Questions about setting targets for student achievement

Why have these children been chosen as a target group in the annual plan?

  • As a board you set and approve targets each year to raise student achievement. These are mostly for children who are not doing as well as they should in areas such as literacy or numeracy, or for those that will need extra help to achieve a National Certificate of Educational Achievement (NCEA) qualification.
  • You may also set targets for a group of very capable children who are able to achieve at an even higher level.
  • There may be a school-wide target to focus on a particular curriculum area.
  • If you are involved in a Community of Learning | Kāhui Ako you will be looking at how your school can contribute to the achievement challenges set by the Community of Learning | Kāhui Ako.

How can trustees be involved in setting targets?

Three ways:

  • The board may receive a report from the principal with recommendations.
  • Trustees can use the student achievement information reports to identify areas or groups where achievement is a concern. You can refer to these reports and ask what is happening for these students and whether a target is needed.
  • In a Community of Learning | Kāhui Ako you would look at how improved learning at your school can contribute to improved achievement as children move through their learning pathways.

How will I know whether the target groups are appropriate?

  • The board should be given achievement information that supports the principal’s recommendations. The information should explain the reasons for the targets.
  • Targets should be achievable but should challenge both students and staff.
  • You should receive reports on progress towards meeting the targets (at least once a term) and at the end of the target period. You need the ongoing progress reports to check that the end of year target will be achieved.
  • You should ask whether, even with these targets, there are any children who need particular attention but who are still missing out.
  • You should ask whether any teachers will need professional learning and development (identified through their appraisal) to support the achievement of the target.