The evaluation framework had two parts. The first explored the quality of the school's relationship with most parents. The second was the in-depth investigation associated with students who had been at risk of poor educational outcomes and were now experiencing success.
1. Yes/no decision about the school's relationship with most parents.
- Most parents and whānau, and students involved in goal setting, agreed actions.
- Most parents and whānau, and students receive regular and frequent reports on student progress.
- Particular activities are designed to involve particular parents and whānau, and students.
- School has processes to engage with all parents and whānau during the transition to and from the school.
- Curriculum priorities and principles have been developed with community/iwi.
- School leaders regularly review working relationship with parents and whānau.
2. The example of practice evaluation and investigation
- Evidence of students' success was used to make an initial judgement about the quality and outcome of the relationship between the school and parents and whānau of a group of students at risk of underachievement.
- Students' improved achievement was shown by shifts in academic trajectories based on standardised assessment tool data, National Certificate of Educational Achievement (NCEA) credits or National Standard levels.
- Students' improved wellbeing was reflected in improved self esteem, attendance, participation and engagement.
The judgements about the quality of the relationships were based on whether:
- deliberate actions included:
- acknowledging, understanding and celebrating similarities and differences
- adding to family practices - not undermining them
- structured, specific suggestions rather than general advice
- providing supportive group opportunities as well as one-to-one contact (especially informal contact)
- leaders, teachers and parents and whānau knew what worked and why
- school leaders were transferring this learning to other areas of the school.