Using Data to inform our goal setting

0

10

20

30

40

50

60

70

Never Hardly ever Sometimes Mostly Always

% o

f re

spo

nd

en

ts1. In my school it feels good to be …

Māori students

Non-Māori students

Teachers

Teacher’s QuestionThis school ensures Māori students can feel safe and good about being Māori

CommentThis shows a very positive response from the survey

regarding how Maori students feel

0

10

20

30

40

50

60

70

Never Hardly ever Sometimes Mostly Always

% o

f re

spo

nd

en

ts2. Teachers in my school know me and I know

them.

Māori students

Non-Māori students

Teachers

CommentThis shows a very positive

response from the Māori students surveyed

Teacher’s QuestionI know the Māori students in this

school and they know me

0

10

20

30

40

50

60

70

Never Hardly ever Sometimes Mostly Always

% o

f re

spo

nd

en

tsTeachers talk with me about my results so I can do

better

Māori students

Non-Māori students

Teachers

Teacher’s QuestionI use Māori students' results

with them so they understand what they need to do next

CommentThis is an area where we seem to be able to make

some gains

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10

20

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60

70

80

90

2010 2011 2012 2013

National Rate of Achievement

Reporoa Maori StudentAchievement Rate

Reporoa NZ European

Year Year

Level

NCEA

Level

National

Rate

of

Achievement

Reporoa

College Maori

Student

Achievement

Rate

Reporoa

College

Maori Rate

as

Difference

from

National

Reporoa

College

NZ European

Reporoa

NZE Rate

as

Difference

from

National

2010 11 Level 1 65.6 56 -9.6 76.6 11

2011 11 Level 1 65 47 -19 84.8 18.8

2012 11 Level 1 67.8 35 -32.1 64.7 -3.1

2013 11 Level 1 71.1 25 -46.1 62.5 -8.6

Level 1 Student Achievement Rate over 4 Years

What issues do you identify for Reporoa

College from this data?

We know that our student achievement data has a story to tell

• Low literacy & numeracy levels on entry

• The Gap between Reporoa NZ European & National is increasing

• The Gap between Reporoa NZ Maori & National is opening more quickly

• So it is more than appropriate to have focused numeracy and literacy goals

• So remember - we are engaged in addressing achievement through a range of fronts and Academic Counselling is JUST ONE

What data will you have?

• Academic Data

– Interim Report – Teacher

– Interim Report – Student

– Literacy Data [Lower School] Stuart to address

– Numeracy Data [Lower School]

– NCEA Traffic Lighting

– NCEA Credits/offered

• Pastoral Data

– Attendance

• Students Goal Setting Booklet

• Career Aspirations

• Personal Goals

How do we use the data at the meeting?

Your role is complex but try to be a facilitator as much as possible

• Start by understanding what facilitation means: helping, improving, or making something easier. Facilitating is not telling.

Greetings Matter

• Be sure to make the family/whānau/caregiver and student welcome. Greet them with a smile. Ask how they are. Let them know how good it is to see them. Greet appropriately – may be a handshake/ a hug/ a kiss on cheek. Use the Reo.

Share the purposes of the meeting with the family/whānau/caregiver and student:

• To get to know

• To review where now

• To share thoughts

• To agree areas for development

• To agree goals

• To consider how to reach them

SMART GOALS• SPECIFIC not vague and woolly

• MEASURABLE we can measure if we are making progress

• ACHIEVABLE something we can reach, not way beyond us

• RELEVANT something that will make a difference to [STUDENT’S NAME]’s achievement or progress over next two/three terms

• TIME RELATED by a certain time/date

Let’s take a look at a scenario [1]

A Year 11 student has been identified in traffic lighting with several ‘red lights’ – showing if he continues working as at present with his level of commitment he will not secure numeracy or literacy. His attendance is 73%

Activity

In pairs construct three possible SMART Goals for terms 2 and 3

Record your draft goals on paper provided.

10 Minutes

Let’s take a look and give feedback [2]

Activity Continued

1. Join with another pair

2. Swap goals

3. Critique the goals applying the SMART principles– Positives

– Aspects to reconsider

4. Share the feedback 10 Minutes

Let’s take a look at strategy[3]

• Using the feedback look at your revised goals –choose one academic goal

• Decide on a suitable strategy/steps the student can take to make progress towards achieving the one goal

5 Minutes

Let’s develop our strategy [4]

Choose a different pair

Take it in turns to share with each other your goal and the strategy you decided upon

Work together to improve the strategies for each other

5 Minutes