Developing core skillsDeveloping core skills• Having the opportunity to develop and Having the opportunity to develop and

increase self-knowledge and social skillsincrease self-knowledge and social skills• Feeling successfulFeeling successful• Access to practical skills in their area of Access to practical skills in their area of

interest.interest.• Support and encouragement from teachersSupport and encouragement from teachers• Access to tertiary educationAccess to tertiary education

Key messagesKey messages

• Positive attitudes towards schoolPositive attitudes towards school

• Relationships with teachersRelationships with teachers

• Access to careers and transition Access to careers and transition information, advice and supportinformation, advice and support

• Real experiences in the world of workReal experiences in the world of work

• Opportunities to gain qualificationsOpportunities to gain qualifications

• Opportunities to develop life skills. Opportunities to develop life skills.

• Bridges to tertiary environmentBridges to tertiary environment

SCHOOLS PLUSSCHOOLS PLUS

Compulsory training for 16 to 18 year Compulsory training for 16 to 18 year oldsolds

Schools PlusSchools Plus

•““around 35 percent [of 17-year-olds] around 35 percent [of 17-year-olds] leave with less than level 2 NCEA” leave with less than level 2 NCEA”

• “ “New Zealand’s 15 to 19-year-olds New Zealand’s 15 to 19-year-olds have low participation in education have low participation in education compared to other OECD countries”compared to other OECD countries”

•““Census 2006 shows that around Census 2006 shows that around 10,000 15 to 17-year-olds are 10,000 15 to 17-year-olds are estimated to be inactive” estimated to be inactive” (Min of Ed 2008)(Min of Ed 2008)

JustificationJustification

Schools PlusSchools Plus

•2009 school exemptions at 15 years of 2009 school exemptions at 15 years of age abolished age abolished (Bill introduced 9 Sept 08)(Bill introduced 9 Sept 08)

•2011 education and training age 172011 education and training age 17

•2014 education and training age raised 2014 education and training age raised to 18to 18

RulesRules

Schools PlusSchools Plus

• An additional 15,000 students in An additional 15,000 students in educationeducation

• Cost the government approximately $150 Cost the government approximately $150 million per year (Nat est $65M)million per year (Nat est $65M)

• Funding is $39.7 million over four years. Funding is $39.7 million over four years. This sum includes “..staffing, capital and This sum includes “..staffing, capital and operational costs for schools” operational costs for schools” (Min of Ed 2008)(Min of Ed 2008)

CostCost

Schools PlusSchools Plus

• Schools responsible for tracking studentsSchools responsible for tracking students

• Education compulsory till 18 years of ageEducation compulsory till 18 years of age

• What incentive to study? What incentive to study? (Cf UK)(Cf UK)

• Reluctant learners at polytechnics?Reluctant learners at polytechnics?

• What strategies will polytechnics have to What strategies will polytechnics have to implement?implement?

IImplicationmplicationss

For more informationFor more informationInnovative Pathways from School: Innovative Pathways from School:

Taking the first step Taking the first step Final report Final report 20062006

Sally Boyd, with Sue McDowall and Hilary FerralSally Boyd, with Sue McDowall and Hilary Ferralhttp://www.nzcer.org.nz/pdfs/15017.pdf

Ministry of Education “Schools Plus”Ministry of Education “Schools Plus”http://www.minedu.govt.nz/theMinistry/EducationInitiatives/schoolsPlus.aspx

http://www.schoolsplus.govt.nz/discussion-http://www.schoolsplus.govt.nz/discussion-document.pdfdocument.pdf