1. Focus Group Disengagement

2. Your disengaged

3. What discourages you to be involved in group activities? (on-line survey)  22 - fear of rejection / bulling.  19- boring activities, lame things, pointless activities  17 – other commitments / time  13 - no friends involved  12 - teachers  12 - rude / negative people  11- student behaviour  11- acceptance

10. Declining Participation in senior secondary schools disengagement

11. Keeping them at school Statistics show that in almost every school up to half the cohort of students in Y9 had left school by the end of Y12. A significant number of them have left not moving onto anything, but because school had become irrelevant to them. Ministry of education

12. Conventional Structure of the Education system Revised Curriculum A Road map to Engagement keeping students at school Parental influence Aspirations Literacy / Numeracy Enabling factors for student success: (support) Learning tools School life Peer support Teachers Home life Inhibiting factors for student success: Career advice / lack Isolation $ Teachers Home life Past schooling Higher Education Enhancing a higher level of ed Inhibiting a higher level of ed Teachers Parents Students / peers Primary Ed Social / culture Academic prep Intellectual Economic Values

13. What is the point of education? Does it lead anywhere?

14. Professional Learning Groups Referrals, Stand downs, Detentions, Absences, Pastoral System

15. Aim To review processes, procedures and systems within the school in reference to: Referrals Stand Downs Detentions Absences Pastoral System To evaluate (strengths/weaknesses) these processes, procedures and systems.

16. Referrals Current Procedure:Strength:Weakness: When:  Students have been warned more than once in class, action has been taken but the behaviour continues to STOP OTHERS LEARNING.  A student’s action is violent or likely to endanger themselves, other students or the teacher, referral may be immediate. Procedure: 1.Sent to office – name recorded in referral book. 2.Send to Group Teacher who works through referral form and the referring teacher contacts home. If Group Teacher is offsite the student is sent to Associate Group Teacher. If the student is a member of referring teacher’s own Group Class, send to Associate Group Teacher. Year 7 students referred from class go to Associate Group Teacher.

17. 20% Disappeared from education by age 16 12.5% Secondary Truants each day 4,000 Excluded each year (unless MOE intervenes) 4500 Leave primary but fail to enter secondary NZ’s leaking education Huge numbers of students will never access Higher Education simply because they are not there at the end of secondary school and/or have failed to the qualifications to proceed.

18. The Traditional Approach What has happened? What has happened? Who started it? Who started it? What response is appropriate to deter and punish? What response is appropriate to deter and punish?

19. The Restorative Approach What has happened? What has happened? Who has been affected or harmed? Who has been affected or harmed? How can those involved be supported in finding ways to repair the harm and build/rebuild relationships? How can those involved be supported in finding ways to repair the harm and build/rebuild relationships?

20. What is it? A values based way of responding to conflict and acts of harm within the school A values based way of responding to conflict and acts of harm within the school Focusing on the person/s harmed, the person/s doing the harm, and the affected community Focusing on the person/s harmed, the person/s doing the harm, and the affected community Enabling students to take responsibility for their behaviour and understand how it affects others Enabling students to take responsibility for their behaviour and understand how it affects others Changing behaviour by setting things right Changing behaviour by setting things right

21. Old Paradigm / New Paradigm Breaking school rules / adversely affecting others Breaking school rules / adversely affecting others Establishing blame / resolving the issue Establishing blame / resolving the issue Adversarial process / dialogue and negotiation Adversarial process / dialogue and negotiation Punish and deter / Restore all parties Punish and deter / Restore all parties Right rules and due process / right relationships and outcomes Right rules and due process / right relationships and outcomes

22. Key Assumptions That discipline works better when students take part in the process That discipline works better when students take part in the process That imposed solutions are less effective, less educative and possibly less likely to be honoured That imposed solutions are less effective, less educative and possibly less likely to be honoured That meaningful acts of restoration are more likely to make a difference than meaningless punishments That meaningful acts of restoration are more likely to make a difference than meaningless punishments

23. The Four Questions What has happened? What has happened? Who has been affected? Who has been affected? How can we involve everyone involved to find a way forward? How can we involve everyone involved to find a way forward? How can everyone do things differently in the future? How can everyone do things differently in the future?