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Hillcrest Kāhui Ako- ‘Success today, Success tomorrow , Success together’.

Hillcrest Kāhui Ako

‘Success today, Success tomorrow, Success together’.

Vision

Hillcrest Kāhui Ako- ‘Success today, Success tomorrow, Success together’. 2

This document provides a big picture vision of our beliefs, values and a brief outline of actions we believe will be successful in reaching our achievement challenges. Each identified lever in our strategic goals will generate desired outcomes for our learners that will then provide a framework of actions for leadership and staff within our schools.

Table of Contents

Vision and table of contents Our Community Overview Our beliefs and values Our Vision Our Stakeholders Overview of Achievement Data- Our Levers Achievement Challenge- Reading Achievement Challenge- Mathematics Monitoring and Evaluating

Page 2 Page 3 Page 4 Page 5,6,7 Page 8 Page 9 Page 10-16 Page 17-28 Page 29 - 37 Page 38 - 41



Overview

The Hillcrest Kāhui Ako is composed of nine schools. These schools are within the suburb of Hillcrest, with Hillcrest High School, Berkley Normal Middle School, Hillcrest Normal School, Silverdale Normal School and Hamilton Seventh Day Adventist Schools in Hillcrest. Tauwhare, Matangi, Tamahere Model Country School and Newstead Model Country School are located in a semi- rural setting between Hamilton and Cambridge. Te Iti o Hauā is the local marae at Tauwhare. Ngāti Hauā are our local Iwi and Rubal Rapana is our Kaumatua. Many schools in this Kāhui Ako have an existing relationship with Ngāti Hauā. In 2016 Hillcrest High School signed an agreement with Waikato Tainui joining the Kawenata o te Mana Maatauranga, establishing a commitment to work together to achieve mutual education objectives. A key next step for the Hillcrest Kāhui Ako will be to explore and plan what this agreement means across all our schools. Several primary schools in the Kāhui Ako are members of the Waikato Māori Achievement Collective (Waimac) focused on raising Māori student achievement. Within the Kāhui Ako there are a number of well established relationships between schools. Five of the nine schools are ‘normal’ or ‘model country schools’. These schools meet regularly in their capacity of providing quality initial teacher training in relationship with the University of Waikato. Another group of five schools make up a country cluster. This South-East Hamilton country cluster has had a history of shared professional development and cluster sporting and cultural events. Hillcrest High School provides multiple pathways for its learners as a result of exceptional relationships with the University of Waikato and Wintec Trades Academy. All schools have strong relationships with a range of ECEs in the area. Consideration of how to ensure this voice is captured is currently being considered by the Kāhui Ako. The Kāhui Ako consists of 7 primary schools, a middle school and a high school. The Community of Learning incorporates a diverse group of learners. There are 4,318 students (as at July 2016) and 219.3 teachers in our Kāhui Ako.


Our Vision Success today, Success tomorrow, Success together We want the learners of the Community of Learning to experience success in their futures. ‘Success’ means that our learners have options for their lives beyond school. We believe options come from having clear pathways from which they can choose their future direction.

Our Beliefs and Values

We believe that a key focus until the end of 2018 for the Kāhui Ako should be in continuing to build relational trust throughout all levels of the community and in forming systems that will ensure success for all. We believe the role of the Kāhui Ako is to create a coherent pathway focused on empowering lifelong learners for success in their lives. The question- ‘What does it mean to act as a community?’ has driven dialogue between leaders. We all know the power of when teachers in a school identify and own all students in the school - imagine the power of this collective responsibility across schools. Collectively, we have formed a shared vision of success for our learners.

It is our aim to sustain and create exceptionally strong, trusting relationships across our Kāhui Ako. School leaders have deliberately taken time to meet regularly, engage in quality dialogue and understand others school’s context within the Kāhui Ako which has led to the development of relational trust. There are many well-formed networks within the Kāhui Ako and this natural collaboration has shown that when collaboration thrives, learners win. We are driven by research based practice. It is our aim to continue to strengthen connections throughout our community. This includes various stakeholders within school communities, business, local iwi Ngāti Hauā, the University of Waikato, our ECEs and the Wintec Trades Academy. We are also excited by the potential of across community connections and overseas organisations that we can learn from and share our ideas with.

We believe that the more we understand each transition point of our pathway the more effective we will be in setting learners up for success. There will be a focus on increasing coherence in programmes, assessment and pedagogy by sharing the excellent practice that is taking place across the Kāhui Ako. When appropriate the community will look at aligning school-wide systems to assist in transition of assessment data and the rich information regarding learners collated by schools. It is important to note that this coherence doesn’t mean conformity. Each school within this community will remain unique and be autonomous in its decision making.

We are excited in the potential the Kāhui Ako has in continuing to build leader and teacher capacity by sharing the great practice that already exists – this will be a cornerstone of the approach to utilizing the across and within school teachers and available inquiry time. The community has already organized the support of the Springboard Trust which is going to be working with all leaders developing leadership capacity and coherence.


Our Approach The diagram below highlights what we believe is success for our community of learning:

Ensuring successful transition from ECE to primary, primary to intermediate, intermediate to high school and the range of pathways from there.

Equity. All learners experiencing success regardless of background, culture and gender. Tackling our tail of underachievement- and making sure that this is more than a target.

Accelerated progress / achievement… Recognition of learner assets- we need to consider the research of Claxton, Robinson, Costa and Treadwell to prepare students for their futures.

Positive Community connections... (what we want them to see, hear and feel).

Setting up learners for success for their futures.


What we want our Stakeholders to See, Hear and Feel Emerging Stakeholders The Hillcrest Kāhui Ako is excited by the opportunity to engage with a wide range of stakeholders. Initial conversations have identified the following groups, which will continue to grow as the Kāhui Ako continues to develop: Learners / Parents / Whānau of learners in the Hillcrest Kāhui Ako Staff of the Kāhui Ako Board of Trustees of the Kāhui Ako schools Waikato Tainui Ngāti Hauā A diverse range of cultural groups The University of Waikato Wintec Trades Academy Local Private Training Establishments Local Alternative Education Providers Early Childhood Centres that contribute to primary schools in our Kāhui Ako. Local Businesses

Statement of intent Principals in the Hillcrest Kāhui Ako recognise that consultation with the Hillcrest Kāhui Ako stakeholders is crucial in growing a true community. School leaders have spent the majority of time working together building relational trust and understanding individual school’s context. This approach has created a strong base of shared understandings from which to engage identified stakeholders. The Kāhui Ako are in the process of developing a stakeholder engagement plan and have ensured that a representative from Ngāti Hauā is involved in this and in selecting the Kāhui Ako across school leader roles.

We want our stakeholders to:

Be aware, informed and involved in the Direction of the Kāhui Ako. Have a sense of Assurance and Trust in the process. See Progress and Achievement of our learners. See Fun and Future Focus evident in all interactions. Feel a sense of Commitment, Respect and Responsiveness for all.


Achievement Data- Where we are at.

Analysis of our Kāhui Ako data shows a number of strengths. Overall Teacher judgments collated across the primary schools and middle school sit at or above National aspirations. The data has also highlighted some disparities. These disparities are evident throughout our pathway, from new entrants to NCEA Level Two. We believe we are addressing these in our achievement challenges with our focus on both equity and excellence.

Māori student achievement There is a significant range in the achievement of Māori students within the Kāhui Ako. In a number of schools Māori achievement is comparable with other cohorts, but across the Kāhui Ako there is a disparity with Māori achieving below other cohorts. Particular areas of concern addressed by our achievement challenges are in the first years of schooling and at major transition points in the pathway.

Pasifika student achievement Pasifika student achievement across the Kāhui Ako is below that of Māori students with similar concerns identified. Pasifika numbers across the schools in the Kāhui Ako are generally small and do not easily lend themselves to setting effective achievement challenges. A decision has been made to not include a Pasifika achievement challenge at this stage for the Kāhui Ako, but to carefully monitor our Pasifika students. Research indicates that initiatives that work for Māori will also be beneficial for our Pasifika students.

Trends over time We are acutely aware that whilst school leaders are aware of their own school’s trends of student achievement, we are basing decisions primarily on collective 2016 student achievement. Data will be carefully analysed via further school-wide analysis and internal teacher inquiries once we have across and within school teacher roles in place to determine additional trends and to incorporate new information not considered in this document. In the first instance achievement challenge targets have been established until the end of 2018 to provide increased opportunity to utilise these new roles in resetting additional targets beyond 2018. We believe that this approach best provides the ability to gain the maximum benefit of these new roles and a collaborative approach.

Strengths National Standards Data 86% of our learners are currently identified as being at or above national standard in reading. 80% of our learners are currently identified as being at or above national standard in writing.

85% of our learners are currently identified as being at or above national standard in mathematics. NCEA Data and Tertiary Pathways Hillcrest High has national recognition for scholastic achievement. In 2016, over half of the students who achieved in NCEA Levels 1, 2 and 3 achieved a merit or excellence endorsement.


Academic results reflect achievement across the board from ‘priority learners’ in numeracy and literacy to NCEA endorsements and Scholarship. Hillcrest High School offers a broad range of NCEA subjects which cater successfully for student needs. Cambridge assessments are offered at Year 12 in English and Mathematics and senior computer programming students are able to enter for the Waikato University Computer Science Scholarships. At Year 13 selected students are also able to study papers at the University of Waikato.

A significant number of the High School’s Year 13 students enter University and other Tertiary providers. Other relationships and key pathways include:

Vocational Pathways Programme

Alternative Education

STAR (Vocational Courses), Gateway (Work experience and industry based Unit Standards)

Wintec Trades Academy, and work experience options for those students seeking employment or apprenticeships.

Areas of focus for the Hillcrest Kāhui Ako National Standards Data and Year Nine and Ten Data The number of Māori that have been identified as Well Below / Below national expectations is disproportionately represented by the data compared to other ethnicities (with the exception of Pasifika). This trend is evident in the data for the Kāhui Ako in both 2015 and 2016.


The Importance of our Strategic Levers

We believe that sustainable and real growth in our community of learners will come from an approach that identifies strategic levers that will enhance learning cultures across our Kāhui Ako. Emerging research indicates that strategic planning that leads to enhancing the levers (below) will drive improvement in our achievement challenges. These strategic levers are:

• Culturally Responsive Practice • Effective Transition points • Data Literacy • Connections • Learner Capacity • Teacher Capacity

Our priority is to improve our students’ ability to ‘learn how to learn’. Improved achievement will come as a result of this focus. We believe that accelerated progress and higher achievement for our learners will be achieved as a result of a range of appreciative inquiries which will then provide detailed information for strategic interventions. An initial focus on these levers will be complimented by collaborative in school and across school inquiries based on identified areas of focus evident in the achievement challenges. 2018 will see opportunities for shared PLD opportunities across the Kāhui Ako.

Culturally Responsive Practice We believe that creating a shared understanding of what culturally responsive practice looks like is crucial to the success of our Kāhui Ako. An initial focus will be in seeking local iwi voice and perspective into our strategic planning. Our community is exceptionally diverse. This diversity provides opportunity to investigate place based curriculum options and responsive practice tailored to the needs of individuals.


Effective Transition We believe better understanding of the range of transitions our learners move through in their learning will enable us to focus on creating coherence. We intend to:

Review the quality of transitions learners experience as they move through their schooling and into tertiary training and employment.

Consider ECE engagement- what will this look like?

Clearly articulate the expected outcomes at each transition point.

Data Literacy Raising student achievement is the major focus on this Kāhui Ako. High quality systems across our Kāhui Ako will ensure that we:

Put the face to our data to identify and ensure that priority learners make progress.

Investigate assessment processes within our schools to ensure that overall teacher judgements are valid.

Ensure that there is a shared understanding throughout the Kāhui Ako so that data is collected and utilized from ECE to transition to the workplace / tertiary level.

Investigate transience- When do new learners enter our pathway?- What opportunities or challenges does this provide?

Connections It is our aim to continue to build effective learning partnerships to empower families and whānau to support their children’s learning at home. We believe we can do this by:

Utilising the experience and strengths within our community.

Considering the ‘power of the collective’.

Strategically engaging with our stakeholders to ensure that we are responsive to needs / opportunities.

Consider opportunities both nationally and internationally to learn and share ideas.


Learner Capacity We believe that growing learner capacity is our main focus. Across the Kāhui Ako we have a shared belief that progress and achievement in Mathematics and Communication is essential. All schools have a holistic view of learning which focuses on the development of learner assets. An area that all schools wish to focus on is in developing resilience in learners throughout our pathway. Lack of resilience is most apparent in key transition points in our pathway. Some examples of lack of resilience are evident in: -Learners readiness to start school. -Learners utilizing a range of strategies of what to do if they are finding learning difficult. -Learners creating and maintaining positive relationships with their peers. -Learners coping with transition points in our pathway. -Learners being prepared for the demands of NCEA assessment procedures. An additional area that requires strategic support is with a significant number of learners throughout the Kāhui Ako whose behaviors are adversely affecting their learning and well-being.

Teacher Capability We intend to support teachers across our Kāhui Ako by harnessing the power of collective experience, knowledge and expertise of existing staff. Some areas of initial inquiry for our Kāhui Ako will be:

Appraisal processes.

Mentoring and Coaching to grow leadership.

Strengthening self-review processes to ensure they are being used to inform growth in meaningful way.


Kāhui Ako Inquiry Outcomes

A significant focus of the Kāhui Ako will be on consolidating students currently at standard. All school leaders are concerned with learners, considered At standard dropping to Below Standard from year to year and during key transition points in their pathway. These drop offs are most evident for Māori students moving from primary to Berkley Normal Middle School and all cohorts when transitioning to Hillcrest High School. As an example this is evident in the tables (below) in which Māori girls Mathematics achievement in the Kāhui Ako drops from 70% at or above as Year Six students to 42% in Year Seven. Potential further inquiries will centre on:

- Aligning assessment tools between schools in the pathway. - Moderation discussions involving teachers throughout the Kāhui Ako. - Highlighting trends in student achievement to consider next steps. - Considering trends in strengths and weaknesses across curriculum areas. - Strengthening transition processes throughout the Kāhui Ako.

Year 6 and 7 comparison of Māori Girls Mathematics National Standard Data, 2016.

Year 7 WB B At Above Total

Berkley x x x x x

HSDA x x x x x

Total 3 12 11 0 26

12% 46% 42% 0%

Note: x=data has been redacted

All schools in the Kāhui Ako have identified students that are at risk of slipping Below National Standard. These learners are being monitored and supported by each school and their progress will be reported on a termly basis. We intend to refine our assessment and reporting structures and processes to work flexibly across the Kāhui Ako and to better report on the attainment of these learners.

Year 6 WB B At Above Total

Hillcrest Normal x x x x x

Matangi x x x x x

Newstead x x x x x

Tamahere x x x x x

Tauwhare x x x x x

Silverdale x x x x x

Total 2 5 13 3 23

9% 22% 57% 13%


The Kāhui Ako’s identified levers of change (cultural responsiveness, effective transitions, data literacy, strong connections, learner capacity and teacher capacity) will drive inquiry into our learning environments. We will then utilize findings from these cycles of collaborative inquiry to improve leadership/teaching/instructional practice. We believe that improvements made as a result of these inquiries will have a positive impact on the progress and achievement of our priority learners. Our Kāhui Ako understands the importance of creating data management systems that are aligned to support sharing of data in real time across the whole Kāhui Ako pathway. We plan to regularly review the evidence- based practices in place to support sustained success and seamless transitions through the learner pathway- both within and outside of our Kāhui Ako. We believe that improved transitions will improve our learners’ progress and achievement. Data and evidence will be a major driver of our Kāhui Ako’s Practice. We are continually improving our progress and achievement data and use this to know how every one of our students is progressing. In our Kāhui ako our intentional direction is inclusiveness. This will enable us to celebrate the language, identity and culture of every student. We have high expectations and Kāiako will have the opportunity to develop their understanding of their learners in ways that connect with who they are, their dispositions, knowledge, skills, experiences, beliefs, values and attitudes. We believe that targeted inquiries with our priority learners will assist us in identifying learners passions, talents and interests that will serve as a springboard to knowing them as learners, meeting their needs and improving progress and achievement. In school leader balance We recognize that the number of in school leaders generated by Hillcrest High School is significant comparative to learners identified in the achievement challenge data. This resourcing will be utilized across the primary pathway, as well as at High School level, to enhance transitions and backward map identified gaps in curriculum knowledge and student achievement. This will contribute to improved practice across the pathway and will impact on the achievement challenge targets in years 1 – 8 as well. The four unallocated within school roles will be targeted to primary schools that have not generated a full in school role and then those where the greatest proportion of target students sit.


Reading Achievement Challenge To raise the achievement levels of our students in Reading as measured against National Standards. Hillcrest Kāhui Ako National Standards Overall Teacher Judgements, 2016.All Students

At / Above Below / Well Below

All 85.3% 14.7% (351) Māori 76.2% 23.8% (82)

Pasifika 66.7% 33.3% (25) Asian 81.3% 18.7% (61)

Hillcrest 2016- Reading National Standards Overall Teacher Judgements

WB B At Above Total

Berkley Normal Middle School 24 80 437 167 708

Hamilton Seventh Day Adventist 3 9 23 13 48

Hillcrest Normal School 15 61 339 129 544

Matangi School 2 15 76 49 142

Newstead Model Country School 3 17 46 49 115

Tamahere Model Country School 9 28 144 236 417

Tauwhare School 2 9 74 82 167

Silverdale Normal School 21 53 110 60 244

Total 79 272 1249 785 2385

3.3% 11.4% 52.4% 32.9%


Achievement Challenge 1a- Raising Māori Student Achievement in Reading

Background information Data from across our Kāhui Ako from 2015 and 2016 shows that our Māori learners’ achievement is below that of other cohorts with 76% of our Māori learners considered to be at or above standard compared with 90% NZ European and 82% Asian. Reading achievement has been identified by Hillcrest High School as being a key determinant in success with NCEA assessments.

What we want to achieve Our aim is to raise Māori student achievement by making strategic interventions to directly target identified gaps. We are currently using National Standard overall teacher judgement data to analyse where learners are at and whether there is progress being made. An investigation about what tools can be used across the Kāhui Ako to provide more detailed information to break up what it actually means to be literate in the early years will take place. Our belief is that strengthening all teachers’ culturally responsive practice will lead to a rise in engagement and achievement for our target Māori students.

Note x=data has been redacted

Hillcrest 2016- Māori National Standards Overall Teacher Judgements

WB B At Above Total


Hamilton Seventh Day Adventist x x x x 6



Newstead Model Country School x x x x 15

Tamahere Model Country School x x x x 38



Total 16 66 187 75 344

5% 19% 54% 22%


Data - Where we are- where we want to be.

WB B At Above 2016 Total

% At or Above

Target for Nov 2018

Number shifted

HSDA x x x x x x x x

Hillcrest Normal 1 6 32 6 45 38/45 84%

42/45 93% 4

Tamahere x x x x x x x x

Silverdale 9 17 39 13 78 52/78 67%

65/78 83% 13

Berkley 2 26 59 15 102 74/102 72%

88/102 87% 14

TOTAL 15 57 145 52 269 37

Note x=data has been redacted

Specific Target Our targets for November, 2018 are to increase the number of Māori at or above standard from 262 students (76%) to 299 (87%). This would significantly close the gap between Māori achievement and NZ European achievement across the Kāhui Ako.


Achievement Challenge 1b- Raising Māori Student Achievement in the early years. Background information As seen in the baseline data below, after one year of schooling 50% of our Māori Boys from across the Kāhui Ako are considered to be at or above standard in Reading. This compares with 69% of other ethnicities after one year. Oral language capacity and ‘word power’ have been identified as areas needing focus.

Hillcrest Kāhui Ako 2016 Reading Data After One Year

WB B At Above Total

6 (2.3%) 78 (29.3%) 128 (48.1%) 54 (20.3%) 266

Hillcrest Kāhui Ako Māori Boys

National Standards Reading Data after One Year

WB B At Above Total

3 (12%) 10 (38%) 10 (38%) 3 (12%) 26

What we want to achieve We aim to provide early and deliberate support for our Māori learners so that after three years at school they are at or above standard. The first step in achieving this is to target improvement after one year at school, with the lessons and outcomes from this informing future planning for the Kāhui Ako. The approach will include building on evidence based practice such as parental involvement and developing relationships with our Māori students that focuses on their inherent potential. Data from all primary schools within the Kāhui Ako indicates that the oral language capacity of Māori learners is low. School leaders intend to put a range of strategic supports in place to measure progress and achievement of these learners and consider next steps.


Data- Where we are- where we want to be.

WB B At Above 2016 Total

% At or

Above

Target for Nov 2018

Number shifted

Year One Māori Boys 3 (12%) 10 (38%) 10 (38%) 3 (12%) 26

13/26 50%

20/26 77% 7

Note: For privacy reasons the specific schools that are targeting these students have not been identified for this achievement challenge due to the low numbers of targeted students. Regardless of the low numbers of targeted students this is considered a priority area of focus and a valid and persistent achievement challenge.

Specific Target We aim to move at least seven of our Year One Māori learners from Well Below/Below to At by November 2018.


Achievement Challenge 1c- Consolidating learners at standard

Background information Leaders within the Kāhui Ako have deliberately selected a variety of approaches to inquire into teacher practice and consider the impacts on student progress and achievement. We believe the approach (outlined below) promotes a form of collaborative inquiry that ‘puts a face to student data’. All schools have identified a group of learners that are currently at standard but considered to be at risk of not maintaining the standard. These students have been identified as being of particular concern at transition points. These students will be identified within schools and as they move between schools, and will drive teacher inquiry. Individual schools will report back to the Kāhui Ako about the progress of these identified learners. Successful intervention will mean that these learners are comfortably At (or Above) standard at the end of 2018, even if they have moved school. The Learning Progressions Frameworks will be utilised to support judgments in years 9 and 10 at Hillcrest High School to determine whether at risk students have remained at standard. An example of an inquiry model (below) will be co-constructed and discussed by leaders to ensure there is a coherence throughout the Kāhui Ako. We believe that collaborative inquiries within schools and across schools will enable the Hillcrest Kāhui Ako to share quality practice that will have a positive impact on teacher and learner capacity. This impact will have the potential to have a positive effect on all learners, regardless of whether they are part of the identified group to be targeted. A significant focus will be the consideration of what relational pedagogies will have potential to consolidate students learning and empower them to become more resilient to challenges in their learning lives. Learnings from this have the potential to be backward mapped to ensure resilience is coached throughout learners lives at school.


What we want to achieve Discussion between leaders has centered on ensuring that transition points between schools along the Kāhui Ako pathway are smooth and that achievement for all students is seamless. An appreciative inquiry which tracks students’ progress and investigates assessment and curriculum expectations will provide us with further information.


Data- Where we are- where we want to be Reading- To consolidate learners so they are stable at standard

2016 Data – learners identified as being at risk of not remaining at standard

2018 Target – identified learners remaining at the standard/ expectation

School Year 4 Year 5 Year 6 Year 7 Year 8 Total Year 6 Year 7 Year 8 Year 9 Year 10 Total

HSDA 1 2 0 0 2 5 1 1

Silverdale Normal 5 7 4

16 5 5

Hillcrest Normal 10 10 12

32 10 10

Matangi 3 5 2

10 3 3

Tauwhare 4 4 5

13 4 4

Berkley Normal Middle School

20 20 40 28 23 51

Hillcrest High School

20 22 42

TOTAL

116 116

Specific Target

Individual schools have identified at risk learners. These learners’ progress and achievement will be supported, tracked and reported back on to ensure that all students remain at standard/ curriculum expectation. The specific target of our Kāhui Ako is that all identified learners consolidate their learning and at least maintain being considered at the standard/expectations in reading at the end of 2018.


Achievement Challenge 1d- Increasing learners above standard in Reading.

Background information Individual schools have analysed data and identified learners currently at standard that, with strategic support can progress to being considered above standard. Individual learner data will be analysed regularly and new targets for future years will be set based on performance and in changes as a result of this focus.

What we want to achieve All schools believe they can increase the percentage of learners achieving above National Standards.


YEAR 2016 2018

School Actual Above %

Target Above %

No of students shifted

All students 785 33 962 40 177

HSDA 13 27 18 38 5

Hillcrest Normal 129 24 186 34 57

Tamahere 236 57 266 64 30

Newstead 49 43 54 47 5

Matangi 49 35 54 38 5

Silverdale Normal 60 25 75 30 15

Tauwhare 82 49 102 61 20

Berkley Middle Normal 167 23 207 29 40

Total 177

Specific Target The Hillcrest Kāhui Ako’s specific target is to move 177 students from at National Standard to above by November 2018.


Achievement Challenge 1e - To raise the achievement level of students by the end of Year 10 reading in readiness for NCEA level 1 (curriculum Level 6).

Background information A significant focus at Hillcrest High School is to ensure that all students have the best possible opportunity to achieve NCEA Level Two. A key signpost for success is a solid base in literacy.

Data- Where we are- where we want to be. Year 8 E-asTTle Reading Nov 2016

Year 8 2016

Actual Target 85%

Year 10 2016

Achievement (Above + At)

Number needing to shift based on 2016 Year 8 cohort

Above At Below Well below Total

All

114 61 95 18 288 175 245 24% 70

40% 21% 33% 6%

Female

73 28 54 4 159 101 135 31% 34

46% 18% 34% 2%

Male

41 33 41 14 129 74 110 17% 36

32% 25% 32% 11%

Māori

16 7 16 7 46 23 39 7% 16

35% 15% 35% 15%

Māori Female

11 1 8 0 20 12 17 15% 5

55% 5% 40% 0%

Māori Male

5 6 8 7 26 11 22 0% 11

19% 23% 31% 27%

NZE

74 40 54 8 176 114 150 31% 36

42% 23% 31% 4%

Pasifika

2 1 3 1 7 3 6 8% 3

29% 14% 43% 14%

Other

22 13 22 2 59 35 50 20% 15

37% 22% 37% 4% Please note: that percentages in this table are rounded to the nearest whole number


Year 8, Term 4 asTTle Reading Data The data in the table above was formulated using the e-asTTle norms and curriculum expectations. The curriculum expectation for Year 8, Term 4 in reading is 4P. This was considered to be the standard students should be “At”:

Above: 4A, 5B, 5P, 5A, 6B, 6P, 6A, >6A At: 4P Below: 4B, 3A, 3P Well Below: 3B, 2A, 2P, 2B, <2B The curriculum expectation for Year 10, Term 4 in reading is 5A. This was considered to be the standard students should be “At”

Above: 6B, 6P, 6A, >6A At: 5A Below: 5P, 5B, 4A Well Below: 4P, 4B, 3A, 3P, 3B, 2A, 2P, 2B, <2B What we want to achieve Using 85% as a target would mean that we need to plan to move 70 students. This is broken up into ethnicity and gender in the table above.

Questions raised from this data: -Can NCEA Level Two be backward mapped to identify knowledge, skills and strategy gaps?

Aim for students to be achieving at Curriculum Expectation (5A) by T4, Y10: The curriculum expectation for reading in Term 4, Year 10 is 5A. If we decided that all students needed to be at 5A by the end of year 10, then we would have approximately 76% of the cohort considered ‘below’ our standard (based on last year’s cohort)

https://e-asttle.tki.org.nz/content/download/1229/4816/version/4/file/e-asTTle+norm+tables+Sept+2010.doc


Writing Achievement Challenge To raise the achievement levels of our students in Writing as measured against National Standards.

Achievement Challenge 2a- Raising Māori Student Achievement in Writing

Background information Our Māori Learners achievement in Writing is below other cohorts. 70% of our Māori learners are considered to be At or Above standard compared with 80% of all other students. Schools have placed considerable emphasis on this area in the last few years. As a result we want to consider if any initiatives have worked and what we can learn from this to inform our practice across the Kāhui Ako. We also want to consider how we can utilize any experience from across our Kāhui Ako to make a positive difference to student progress and achievement.

What we want to achieve


2016 Number At /

Above % At / Above

Number Below / Well Below

% Below / Well Below

All students 1900 80% 486 20%

Māori all 241 70% 103 30%

Māori Males 115 69% 52 31%

Māori females 123 71% 51 29%

Males 872 74% 305 26%

Females 1028 85% 181 15%

Year 8 all 282 79% 68 21%

Year 8 Māori all 39 67% 19 33%

Year 8 Māori Boys 16 64% 9 36%

Year 8 Māori Girls 23 69% 10 31%


Where we want to be

Māori WB B At Above 2016 Total

% At or Above

Target for November

2018 (students At

or Above)

% At or Above

Number shifted

Berkley 5 27 59 11 102 68% 87 85% 17

HSDA x x x x x x x x x

Hillcrest Normal 1 7 31 6 45 82% 41 91% 4

Matangi 0 3 16 2 21 86% 20 95% 2

Newstead x x x x x x x x x

Tamahere x x x x x x x x x

Tauwhare 0 9 20 10 39 77% 34 87% 4

Silverdale 8 25 40 5 78 58% 55 70% 10

Total 18 85 202 39 344

5% 25% 59% 11%

46

Note: x=Data has been redacted

Specific Target The Hillcrest Kāhui Ako’s specific target is to move 46 Māori Learners from Below National Standard to At by November, 2018.


Mathematics Achievement Challenge

To raise the achievement levels of our students in Mathematics as measured against National Standards. National Standards Overall Teacher Judgements 2016

At / Above Below

All 84.8% 15.2% (364)

Maori 72.7% 27.3% (94)

Pasifika 70.7% 29.3% (22)

Asian 89.9% 10.0% (33)


Rationale for Achievement Challenge Whilst the current percentage of students considered to be At or Above national standard (85%) is already at national expectation, the creation of a Mathematics challenge is important in preparing students for NCEA. Analysis of 2016 data shows that the percentage of students considered to be Below National Standard increases as year level increases. It is interesting to note that male learners across all levels are 86% at or above in comparison to female 84%. 73% of our Māori learners are achieving At or Above National standard with 94 learners considered to be Well Below or Below. This achievement is lower than other cohorts- NZ European 87%, Asian 90%.

Hillcrest CoL 2016- Mathematics National Standards Overall Teacher Judgements

WB B At Above Total


Hamilton Seventh Day Adventist 3 13 21 11 48



Newstead Model Country School 6 12 81 17 116

Tamahere Model Country School 11 50 240 116 417



Total 62 302 1431 592 2387

3% 12% 60% 25%

Hillcrest CoL 2016- Mathematics Māori National Standards Overall Teacher Judgements

WB B At Above Total


Hamilton Seventh Day Adventist x x x x x



Newstead Model Country School x x x x x

Tamahere Model Country School x x x x x



Total 17 77 185 65 344

5% 22% 54% 19%


Achievement Challenge 3a- Increasing learners at standard in Mathematics

Background information Data from 2015 and 2016 indicates that the percentage of students performing at National Standard decreases as they get older. The Mathematics curriculum does increase in complexity and some learners appear to be dropping below standard in years six, seven and eight in particular.

What we want to achieve We want to increase the number of learners at standard. School wide inquiry will focus on student’s progress as they make transition through the curriculum levels. Schools will support and monitor these target students and report back on their progress. Collaborative inquiries will be shared to consider actions that have made a positive difference to improve student progress and achievement.

Data- Where we are- where we want to be. YEAR 2016 2018 Shift

School Actual At % of students At Target At How many students

% of students At

All students 1431 60% 1603 172 67%

HSDA 21 44% 30 9 62%

Hillcrest Normal 406 75% 446 40 82%

Tamahere 240 57% 261 21 63%

Newstead 81 70% 92 11 79%

Matangi 90 63% 101 11 71%

Silverdale Normal 131 54% 153 22 63%

Tauwhare 92 55% 109 17 65%

Berkley Middle Normal 370 52% 411 41 58%

Specific Target We aim to increase the number of students achieving at standard by 172 across our Kāhui Ako by November 2018.


Achievement Challenge 3a(i)- Māori progress and achievement in Mathematics.

Background information This achievement challenge is actually a subset of 3a, the increasing learners at standard in mathematics achievement challenge, however we have decided to separate it out due to its priority and specific focus. While student achievement across the Kāhui Ako is strong with 85% of learners at or above standard, 73% of our Māori learners are achieving at or above National standard with 94 learners considered to be Well Below or Below. This achievement is lower than other cohorts- NZ European 87%, Asian 90%.

What we want to achieve An area of focus for our Kāhui Ako is to raise Māori student achievement. Currently Māori student achievement is below that of other cohorts sitting at 73%. We want to raise Māori student achievement to at least that of other cohorts. A particular focus is considering what is necessary to increase progress and achievement throughout the pathway so that our Māori learners continue to succeed in Mathematics beyond year six.


Māori WB B At Above 2016 Total % At or Above Target for Nov

2018 Number to Shift

Berkley 3 31 44 24 102 68/102 (66%) 88/102 (86%) 20

HSDA x x x x x x x x

Hillcrest Normal 1 6 33 5 45 38/45 (84%) 42/45 (93%) 4

Matangi 0 5 11 5 21 16/21 (76%) 19/21 (90%) 3

Newstead x x x x x x x x

Tamahere x x x x x x x x

Tauwhare 1 5 23 10 39 33/39 (85%) 37/39 (95%) 4

Silverdale 5 21 43 9 78 52/78 (67%) 65/78 (83%) 13

Total 17 77 185 65 344 54

5% 22% 54% 19%


Analysis indicates that Māori student progress in Mathematics is of particular concern in years 7 and 8 so from the 54 total Māori students we are going to shift, we have further specified the following targets.


Māori Girls Year Seven Mathematics National Standards Data

WB B At Above 2016 Total At or

Above % At or Above

Target 2018

Shift

Combined 3 11 11 0 25 11/25 44% 18/25 72% 7

Māori Girls Year Eight Mathematics National Standards Data


Above % At or Above

Target 2018

Shift

Combined 0 8 15 8 31 23/31 74% 27/31 87% 4

Māori Boys Year Eight Mathematics National Standards Data


Above % At or Above

Target 2018

Shift

Combined 0 9 8 10 27 18/27 67% 23/27 85% 5

This progress will be carefully monitored and an inquiry into other cohorts will be completed to ascertain what strategic interventions put in place will make the biggest difference.

Specific Target Move 54 of our Māori learners from Well Below or Below to At. This includes:

Move seven Yr 7 Māori girls from Below to At.

Move four Yr 8 Māori girls from Below to At

Move five Yr 8 Māori boys from Below to At.


Achievement Challenge 3b- Increasing learners above standard in Mathematics. What we want to achieve Schools across our Kāhui Ako are aiming to increase the number of students achieving above standard in Mathematics by 163 students.

Data- Where we are- where we want to be. YEAR 2016 2017

Baseline Data Projected Progress

School Actual Above % of students above

Target Above Shift % of students above

All students 592 25% 755 163 32%

HSDA 11 23% 26 15 55%

Hillcrest Normal 92 17% 140 48 26%

Tamahere 116 28% 138 22 33%

Newstead 17 15% 30 13 26%

Matangi 37 26% 39 2 27%

Silverdale Normal 55 22% 67 12 27%

Tauwhare 57 34% 68 11 40%

Berkley Middle Normal 207 29% 247 40 35%

Specific Target Schools across our Kāhui Ako are aiming to increase the number of students achieving above standard in Mathematics by 163 students.


Achievement Challenge 3c- To raise the achievement level of students by the end of Year 10 Mathematics in readiness for NCEA level 1 (curriculum Level 6).

Background information A significant focus at Hillcrest High School is to ensure that all students have the best possible opportunity to achieve NCEA Level Two. A key signpost for success is a solid base in mathematics.

Year 8 asTTle Data November 2016

Above At Below Well below total 85% Actual

Year 10 2016

Achievement (Above + At)

Number needed to

shift

All 106 42 101 24 273 232 148 33% 84

39% 15% 37% 9%

Female 57 29 56 13 153 130 86 34% 44

37% 19% 36% 8%

Male 49 13 45 13 120 102 62 32% 40

41% 11% 37% 11%

Māori 15 5 16 8 44 37 20 13% 17

34% 12% 36% 18%

Māori Female 10 3 5 2 20 17 13 14% 4

50% 15% 25% 10%

Māori Male 5 2 11 6 24 20 7 12% 13

21% 8% 46% 25%

NZE 62 31 64 13 170 144 93 35% 51

36% 18% 38% 8%

Pasifika x x x x x x x x x

x x x x x x x x x

Other x x x x x x x x x

x x x x x x x x x



Year 8, Term 4 asTTle Mathematics Data The data in the table above was formulated using the e-asTTle norms and curriculum expectations. The curriculum expectation for Year 8, Term 4 in Mathematics is 4P. This was considered to be the standard students should be “At”.

Above: 4A, 5B, 5P, 5A, 6B, 6P, 6A, >6A At: 4P Below: 4B, 3A, 3P Well Below: 3B, 2A, 2P, 2B, <2B The curriculum expectation for Year 10, Term 4 in Mathematics is 5A. This was considered to be the standard students should be “At”

Above: 6B, 6P, 6A, >6A At: 5A Below: 5P, 5B, 4A Well Below: 4P, 4B, 3A, 3P, 3B, 2A, 2P, 2B, <2B What we want to achieve Using 85% as a target would mean that we need to plan to move 84 students. This is broken up into ethnicity and gender in the table above.

Questions raised from this data: -Can NCEA Level Two be backward mapped to identify knowledge, skills and strategy gaps?

Aim for students to be achieving at Curriculum Expectation (5A) by T4, Y10: The curriculum expectation for Mathematics in Term 4, Year 10 is 5A. If we decided that all students needed to be at 5A by the end of year 10, then we would have approximately 67% of the cohort considered ‘below’ our standard (based on last year’s cohort)

https://e-asttle.tki.org.nz/content/download/1229/4816/version/4/file/e-asTTle+norm+tables+Sept+2010.doc


Monitoring and Evaluation

To support our work in shift and accelerating ākonga achievement we will utilise the Education Review Office’s model as described in Effective Internal

Evaluation for Improvement (2016), to collect evidence of the impact of our planned actions to improve teacher practice and ākonga learning.

Monitoring will focus on these aspects:

● Implementation of the plan and the targeted plan

● Implementation of change process across the community

● Regularity of review of targets

● Systems and processes to gather evidence of shifts in pedagogy, school practices, student voice, whanau engagement and data

● Reflecting Kāhui Ako planned actions within each school’s charter – strategic plan, annual plan and targets to raise achievement

Evaluation

The Lead Principal will work closely with the Across School Leaders to develop an effective model for evaluation.

This will focus on:

● beginning and end of year data about student achievement, with commentary on its significance in relation to targets

● evidence of changes in pedagogy and school practices

● student parent, whanau and teacher voice

● analysis of the outcomes in relation to the targets

● next steps for each school and the community

● identifying areas that need a stronger focus.


Reporting

The Lead Principal will coordinate the preparation of reports for Boards of Trustees to be supplied throughout the year.

These will cover:

● targets and priorities

● key aspects of implementation

● interim (June) and end of year(November) data about student achievement, with commentary on its significance in relation to targets

● emerging evidence of changes in pedagogy and school practices issues arising

● resourcing required.

The Community Leadership group will facilitate a combined BOT meeting at least once a year to celebrate progress and inform on next steps All

schools in the community will have referenced the targets in their own school charters and strategic goals. We will continue to collect a range of robust

quantitative and qualitative data twice yearly.

Student Voice ● We will continue to gather a range of data including qualitative attitudinal data in relation to ākonga learning, well being and teacher practice.

● We will share great examples of student voice collection within individual schools to develop a culture of ākonga agency.

● We will investigate the development of a student forum group that is across our community and is reflective of all ages, gender and ethnicities

based on international research for example OPC Ontario.

Parents Family and Whānau ● We will investigate the establishment of an across community communication system that will act as a medium for information sharing and

celebration

● Schedule community workshops, seminars and or conferences to celebrate our learning, our progress, our achievements, our work and our

development and to engage in dialogue to help determine next steps.

● Continue to engage the community in qualitative surveys around their experience of their child’s learning.

● Conduct ongoing consultation with the Kāhui Ako’s stakeholders on their aspirations for our learners.


Appendix 1. Hillcrest PAI Document 2. Hillcrest Community of Learning Education Review Office Report 3. Code of Professional Responsibility, and Privacy Protocols

Documents

Hillcrest Kāhui Ako - Home | Education in New Zealand · broad range of NCEA subjects which cater successfully for student needs. Cambridge assessments are offered at Year 12 in