Appendix 2: Evaluation framework and investigative questions

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.