Engaging the Disengaged and
Enraged.
Dr Sheila Grainger
Principal
Buller High School
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
BHS Year 9-10 Statistics 2008
• 62% of 2008 year 9 students wish they weren’t in school
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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 910 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
• All 8 places at our Alternative Education Programme are
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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
Local environmental factors which
impact on student engagement and
achievement.
• Westport is an area where low skilled employment is readily
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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
Disengagement
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Lateness
Continual disobedience
Verbal abuse of teachers
Lack of career expectations or knowledge
Enragement
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Physical assault
Alcohol
Drugs
Self harm
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)
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
Attributes
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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
BHS Strategies
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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
Allan Wilson
Curriculum Alignment Manager
Innovative Pathways from School:
Taking 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)
A brief history
Change
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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
A brief history
Policy
• 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
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appropriate education, training, work or other activities
leading to long term economic independence…by 2007”
“Yeah Right”
• 2008 Schools Plus
Five strategies
At School
• STAR - Min of Ed
• Gateway - TEC
At School or After School
• Youth Training - TEC
• Training opportunities - TEC
• Modern Apprenticeships - TEC
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
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
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
Strategies developed by schools
and tertiary providers
1. Curriculum Alignment project
Polytechnics looking at school’s 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
Methodology – End 2002
Phase two
Same process as phase one. +
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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
Student’s sources of career and transition support
NB: 02 introduction of NCEA & teachers strike
Methodology - Mid 2004
Phase three
Approximately 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
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
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
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.
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
Results
Parents perception of preparedness %
Very Well
Quite well
Well
Not well Not at all
Start 02
18
16
34
25
End 02
49
34
9
1
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N/A
5
6
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
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Results Mid 04
Range of activities in Mid 2004
Working
Apprenticeships
Studying
Work/study
Non paid work
ACC/WINZ benefit
41%
10%
13%
20%
5%
11%
Key messages
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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
Key messages
• Positive attitudes towards school
• Relationships with teachers
• Access to careers and transition information,
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advice and support
Real experiences in the world of work
Opportunities to gain qualifications
Opportunities to develop life skills.
Bridges to tertiary environment
SCHOOLS PLUS
Compulsory training for 16 to 18 year olds
Schools Plus
Justification
• “around 35 percent [of 17-year-olds]
leave with less than level 2 NCEA”
• “New Zealand’s 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)
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
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)
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?
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/EducationInitiative
s/schoolsPlus.aspx
http://www.schoolsplus.govt.nz/discussion-document.pdf