Appendix 1: Evaluation framework

Q1. How effectively managed are the transitions students make into the residence?

Induction to a CYF residential school

  • There is a well-planned and implemented process for inducting students
  • There is a well-planned and implemented process for welcoming students’ families/whānau/aiga
  • Staff provide a welcoming environment for new students
    • There are processes in place for students to welcome new students
    • The induction programme allows students to build positive relationships with their peers
    • The induction programme works well at all times of the year (i.e. during ‘school holidays’)
    • There are processes to convey to students expectations about behaviour and learning
    • New students report that they have a sense of belonging
      • Appropriate multi-disciplinary and/or special educational support is identified and made available as early as possible
      • There are coordinated linkages between school, family and social service agencies that promotes students’ successful transition into the school

Initial identification of students’ strengths, interests and learning needs

  • Teachers and leaders use valid and reliable processes to identify the educational strengths, interests, and next steps of new students
    • Teachers/leaders have sought, and used, the student’s point of view with regard inclusive practice and learning
    • The school has processes in place for identifying and supporting the needs of students in relation to their physical, sensory, psychological, neurological, behavioural or intellectual needs
    • The school has culturally responsive processes to identify and support the needs and aspirations of Māori and Pacific students and their whānau/families/aiga
    • Diagnostic assessments describe each young person’s ability in reading (especially in decoding and comprehension), writing and mathematics

Planning for the success of students including

  • There are high quality processes used to identify and remove the barriers to achievement faced by students
  • ILPs have clear goals for learning or development

 

Individual Learning Plans (ILPs)

  • ILPs explain the processes to be used to support students to reach their goals
  • ILPs are integrated into the exit transition of the student
    • ILPs are regularly reviewed and revised in line with student progress and needs
    • ILPs contain a well-structured and clearly conveyed plan for each student’s future education/employment
    • ILPs contain an understanding of the student’s exit transition and what has to happen to support that transition
    • ILPs include an indication of what the young person wants to achieve in the school to prepare them for their future; education/employment
    • The daily programme has a focus on achieving the goals identified in each student’s ILP
    • Planning reflects the need to identify and develop the interests and strengths of students (i.e. has good links to ILPs and the overall CYF goals for students)
    • ILPs take into account the goals CYF staff have facilitated or coordinated to support the development of students
    • Teaching staff adapt the learning programme based on the identified needs of students via their CYF-based goals or information
    • Education and CYF staff meet regularly to review the progress of students
    • The education and CYF staff develop joint strategies to support the learning and development of students

Q2. How responsive is the programme to the strengths needs and interests of each student?

School culture and environment

  • The overall culture of the school and the classrooms is supportive of students learning and development
  • There is a warm, nurturing and safe atmosphere for all students
  • Humour is used to support the development of positive relationships between staff and students
  • Staff show enthusiasm about improving outcomes (educational, social, emotional) for students
  • Staff demonstrate the importance of social and pastoral care as a pathway to support the achievement of students
  • The school has highly responsive systems and personnel that are focussed on the social and educational needs of students

 

 

  • There are non-authoritarian and non-coercive classroom structures where power is shared between the student and teacher, e.g. classroom rules are co-constructed
    • Staff are compassionate, actively listening to students and reflecting their points of view
    • Staff display understanding (sensitivity) in responding to student needs
    • Staff correctly pronounce the names of students
      • Staff support the development of student self- management (see bullet point one in students engagement)
      • Staff apply strategies to limit negative behaviour
      • Staff model that learning is important
      • Adult educators operate as role models to students
        • Staff have a good understanding of, and affirm the cultural backgrounds of the students (i.e. they observe and promote students’ culture, identities, language
        • Students express a sense of security and comfort with the environment

Pedagogy for at risk students

  • There is a significant focus on accelerating the learning of all students
  • The progress, achievement and engagement of all students is regularly monitored so that they experience success as individuals
  • Classroom programmes address the individual needs of students (as described in students’ ILPs)
  • Students receive high quality individualised attention in their classroom programmes
  • There are clearly stated expectations for classroom activity and student work
  • Teachers have high expectations of students’ learning and behaviour, and they express these often
  • Teachers are innovative and creative in responding to students’ interests, strengths and learning needs
  • Teachers have high expectations that all students will succeed regardless of their previous educational success (or lack of it), and their cultural and social backgrounds
  • Teachers are both firm and flexible in how they manage the behaviour of students (refer to school culture and environment
  • Staff and students support each other to achieve
    • Classroom activity is engaging and intellectually challenging for students

 

 

  • Educational activities, topics and themes are relevant to students
  • There are good opportunities for students to learn in a variety of ways – with others, on their own, using technology
  • The programme provides students with good opportunities to learn from peers e.g. discussing ideas, reaching conclusions and teaching each other

The quality of school curriculum, planning and review

  • The school-developed curriculum is appropriate for at risk students e.g. programmes implemented for all students appropriately promote the skills they will need for future success (sustainable learning and development)
    • There are good links between students’ identified strengths and interests and the (planned) curriculum
    • The curriculum gives appropriate priority to building students’ knowledge and skills in literacy and mathematics
    • The curriculum builds effectively on students’ learning (there are progressions in the curriculum)
    • The school (planned) curriculum reflects the vision and principles of The New Zealand Curriculum
    • There is evidence that leaders review the school curriculum in light of information from a variety of sources (including students)
    • The curriculum is appropriately balanced (consideration is given to what needs to be achieved and what students find engaging)
    • Resources effectively support students’ learning (there are enough and they are appropriate)
    • The school curriculum effectively promotes the identity, language and culture of students
    • Students have access to good quality education programmes throughout the year (not just in term times)
    • High quality career education and guidance is given with an emphasis on transition to the workplace or further education/training

 

Q3. How effectively is the programme improving students’ engagement and educational achievement?

Student achievement

  • There is evidence that students are making accelerated progress
  • There is evidence that students are achieving at year/age appropriate levels (as seen in analysed standardised and norm–referenced results, National Standards and NZQF assessments)
  • Students are achieving the goals established in their ILP

Student engagement

  • Priority is placed on identifying and developing the strengths and interests of all students
  • There are good opportunities for students to make decisions about what and how they learn
    • As a regular part of the classroom programme, students are engaged in discussions about their learning processes
    • Students have opportunities to pursue their interests and strengths
    • Students have opportunities to investigate their own questions/topics
    • Students have clear and challenging goals or expectations for learning
    • Students receive high quality feedback on their learning (peers and teachers)
    • Students initiate aspects of their own learning
    • Students state that they enjoy school
      • Students can say in what ways their learning is contributing to their ongoing achievement
      • Students are positive about the progress they are making

Q4. How effectively do internal and external relationships support the programme for each student?

The links between educational staff and CYF staff

  • Education and CYF staff meet regularly to review the progress of students
  • The education and CYF staff develop joint strategies to support the learning and development of students
  • There is day-to-day collaboration between education and CYF staff to support the learning and development of students

The alignment between the overall CYF plan and the teaching

  • ILPs take into account the goals CYF staff have facilitated or coordinated to support the development of students

 

and learning programme

  • Teaching staff adapt the learning programme based on the identified needs of students via their CYF-based goals or information

Relationships with external agencies

  • The school’s staff work collaboratively with agencies such as health, iwi, and Non-Government Organisations (NGO) to support student needs
    • The school’s staff work with Ministry of Education Special Education to obtain support for students as needed

Q5. How effectively managed are the transitions students make out of the residence?

The quality of transition planning

  • Exit transition planning is based on the progress students have made
  • The exit transition planning includes clear expectations and goals for each student, and the roles and responsibilities to be carried out by those involved in the transition process.
  • The exit transition planning details the types of support students will receive for their ongoing learning and development

The links between new schools or training providers

  • There is a high level of coordination and collaboration between the CYF school, the new school (if any), family and social service agencies
    • Post programme support is ongoing until the student is well established in further training or the workforce (outside of the CYFs direct responsibility but important for the overall review)

Monitoring of the exit transition

  • The student’s destination is monitored and recorded
    • The medium and long term outcomes of transitioned students are monitored
    • Leaders analyse outcomes data to inform the quality of future exit processes for students

 

Q6. How effectively do programme leaders conduct internal evaluation?

Leading and managing

  • Leaders analyse outcomes data to inform the quality of future exit processes for students
  • School leaders use information from a variety of sources (e.g. students achievement and progress, students and family/whānau/aiga feedback, transition data) to make decisions about provision for students
  • School leaders ensure that the curriculum is well designed and that teachers are implementing high quality teaching strategies and interventions for students
  • Good quality and appropriate professional development is provided for staff (PLD is linked to evidence about what needs to be improved)
  • A robust performance appraisal process has been established that focuses on building the capacity of teachers and leaders
  • Leaders are responsive to community aspirations, interests and concerns
  • School leaders provide clear direction for the work and development of the school characterised by:
    • unity of purpose
    • consistency of expectation
    • clear lines of communication
    • The school’s procedures and practices align with policies and directions.