Engaging the Disengaged and Enraged.

1

• Engaging the Disengaged and Enraged.
• Dr Sheila Grainger
• Principal
• Buller High School

2

• BHS has an excellent record in preparing engaged
  and motivated students for future careers or
  further study
• However junior students present ever increasing
  challenges for BHS and at risk students in years
  9-10 are a key focus area

3
BHS Year 9-10 Statistics 2008

• 62 of 2008 year 9 students wish they werent in
  school at all compared with 51 nationally
• 60 of 2008 year 9 students expect to stay on at
  school after year 11 compared with 73 nationally
• 23 of 2008 year 9 students have used drugs once
  or occasionally compared with 8 nationally
• 50 suspensions and stand downs in 2008, 43 for
  year 9-10 students, predominantly for substance
  abuse or assault
• Time out and referral rates for 2008, although
  decreasing steadily, are still quite high with
  575 junior students timed out in terms 1-2 alone

4

• All 8 places at our Alternative Education
  Programme are full with a waiting list in place
• 2 students granted exemptions so far this year, 2
  more requested
• 5 students from years 9-10 on extended work
  programmes under Section 71 of the Education Act
• Successive ERO reports highlight the need for
  greater engagement and enhanced teaching and
  learning in the junior school
• The Senior Management Team quality work review
  has found year 9-10 students take little pride in
  their work

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Local environmental factors which impact on
student engagement and achievement.

• Westport is an area where low skilled employment
  is readily available so youths leave school
  without completing qualifications and with no
  long term plan for sustainable career
  development
• Leavers in paid employment socialise with junior
  students, mainly girls, offering easy access to
  alcohol, drugs and sex which impact on their
  engagement with school and their ability to learn
• Out of school social activities give rise to
  stormy relationships, verbal and physical
  altercations, attempted substance abuse etc in
  school time so that many students learning can
  be disrupted by the disengagement of a few
• Students low self expectations translate into
  low school pride, 48 of 2008 year 9 students
  would recommend their school compared with 60
  nationally

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Disengagement

• Lateness
• Continual disobedience
• Verbal abuse of teachers
• Lack of career expectations or knowledge
• Enragement
• Physical assault
• Alcohol
• Drugs
• Self harm

7
Sources of Variance in Student Achievement
Students 50 Schools 5-10 Peers 5-10 Home
5-10 Principals Included in School
Effect Teachers 30 Hattie, J. A. (2003)
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Making the most of the 30

• Expert teachers can be distinguished by 5
  dimensions and 16 attributes
• Identifying essential representations of about
  teaching and learning
• Guiding learning through classroom interactions
• Monitoring learning and providing feedback
• Attending to affective attributes
• Influencing student outcomes

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Attributes

• Adopt a problem solving stance
• Can anticipate, plan and improvise
• Can make better decisions
• Enhance surface and deep learning
• Can relate lesson content to other subjects
• Can be more responsive to students
• Can recognise events in the classroom impacting
  on teaching and learning
• Effective scanners of classrooms
• Provide relevant feedback
• Engage students in learning
• Provide challenging tasks
• Passionate about teaching and learning

10
BHS Strategies

• Responsibility on enrolment
• Swim between the flags
• Support teaching staff
• Stand downs and suspensions
• Reintegration
• School pride
• School relationships
• Best we can be
• Pathways and Futures Department
• Innovative Project for Students at Risk
• Understanding the teen brain

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Allan WilsonCurriculum Alignment Manager
12
Innovative Pathways from SchoolTaking the first
step Final Report (2006)

• A brief look at some models that are working in
  schools
• Collaborations that are working
• Schools Plus (Youth Guarantee)

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A brief history Change

• Move from Industrial era to Knowledge society.
• Continual up-skilling
• On the job training
• Much greater choice and flexibility
• Education changed to, up-skilling the workforce
• Increase in courses by tertiary education
  providers

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A brief historyPolicy

• Youth Transition Strategy (2002)
• 10 - 15 aged 15 19 may not be participating
  in employment, education or training (Min of
  Social Development, 2003)
• Budget 2003 ..to have all 15-19 year olds
  engaged in appropriate education, training, work
  or other activities leading to long term economic
  independenceby 2007
• Yeah Right
• 2008 Schools Plus

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Five strategies

• At School
• STAR - Min of Ed
• Gateway - TEC
• At School or After School
• Youth Training - TEC
• Training opportunities - TEC
• Modern Apprenticeships - TEC

16
Some examples of what has and is working

• Linwood College - Christchurch
• Aranui High School - Christchurch
• Tongariro High School - Taurangi
• Western Heights High School - Rotorua
• Aorere College - Auckland
• James Cook High School Auckland
• Auckland Girls Grammar - Auckland

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Methodology - Early 2002

• Phase 1
• Description of programme
• Interviews with programme leader
• Interviews with students
• Collating student qualifications and attendance
  to date.
• Interviews with non-school providers
• Interviews with parents/caregivers

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Collaborations..Connections of this type are
regarded as. essential for effective transition
services (OECD, 2000)

• Linwood College CPIT TPP
• Aranui High School CPIT TPP
• Tongariro High School - OPC BOP
• Western Heights High School PTE Waiariki
• Aorere College - MIT
• James Cook High School Auckland
• Auckland Girls Grammar AUT MIT

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Strategies developed by schools and tertiary
providers

• 1. Curriculum Alignment project
• Polytechnics looking at schools
  curricula
• 2. STAR
• Schools purchase foundation programmes
  from tertiary providers
• 3. Gateway
• Polytechnics used to assess and as brokers
• 4. Staircasing to higher level qualifications
• Students encouraged to move on to level
  3, 4 and diploma programmes

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Methodology End 2002

• Phase two
• Same process as phase one.
• What students had gained
• Students attitudes towards school
• How prepared were they to leave school
• Consideration of further training
• Career aspirations and how programme had helped
• Students sources of career and transition
  support
• NB 02 introduction of NCEA teachers strike

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Methodology - Mid 2004

• Phase threeApproximately one year after most
  students had left school
• Interviewed on
• Work and study activities
• Future plans
• Reflection on how career and transition support
  was provided

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Programmes

• See hand-out (pg 16)
• Linwood Advanced Studies Academy
• Services Academy
• Urban Music Academy
• Engineering Programme
• Art Academy
• Nat Cert in Tourism
• Dip ICT
• Language Maths Programme
• Developed relationship with TPP

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Aranui High School

• Developed twelve academies to meet the growing
  number of students leaving school without jobs or
  plans.
• Aim to keep students at school and provide
  content related to their interests.
• Developed relationship with CPIT and TPP
• Students spend 12 hours per week in one of the
  academy programmes and 12 hours in traditional or
  alternative classes

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Aorere College

• Tertiary pathways programme
• Most senior students not going on to university
  yet most senior courses offered were at bursary
  level
• Three pathways programmes with MIT. Materials
  technology, hospitality and catering, and sport
  and recreation.

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Results

• Student perception of preparedness
• Very Well Quite well Well Not well
  Not at all
• Start 02 19 26 28 23 4
• End 02 35 43 16 5
  0
• Mid 04 28 34 26 11 2

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Results

• Parents perception of preparedness
• Very Well Quite well Well Not well
  Not at all N/A
• Start 02 18 16 34 25 2
  5
• End 02 49 34 9 1
  0 6

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Student motivation

• How motivated do you feel by school?
• A lot Quite a bit A Bit Not
  much Not at all
• Start 02 22 28 20
  24 5
• End 02 41 29 18
  - 3

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Results Mid 04

• Range of activities in Mid 2004
• Working 41
• Apprenticeships 10
• Studying 13
• Work/study 20
• Non paid work 5
• ACC/WINZ benefit 11

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Key messages

• Not just having qualifications
• Having access to advice about careers
• Developing core skills
• Having the opportunity to develop and increase
  self-knowledge and social skills
• Feeling successful
• Access to practical skills in their area of
  interest.
• Support and encouragement from teachers
• Access to tertiary education

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Key messages

• Positive attitudes towards school
• Relationships with teachers
• Access to careers and transition information,
  advice and support
• Real experiences in the world of work
• Opportunities to gain qualifications
• Opportunities to develop life skills.
• Bridges to tertiary environment

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• SCHOOLS PLUS
• Compulsory training for 16 to 18 year olds

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Schools Plus
Justification

• around 35 percent of 17-year-olds leave with
  less than level 2 NCEA
• New Zealands 15 to 19-year-olds have low
  participation in education compared to other OECD
  countries
• Census 2006 shows that around 10,000 15 to
  17-year-olds are estimated to be inactive (Min
  of Ed 2008)

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Schools Plus
Rules

• 2009 school exemptions at 15 years of age
  abolished (Bill introduced 9 Sept 08)
• 2011 education and training age 17
• 2014 education and training age raised to 18

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Schools Plus
Cost

• An additional 15,000 students in education
• Cost the government approximately 150 million
  per year (Nat est 65M)
• Funding is 39.7 million over four years. This
  sum includes ..staffing, capital and operational
  costs for schools (Min of Ed 2008)

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Schools Plus
Implications

• Schools responsible for tracking students
• Education compulsory till 18 years of age
• What incentive to study? (Cf UK)
• Reluctant learners at polytechnics?
• What strategies will polytechnics have to
  implement?

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For more information

• Innovative Pathways from School Taking
  the first step Final report
• 2006
• Sally Boyd, with Sue McDowall and Hilary Ferral
• http//www.nzcer.org.nz/pdfs/15017.pdf
• Ministry of Education Schools Plus
• http//www.minedu.govt.nz/theMinistry/EducationIni
  tiatives/schoolsPlus.aspx
• http//www.schoolsplus.govt.nz/discussion-document
  .pdf