Charter and Strategic Plan_Final | Page 20

Data Analysis
Refine current methods of monitoring junior student progress and data analysis to maintain high expectations of student achievement throughout years 9 and 10 .
Historical Position
In recent years we have moved to ensure that Year 9 and 10 assessment and reporting has aligned with the NAME model common to NCEA . asTTle testing also provides a comparative index around core literacy and numeracy skills . The position of Data Analyst was created in 2020 providing useful information about the validity of data analysis and conclusions regarding value added .
Link to Strategic Plan Goals : Goal 1 : People . Goal 2 : Learning . Goal 4 : School Culture 2023 Goal
Monitoring of student achievement and progress in senior school has resulted in a number of initiatives that have positively influenced pass rates
and ensured robust attention is given to student progress . The monitoring of Year 9 and 10 students has been less robust given the variety of
assessment used and absence of comparative data . Throughout 2021 and 2022 , a in-depth investigation into reading , writing and mathematics
was undertaken by LWR ( Data Aanlyst ). The resulting longitudinal analysis ( 2014 – 2021 ) revealed some statistically valid trends in junior student
achievement .
In 2023 , the analysis of junior student data will continue and be expanded upon to include school assessments and departments outside
Mathematics and English . The intention is to be able to confidently determine the value-added and progress made in school-based assessments
and programmes of learning . The intention is also to ensure that robust processes are applied to data analysis across the school .
Focus Area
Year Group
Gender
Ethnicity
Goal 1 : People Goal 2 : Learning Goal 4 : School Culture
Years 9-10
Male and Female
All
Action Responsibility Timeframe Resourcing Target :
Data Analyst to update the current analysis to include new data sets ( 2022 results and Year 8 data )
Compare 2022 data to baseline data to identify at-risk students with lower value added scores
Departments to review the means by which they are monitoring Year 9 and 10 student progress . This is included in the 2022 Annual Report .
Summary Paper written outlining school policies and procedures to ensure student progress . Shared with school community .
Principal SLT Data Analyst
Data Analyst SLT House Tutors and Teachers
SLT Heads of Department
Principal SLT
Term 1,2023
N / A
• Updated summary of data provided to the SLT and shared with C and A committee and wider staff
• Trends identified and shared along with any conclusions
• Expand the longitudinal analysis to include Y8
Term 2 , 2023
N / A
• Following the actions listed above , outliers will be identified
• Students to be interviewed by LWR to determine reasons for poor
progress
• LWR to pass this information to HT for ongoing attention
Term 2 , 2023
N / A
• HOD ’ s include comprehensive explanation of how junior student
progress is monitored and evaluated . The statistical rigor of this
method is to be scrutinized by the Data Analyst and assistance
given where required .
• LWR works with departments to develop more robust data analysis
by examining the nature of assessments
Term 3 , 2023
N / A
• Principal prepares a paper that summarises the school-wide
approach to ensuring value-added in learning . This paper informs
the ERO Profile Report and is used to refine future evaluative
processes .
Transition data audit
Attendance data audit
Deputy Principal
Deputy Principal
Term 3 and 4 , 2023
N / A
• DP conducts audit of transition data with the intention of ensuring high quality baseline data is collected for all incoming Year 9 students , particularly those with specific learning conditions .
Terms 1 – 4
N / A
• DP collates longitudinal attendance audit to establish patterns of
attendance . This is to determine to what extent HNHS students
follow national trends of declining attendance . Report to be shared
with school community .