Public Achievement Information is part of New Zealand’s education culture

1. Public Achievement Information Outcomes Map Students enter school having participated in quality early childhood education Students know how they are achieving, are engaged, and understand what they need to do to progress Transparency is valued and public achievement information is shared across the system, with a shared understanding of effective and appropriate use Public Achievement Information is part of New Zealand’s education culture Public Achievement Information is used to improve learning and accelerate progress Information about, and for learning Parents know how their child’s learning is progressing, and how they can support their child’s next steps in learning Information for partnerships Teachers use a range of qualitative and quantitative information to reflect on their own teaching and on each student’s learning Information about, and for learning Teachers use a range of information to lift progress and achievement for every student Principals and school leaders monitor the quality of teaching, learning and achievement in their school, reflect on the effectiveness, and implement plans for improvement Information for school review and development Principals and school leaders use a range of information to lift progress and achievement for every student The quality of public achievement information improves over time Boards of Trustees review school performance and provide governance that supports learning and achievement Information for governance Boards of Trustees use a range of information to lift progress and achievement for every student The Ministry of Education systematically analyses and uses system level information to inform policy and practice. Increased collaboration occurs with education sector bodies, communities, iwi, local and central government. Information for stewardship The Ministry of Education monitors planning and reporting data and other indicators

2. Public Achievement Information Plan Public Achievement Information is used to improve learning and accelerate progress Ministry activities that contribute to Public Achievement Information Public Achievement Information that contributes to Ministry activities 2016 2015 2014 2014 2015 2016 2017 2017 EARLY CHILDHOODEDUCATION • Implement system level response to ERO findings in home based care • Use ECE participation and school achievement data to evaluate system performance and make allocation decisions within the ECE network • Implement system level response to addressing ERO findings for ECE centres • Investigate if Early Learning Information (ELI) system data can link ECE participation to achievement at school, and be used to evaluate system performance and support allocation decisions • Parent portal includes information for parents on how to assess quality in early childhood education (based on ERO reporting) • All ECE services allocating National Student Numbers by year end • All ECE services are using the Early Learning Information (ELI) system • Parent portal includes information for parents on ECE • Provide PLD that supports quality teacher judgements in English and Māori medium PRIMARY EDUCATION • Provide professional learning and development that supports quality teacher judgements in English and Māori medium • Deliver Maths Support Teachers (MST) programme • Deliver Accelerating Literacy Learning programme • Deliver Accelerated Learning in Maths programme • Implement reshaped Te Mātānuku (professional learning and development) • Deliver Maths Support Teachers programme • Deliver Accelerating Literacy Learning programme • Deliver Accelerated Learning in Maths programme • Publish Pāngarau materials • Provide PLD that supports quality teacher judgements • Evaluate consistency of reporting between PaCT and reported OTJs • Models of good reporting to parents available in time for use at the end of the year • Implement support for moderating teacher judgements in English medium and Māori medium • Investigate reasons why the reported rate of achievement changes as schooling progresses (particularly at years 7 and 8) in English and Māori medium • Develop a measure of the rate of progress necessary to meet the standards in reading, writing, mathematics each year • Design response to reasons why the reported rate of achievement changes as schooling progresses (particularly at years 7 and 8) in both English and Māori medium • Implement responses to reasons why the reported rate of achievement changes as schooling progresses (particularly at years 7 and 8) in both English and Māori medium • Implement responses to reasons why the reported rate of achievement changes as schooling progresses (particularly at years 7 and 8) in both English and Māori medium • Provide professional learning and development that supports quality teacher judgements • Deliver Maths Support Teachers (MST) programme • Deliver Accelerating Literacy Learning programme • Deliver Accelerated Learning in Maths programme • Reshape Te Mātānuku (professional learning and development) in conjunction with the sector • Evaluate consistency of reporting between PaCT and reported overall teacher judgements SECONDARYEDUCATION • Build Māori medium NCEA moderator and examiner capacity and capability • Build Māori medium NCEA moderator and examiner capacity and capability • Deliver Secondary Student Achievement programme • Deliver Leadership and Assessment programme • Deliver Building on Success programme • Deliver StarPath programme • Target support on the basis of predictive risk factor analysis for disengagement from education and low NCEA achievement • Deliver Secondary Student Achievement programme • Deliver Leadership and Assessment programme • Deliver Building on Success programme • Deliver StarPath programme • Implement Creative Industries Vocational Pathway • Improve analysis of factors relating to NCEA achievement • Investigate reporting of student achievement in Years 9 and 10 • Design response to reporting student achievement in Years 9 and 10 • Implement response to reporting of student achievement in years 9 and 10 • Use PAI to decide ongoing differentiated support for students, and to improve teaching quality and school leadership • Training and qualifications for school leaders, including the ability for principals to use a range of data for school management and strategic planning • Use PAI to decide ongoing differentiated support for students, and to improve teaching quality and school leadership • Training and qualifications for school leaders, including the ability for principals to use a range of data for school management and strategic planning • Use PAI to decide ongoing differentiated support for students, and to improve teaching quality and school leadership • Explore models of reporting that highlight descriptors of progress • Renegotiate contracts with professional learning and development providers to include using data to inform teaching and learning • Parent portal includes information to support learning • Use PAI to map Māori language pathways locally and regionally to identify priority areas • Use PAI to decide ongoing differentiated support for students, and to improve teaching quality and school leadership • Use PAI to implement Māori language pathways in priority areas SYSTEMWIDE • Use PAI to decide ongoing differentiated support for students, and to improve teaching quality and school leadership • Training and qualifications for middle management and principals include the ability to use a range of data for school management and strategic planning

3. Public Achievement Information Plan The quality of Public Achievement Information improves over time 2014 Ministry activities that contribute to Public Achievement Information Public Achievement Information that contributes to Ministry activities 2015 2016 2017 2014 2015 2016 2017 • Report against Ka Hikitia measurable gains framework • Promote PAI in accessible, transparent, useful ways for communities, parents and schools • Report on progress against international measures of student achievement • Report on public metrics (PAI pipeline and system level measures) • Report national /regional /local /school level progress in achievement against Better Public Service targets • Implement a measure of the quality of achievement information • Develop software for Student Management System reporting of ESOL funded / not funded students • Develop the English Language Learning Progressions reporting template • Provide an analysis piloted attendance data collection and determine next steps • Further improve the functionality of the Schools Business Data Store as an analytical tool to support schools to raise achievement • Contract training for selected primary and secondary schools on using their Student Management System for data collection and reporting purposes SYSTEMWIDE • Trial software for SMS reporting of ESOL funded / not funded students • Trial English Language Learning Progressions reporting template • Mandate English Language Learning Progressions reporting template • Include English language learning reporting in Student Management System functionality • Contract training for selected primary and secondary schools in using SMS for data collection and reporting purposes • Implement student achievement warehousing and analysis support situated within schools and clusters where appropriate • Update Ka Hikitia measurable gains framework • Develop system level public metrics • Pilot collection of attendance data • Establish foundation literacy and numeracy requirements in years 1 – 10, and learning required to continue to access curriculum • Charters, analysis of variance, and NAG2A requirements submitted by Gazetted date (1 March) from all schools and kura • Report on public metrics (PAI pipeline and education profiles) • Report national /regional /local /school level progress in achievement against Better Public Service targets • Special Education Client Satisfaction Survey • Promote PAI in accessible, transparent, useful ways for communities, parents and schools • Report on progress against international measures of student achievement • Introduce the first functionality of the Schools Business Data Store (BDS) to enable more effective interrogation of schools based data by the Ministry∙ Test one page school charter concept • Contract training for selected primary and secondary schools on using their Student Management System for data collection and reporting purposes • Contract training for selected primary and secondary schools in using their Student Management System for data collection and reporting purposes • Investigate demand for student achievement warehousing and analysis support situated within schools and clusters • Investigate demand for whānau achievement liaison role SECONDARYEDUCATION • NCEA L2 and 3 Māori medium achievement standards registered for use • Build Māori medium NCEA moderator and examiner capacity and capability • Support schools to use their SMS systems to effectively track and monitor learners’ NCEA achievement • Respond to TIMSS (Year 9 Maths and Science) 2014/2015 Release • Level 1 NCEA Māori medium achievement standards registered for use • Develop Level 2 and 3 NCEA Māori medium achievement standards • Support schools to use their Student Management Systems to effectively track and monitor NCEA achievement • Support schools to provide improved data to parents • Build Māori medium NCEA moderator and examiner capacity and capability • Respond to PISA 2012: Spotlight on financial literacy report • Improve the ‘usability’ of the Ministry’s Education Counts website to make it more accessible to public and sector users • NZQA to report Participation Data for the last time • Report on the predictive risk factors for disengagement from education and low NCEA achievement • Provide improved public information on in-school NCEA achievement • Provide data on post school destinations at the system level and to individual schools • PISA 2015 (15 year-old: science, maths, reading) Field Trial • TIMSS (Year 9 Maths and Science) 2014/2015 Field Study and Main Study • PISA 2012: Spotlight on financial literacy report • PISA 2015 (15 year-old: science, maths, reading) Release • PISA 2015 (15 year-old: science, maths, reading) Main Study • TIMSS (Year 9 Maths and Science) 2014/2015 Release • NCEA provisional information available from mid-January • NZQA to remove Participation Data and only report roll-based data • Promote PAI in accessible, transparent, useful ways for communities, parents and schools, • Report on progress against international measures of student achievement • Report on public metrics (PAI pipeline and education profiles) • Report national /regional /local /school level progress in achievement against Better Public Service targets • Report on a measure of the quality of achievement information • PaCT maths available for mid year judgements and reporting • PaCT reading and writing available for end of year judgements and reporting • Evaluate the consistency of reporting between PaCT and national standards • Evaluate whether PaCT items and scaling within the tool are ‘fit for purpose’ • Roll out Te Waharoa Ararau ā-Kura prototype • Programme for Students 2013 Summary Report • Respond to NMSSA (Year 4 ∙ &∙ Year 8 Mathematics, and Health and PE) Results • Respond to NSSSME report: 2010-2013 PRIMARY EDUCATION • TIMSS (Year 5 Maths and Science) 2014/2015 Field Study and Main Study • PIRLS 2015/16 (Year 5 Reading) Field Trial • NMSSA (Year 4 ∙ &∙ Year 8 Mathematics, and Health and PE) Results • NMSSA (Year 4 ∙ &∙ Year 8 Social Studies and Reading) data collection • NSSSME report: 2010-2013 Implementation progress • National Standards information reported by European and Asian ethnicities • TIMSS (Year 5 Maths and Science) 2014/2015 Release • PIRLS 2015/16 (Year 5 Reading) Main Study • NMSSA (Year 4 ∙ &∙ Year 8 Social Studies and Reading) Release • NMSSA (Year 4 ∙ &∙ Year 8 The Arts, and English (listening and viewing) data collection • NMSSA (Year 8 Language Learning) data collection • Use PaCT data for research, resourcing and statistics, and specific gazetted purposes • PIRLS 2015/16 (Year 5 Reading) Release • NMSSA (Year 4 ∙ &∙ Year 8 The Arts, and English (listening and viewing) Release • NMSSA (Year 8 Language Learning) Release • NMSSA (Year 4 ∙ &∙ Year 8 Technology, literacy and numeracy competencies across the curriculum ) data collection • Use Te Waharoa Ararau ā- Kura data for research, resourcing and statistics, and specific gazetted purposes • Year 1 – 8 achievement data meet Tier 1 Statistic requirements • NMSSA (Year 4 ∙ &∙ Year 8 Technology, literacy and numeracy competencies across the curriculum) Release • Programme for Students 2015 Summary Report • Respond to PIRLS 2015/16 (Year 5 Reading) Release • Respond to NMSSA (Year 4 ∙ &∙ Year 8 The Arts, and English (listening and viewing) Release • Respond to NMSSA (Year 8 Language Learning) Release • PaCT and Te Waharoa Ararau ā- Kura available for all schools ready to use it • Respond to NSSSME findings on 2010 – 2014 National Standards Implementation • Programme for Students 2014 Summary Report • Research and analysis of the National Standards monitoring data provides a measure of the quality of assessment information • National Standards and Ngā Whanaketanga Rumaki Māori information available by cohort • Respond to NMSSA (Year 4 ∙ &∙ Year 8 Social Studies and Reading) Release • Implement business processes to support response to ERO reports on quality of ECE centres • Review implementation of Ministry processes to respond to ERO reviews of ECE centres • Implement business processes to support ERO home-based review approach • First release of Early Learning Information (ELI) system data • Report on system level indicators of the quality of ECE centres (based on ERO reporting) • Survey parents on their expectations of ECE centres, schools and kura • Investigate mapping participation in early childhood against achievement in primary schools • Report on system level indicators of the quality of ECE centres (based on ERO reporting) • Develop response to survey of parents’ expectations of ECE centres, schools and kura • Review implementation of Ministry processes to respond to ERO reviews of home based care • Publish analysis of relationship between ECE participation and achievement in international studies • Survey parents on their expectations of ECE centres, schools and kura • Report on system level indicators of the quality of ECE centres (based on ERO reporting) EARLY CHILDHOODEDUCATION