Wanganui Girls’ CollegeNCEA Achievement 2013

Putting it in contextWe strongly believe that using data to inform decisions is

the key to enhancing success

We tested our students on arrival at Year 9 using NZCER STAR

We informed teachers of the stanine and made class and subject choices based on these results

We started triangulating our data to predict Year 11 outcomes (STAR stanine and anecdotal knowledge about students) and predicted that students on stanine 5 and above should achieve NCEA level 1

We could then predict by whole cohort and Maori students the Year 11 outcomes

These results and predictions were based on cohort not personalised to students

We were challenged during an ERO visit about why we weren’t aiming for 100%!

And why weren’t we - we asked ourselves?

ERO’s advice was that the entry data should guide us with the number, type and range of interventions needed to get 100% pass rate for all students

We were challenged to move beyond our self-fulfilling expectations – a light bulb moment!

Wanganui Girls’ College 2012 Annual Plan

A Successful School Leaver will have achieved at least NCEA Level 2 A safe, respectful, inclusive and positive learning environment

The challenge was set! So…In 2012 one of our Board of Trustees strategic statements was that “A successful

school leaver will have achieved at least NCEA level 2”

Context / Activity 

What we know now 2011/ 2012 Actions

Responsibility Timeline Outcomes

Extensive school data compiled, reviewed and used for 2012 planning -of suitable options for students-allocation of teachers to classes-options offered and time allocated in Junior school 

Students working at STAR stanine 5 should achieve NCEA level 1 Students working at curriculum level 4 at Year 9 should be able to achieve NCEA Level 2 (MOE statement) 2011 Year 9 STAR completed and results available for SMT and teachers indicate cohort is strong in literacy (70% stanine 5 and above, Maori 72%)  

Ascertain: What our current Year 9 and 10 academic profile is using -STAR at beginning and end of Year 9  -PAT maths at start of Year 9 and Year 10 compiled in school system -End of Year 9 and 10 grades compiled in school system  

 

 Academic Dean with EO re data collation   

Academic Dean with EO re data collation    

  By term 1 2012          

Review of 2012 Year 10 data show s our current students are strong in literacy. The Maths data indicates that student enter WGC with stanines below the national averages.  Following discussions with HODs and staff Maths will have four periods per week at both Year 9 and 10 in 2012. This will be reviewed in 2012 to see if this has made any difference.

In 2011 we had introduced our Academic Mentoring programme for senior students matching students to teachers that year; students met with two or three times a year with their allocated Academic Mentor around goal setting identifying barriers, checking progress and support and guidance

In 2012 we were expanding this and we were also developing and embedding our SWPB4L work and RJ / RP work – a huge culture shift for staff

We focussed on Year 11 as that was our most pressing need (ERO speak!) and …

individual plans were developed to ensure all student work begun was completed

the range of standards available for assessment were used to meet the student needs

parents contacted by AMs to advise students were at risk of not passing

study leave only after targets were met….

In term 3 2012 we set up large excel spreadsheet for each year level and each student was named, the number of students needing help identified and some strategies put in place to meet their needs

– the three Ns!

In term 4, just before study leave commenced, a letter was sent home for every senior student detailing:How many credits the student hadHow many credits were still available through external

standardsLiteracy and numeracy and UE progressRemaining opportunities for completing outstanding

assessments

For any student deemed ‘at risk’, the letter was followed up with a telephone call.

In 2012 the outcome for Level One was 89% pass rate – the highest in the town!

2013

An even more focussed approach:

We provide more regular progress updates for SMT, Deans, HODs and AMs

We have worked with HOD Learning Centre to develop alternative pathways where relevant

We have regular, meaningful contact with parents

We provide ongoing training for AMs on how to check progress for specific groups

We have started to triangulate data in a more effective way – it is now on a much more personal level rather than cohort

Increased accountability for staff as whanau, Form Teachers, students and AMs are regularly using the system to track progress

Academic Mentoring Days

Timetable suspended for whole school and 15 – 20 minute meetings arranged with students, whanau and AMs

AMs received extensive training in weeks prior to meeting including how to use data to set targets; role playing difficult conversations; how to access information on NZQA website

We arranged training, provided by Massey University, on having professional conversations with colleagues

AMs negotiated agreed targets based on data provided

We arranged future checkpoints to monitor targets

Whanau, students and staff completed online and physical surveys about the effectiveness of the day

Impressions of ART 13-17Initially we didn’t quite grasp the purpose of this project

and we were worried that there were hints of ‘Big Brother’…

However, Vivianne went to session in Palmerston North, and I went to presentation by Rawiri at Wanganui City College and it all fell into place for us.

We are very in favour of the idea of pathways; what works for us is really knowing our students, what their intentions are and ensuring the courses they are following fits into the pathway. The joy of a smaller school!

The spreadsheetWe do have some concerns about the spreadsheet as we

seemed to be spending a lot of time presenting the data in a different way just for the sake of ‘the spreadsheet’ – so we now send Mary and Andrea our own version of the data.

The spreadsheet does not have the facility to take into account outside providers.

We found it difficult to calculate how many credits a student should be achieving in a particular week as courses are evolving and changing specifically because of the nature of this project.

Ministry level 2 focus group 17th October 2013

       Credits in 2013

Credits in 2013

Credits in

2013

Credits in

2013

Credits in

2013

Credits in

2013

Credits in

2013

Credits in

2013

Credits in

2013

Gained

Across All

Years

Gained

Across All

Years

Gained

Across All

Years

First Names Ethnicity

This Year NSN

W Int & Ext

NYA Int & Ext N Int A Int M Int E Int

Poss Total

Poss Ext

Poss Int L2 + Lit L1

Num L1

Kahurangi Maori 121291962

44 36 63 6 80 0 0 149 0 149 89y y

Kendahl Maori 121285804

07 39 59 11 59 0 6 135 14 121 74y y

Jess

NZ European/Pakeha 12

125325367 57 45 11 61 0 0 117 4 113 64y y

Skylah Fijian 121315626

05 25 93 4 52 6 0 155 30 125 64y y

Siobhan Maori 121261811

03 22 77 4 60 0 0 141 23 118 60y y

Tara Maori 121291772

75 46 47 15 47 10 6 125 16 109 58y y

Holly

NZ European/Pakeha 12

129555679 24 75 10 39 3 0 127 26 101 56y y

Lily-Jo Maori 121291720

18 47 69 15 45 0 0 129 10 119 54y y

Sarah Maori 121281911

12 48 60 10 54 0 0 124 12 112 50y y

Ella

NZ European/Pakeha 12

126175107 45 71 9 38 6 0 124 16 108 46y y

Ashleigh

NZ European/Pakeha 12

128547672 40 88 3 41 3 6 141 42 99 46y y

Tyme Maori 121261818

33 6 88 22 29 8 5 152 37 115 42y y

Brooke

NZ European/Pakeha 12

126173691 37 67 8 25 10 5 115 24 91 40y y

Elise Maori 121295548

43 44 89 10 34 0 0 133 4 129 36y y

Eoana Maori 131265175

01 31 83 29 0 10 0 122 26 96 33y y

Identifying studentsQuantitative dataAcademic data from CMAttendancePastoral (SWPB4L)

Qualitative dataFeedback from teachers and AMsSelf-referral

Sharing data with staff

We have regular, calendared staff meetings to discuss and review academic progress of specific year groups

Provide ongoing training in using MUSAC to acquire data

We have a notice board in staffroom which is updated weekly

Needs of studentsThe needs depended entirely on individual stories

Pathways (inappropriate choice of subject – HOD LC)

Attendance (AM, Dean and Form teacher)Pastoral (Dean)Academic (AM)

Strategies All students in the focus group have additional

AMs who report to the Academic Dean weekly on progress (or lack of it….)

Regular contact with homeOngoing liaison between AMs and subject teachersHoliday Pathways course incorporating study skills

and career planningDedicated section of NCEA notice board for the

focus group – all teachers know who is in the group and the AMs involved

Current position

This time last year 32% of our students had already gained Level 2 NCEA

We are currently sitting on 45%

Insights

Rigorous monitoring works

Personalising works

Knowing students works

Sharing information produces increased sense of ownership among all staff

Challenges

Maintaining integrity of assessment conditionsTeacher concern about losing academic integrity due to

‘credit harvesting’MUSACEstablishing and maintaining meaningful communication

with our Maori families

Where to now?

For 2014 AMs have already been given the opportunity to choose if they wish to stay with their current year level or move to the next year level with their group

Our ASTRA programme will contain a more focussed unit on choosing pathways

At the end of this year we will review and reflect on our current programme and adapt and improve our plan where necessary