Report

 **Template for Specialist Subject Self-Review and Board of Trustees Report 2009**

 **SPECIALIST SUBJECT SELF-REVIEW**  The purpose of this self-review is to use student achievement data and progress against 2009 annual goals to inform specialist subject goals for 2010. There are attached templates to help with this process.
 * 1)  __Analysis of Achievement Data for 2009__
 * 2)  __**Commendations / Issues/Looking Ahead (TEMPLATE A)**__
 * 3)  __**Review of 2009 specialist subject goals (TEMPLATE B)**__
 * 4)  __Quality assurance (TEMPLATE C)__
 * 5)  __Contribution to 2010 annual development plan goals (TEMPLATE D)__
 * 6)  __**Specialist subject goals and targets 2010 (TEMPLATE E)**__

 **The BOT REPORTS will include: TEMPLATES A, B AND E (as highlighted) for each specialist subject.**


 *  SSLs are asked to take responsibility for the collation of information.


 *  SSLs should expect to meet with their SLT manager to discuss the draft self review report by the  **end of week 9 term 1 (April 4**   **th**   **) 2010.**


 *  The expected timelines are attached as appendix 2.


 * <span style="font-family: Arial,sans-serif;"> SSLs should also include the analysis of achievement data in their reports – this should be used to evaluate goals from 2009 and to set <span style="font-family: Arial,sans-serif;"> __specific achievement targets__  <span style="font-family: Arial,sans-serif;"> for 2010.

<span style="font-family: Arial,sans-serif;"> **1. ANALYSIS OF ACHIEVEMENT DATA FROM 2009:** <span style="font-family: Arial,sans-serif;"> Your analysis of achievement data does not need to include a comment on all of it. You will be expected to focus in on data which is <span style="font-family: Arial,sans-serif;"> **not as expected,**  <span style="font-family: Arial,sans-serif;"> (e.g. achievement below national levels) or data which provides you with information which will assist you to achieve school/ specialist subject goals. <span style="font-family: Arial,sans-serif;"> Some good questions might include:


 * <span style="font-family: Arial,sans-serif;"> Are the results expected?
 * <span style="font-family: Arial,sans-serif;"> If targets have been set have they been met?
 * <span style="font-family: Arial,sans-serif;"> If there are unexpected results, what reasons might there be for the deviation?
 * <span style="font-family: Arial,sans-serif;"> Are there particular groups of students who are failing to achieve?
 * <span style="font-family: Arial,sans-serif;"> Were the standards/objectives well matched to the students’ abilities?
 * <span style="font-family: Arial,sans-serif;"> Were the skills assessed dependent on other skills (e.g. essay writing)?
 * <span style="font-family: Arial,sans-serif;"> Has this part of the curriculum been difficult/ easier than others?
 * <span style="font-family: Arial,sans-serif;"> Are there resources implications?
 * <span style="font-family: Arial,sans-serif;"> What trends are developing?
 * <span style="font-family: Arial,sans-serif;"> What action (if any) needs to be taken?

<span style="font-family: Arial,sans-serif;"> **2. COMMENDATIONS; ISSUES; LOOKING AHEAD (TEMPLATE A)** <span style="font-family: Arial,sans-serif;"> Comments should be focused on achievement and the quality of teaching programmes. Please comment on highlights (what went well), issues (what concerns us) and looking ahead (what we would like to develop/change)

<span style="font-family: Arial,sans-serif;"> **3. REVIEW OF 2009 GOALS (TEMPLATE B)** <span style="font-family: Arial,sans-serif;"> Please use the template to indicate progress you have made against each 2009 goal. Comment should include the success, or otherwise, of planned interventions, and next steps for development. SSLs need to ensure that all their teachers are included in this process. Please especially report the extent to which achievement targets set in the previous year have been achieved. <span style="font-family: Arial,sans-serif;"> (Please copy this as many times as you wish. You may wish to extend the boxes)

<span style="font-family: Arial,sans-serif;"> **4. QUALITY ASSURANCE IN CURRICULUM AND ASSESSMENT (TEMPLATE C)** <span style="font-family: Arial,sans-serif;"> Please tick the boxes as appropriate and comment only if you wish; this is meant to be a quick self check exercise which will be discussed at your appraisal.

<span style="font-family: Arial,sans-serif;"> **5. CONTRIBUTION TO THE ANNUAL PLAN FOR 2010 (TEMPLATE D)** <span style="font-family: Arial,sans-serif;"> Please comment on the contribution your learning area intends to make toward achieving the 2010 annual development plan.

<span style="font-family: Arial,sans-serif;"> **6. GOALS AND TARGETS FOR 2010 (TEMPLATE E)** <span style="font-family: Arial,sans-serif;"> Please develop your goals and targets for 2010 based on the 2009 achievement data, ASHS ’s 2010 annual development plan, and specialist subject priorities. You should already have drafted most of these goals in term 4 2009. Please note that you are required to contribute to the tracking of Māori and Pasifika students’ achievement. You may wish to extend the boxes in this template to suit your needs.

<span style="font-family: Arial,sans-serif;"> //__Achievement Targets__//

<span style="font-family: Arial,sans-serif;"> Achievement targets will be related to a goal and are likely to represent a “success indicator” for the goal <span style="font-family: Arial,sans-serif;"> //Y// <span style="font-family: Arial,sans-serif;"> ou are asked to set an  <span style="font-family: Arial,sans-serif;"> //appropriate//  <span style="font-family: Arial,sans-serif;"> number of achievement targets. The number and nature of targets will vary according to the specialist subject, the nature of the goal, and the workload associated with each target for individual staff members. Please be aware that these targets should be numerical. For example:

“<span style="font-family: Arial,sans-serif;"> //We intend to increase the % of excellence for all externals combined by at least --- percentage points to match the national figures for this year”//

“<span style="font-family: Arial,sans-serif;"> //We intend to increase the % of excellences in this standard to by 5 percentage points so that they are at least 2 percentage points above the previous assessment on this standard”//

“<span style="font-family: Arial,sans-serif;"> //We intend to reduce the number of not achieved grades by -- percentage points compared with 2009 achievement figures”//

<span style="font-family: Arial,sans-serif;"> Note: the evaluation column will need to be filled in next year (2010). This template will be submitted to the Board of Trustees in 2010 as part of your 2009 review.

<span style="font-family: Arial,sans-serif;"> __**THIS COMPLETES YOUR 2009 SELF-REVIEW AND BOARD OF TRUSTEES REPORT**__ <span style="font-family: Arial,sans-serif;">__**TEMPLATE A: BOARD OF TRUSTEES REPORT 2010**__ <span style="font-family: Arial,sans-serif;">__**COMMENDATIONS; ISSUES; LOOKING AHEAD**__ <span style="font-family: Arial,sans-serif;">**SPECIALIST SUBJECT _______________________________** <span style="font-family: Arial,sans-serif;"> **Commendations and Highlights: Please ensure you refer to the 2009 student achievement data** || <span style="font-family: Arial,sans-serif;"> **Issues and Concerns: Please ensure you refer to the 2009 student achievement data** || <span style="font-family: Arial,sans-serif;"> **Looking Ahead: Please ensure you refer to the 2009 student achievement data** ||

<span style="font-family: Arial,sans-serif;">__**TEMPLATE B: BOARD OF TRUSTEES REPORT**__ <span style="font-family: Arial,sans-serif;">__**2009 GOALS REVIEW**__ <span style="font-family: Arial,sans-serif;"> **SPECIALIST SUBJECT___________________________________________** <span style="font-family: Arial,sans-serif;"> **Goals** || <span style="font-family: Arial,sans-serif;"> **Action Taken in 2009** || <span style="font-family: Arial,sans-serif;"> **Evaluation/Comment** ||

<span style="font-family: Arial,sans-serif;">__**TEMPLATE C: QUALITY ASSURANCE:**__ <span style="font-family: Arial,sans-serif;">__**CURRICULUM AND ASSESSMENT 2008**__ <span style="font-family: Arial,sans-serif;"> **Quality assurance statement** ||   || <span style="font-family: Arial,sans-serif;"> **Comment if you wish** || <span style="font-family: Arial,sans-serif;"> Goals reflect school goals as documented in the annual development plan. ||  ||   || <span style="font-family: Arial,sans-serif;"> Course plans exist for all levels in all subjects and a copy of each has been handed to the principal, and a copy is on line. ||  ||   || <span style="font-family: Arial,sans-serif;"> Curriculum plans reflect our vision and values and learning objectives in the revised national curriculum documents. ||  ||   || <span style="font-family: Arial,sans-serif;"> Each specialist subject has an assessment policy (a copy of which is with the principal, and is on line), which reflects the ASHS curriculum and assessment policies. ||  ||   || <span style="font-family: Arial,sans-serif;"> Teachers follow curriculum plans and assessment policies and there is a system to ensure that this is the case. ||  ||   || <span style="font-family: Arial,sans-serif;"> All MU holders and teachers have specific and agreed responsibilities which they carry out to a satisfactory standard. ||  ||   || <span style="font-family: Arial,sans-serif;"> Regular meetings are held and minutes are recorded on line. ||  ||   || <span style="font-family: Arial,sans-serif;"> Achievement data for NCEA students is gathered and analysed and used to identify individual students and groups of students (ethnic groups particularly Māori and Pasifika boys and girls) not achieving or at risk of not achieving, and those not being challenged enough. The data is available on line to staff. ||  ||   || <span style="font-family: Arial,sans-serif;"> Student ‘perception’ evaluations of programmes/courses have been undertaken and results have been analysed and action taken if appropriate. ||  ||   || <span style="font-family: Arial,sans-serif;"> Teaching courses are regularly evaluated and redesigned in order to maximise student learning. ||  ||   || <span style="font-family: Arial,sans-serif;"> Course design is taking full advantages of NCEA flexibility to meet the learning needs of indiviuals (eg multi level courses/ limited credit courses/semester courses). ||  ||   || <span style="font-family: Arial,sans-serif;"> The total amount of assessment carried out by teachers and students is monitored, and limited to ensure manageability and to  <span style="font-family: Arial,sans-serif;"> **promote improved**  <span style="font-family: Arial,sans-serif;"> learning. ||  ||   || <span style="font-family: Arial,sans-serif;"> Particular programmes and policies exist to enhance the performance of Māori and Pasifika students. ||  ||   || <span style="font-family: Arial,sans-serif;"> All staff are appraised according to school wide guidelines. ||  ||   || <span style="font-family: Arial,sans-serif;"> All staff have had the opportunity to be involved in professional development. ||  ||   || <span style="font-family: Arial,sans-serif;"> Links have been established with subject professional associations (locally and nationally) and teachers participate in curriculum development initiatives when possible. ||  ||   || <span style="font-family: Arial,sans-serif;">__**TEMPLATE D: CONTRIBUTION TO THE 2010 ANNUAL DEVELOPMENT PLAN**__ <span style="font-family: Arial,sans-serif;"> **Specilaist subject ___________________________________________**

<span style="font-family: Arial,sans-serif;"> **Please refer to the full version of the 2010 Albany Senior High School Development Plan for detailed actions and targets for achievement.**

<span style="font-family: Arial,sans-serif;"> __**GOAL 1**__

<span style="font-family: Arial,sans-serif;">**2010 Development Plan Objectives** || <span style="font-family: Arial,sans-serif;">**How we will contribute** ||

<span style="font-family: Arial,sans-serif;">__**TEMPLATE E: GOALS AND TARGETS 2010**__

<span style="font-family: Arial,sans-serif;"> **Specialist subject _______________________________________________**

<span style="font-family: Arial,sans-serif;"> **Name of person responsible for the goal _______________________________**

<span style="font-family: Arial,sans-serif;"> **Where do we want to be? (Goal)** ||

<span style="font-family: Arial,sans-serif;"> //**(Please use separate sheet for each goal)**//

<span style="font-family: Arial,sans-serif;"> **How do we do this?**  || <span style="font-family: Arial,sans-serif;"> **How will we know when we have got there? Achievement targets and Success Indicators**  || <span style="font-family: Arial,sans-serif;"> **Evaluation** <span style="font-family: Arial,sans-serif;"> **(This column to be written in for the 2010 Report)**  ||

<span style="font-family: Arial,sans-serif;"> __**Appendix 1**__

<span style="font-family: Arial,sans-serif;"> __**Data**__

<span style="font-family: Arial,sans-serif;"> __This set of data is for you and will not be presented to the Board of Trustees. The Board of Trustees will be provided with school wide data by the principal.__


 * <span style="font-family: Arial,sans-serif;"> Summary data by course / domain (NAME) for all NCEA (both internals and external) courses analysed by gender and ethnicity


 * <span style="font-family: Arial,sans-serif;"> There should be a comparison to national statistics and the external and internals should also be shown separately


 * <span style="font-family: Arial,sans-serif;"> Individual standards (both internal and external ) by NAME with comparison to national statistics


 * <span style="font-family: Arial,sans-serif;"> Analysis of each standard by gender and ethnicity


 * <span style="font-family: Arial,sans-serif;"> Teacher by teacher data by NAME

<span style="font-family: Arial,sans-serif;"> **Student achievement data will also be available on line to parents. This means that as work is assessed (including practice assessments which would be perfectly acceptable) it is put on line as it is assessed.**

<span style="font-family: Arial,sans-serif;">__**ACHIEVEMENT DATA**__ <span style="font-family: Arial,sans-serif;">__**NCEA SUMMARY DATA BY COURSE**__ <span style="font-family: Arial,sans-serif;">**History Level 1 %**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  ||  ||


 * <span style="font-family: Arial,sans-serif;">**For all externals graphs will be provided**
 * <span style="font-family: Arial,sans-serif;">**Complete the above for all internals**

<span style="font-family: Arial,sans-serif;">__**NCEA SUMMARY DATA by gender**__ <span style="font-family: Arial,sans-serif;">**History Level 1 %**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || <span style="font-family: Arial,sans-serif;"> //m//  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **15.1**   || <span style="font-family: Arial,sans-serif;"> **25.3**  || || <span style="font-family: Arial,sans-serif;"> //f//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **0.1**   || <span style="font-family: Arial,sans-serif;"> **17.6**  || <span style="font-family: Arial,sans-serif;"> **A**  || <span style="font-family: Arial,sans-serif;"> //m//  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **56.2**   || <span style="font-family: Arial,sans-serif;"> **40.5**  || || <span style="font-family: Arial,sans-serif;"> //f//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **45.2**   || <span style="font-family: Arial,sans-serif;"> **34.4**  || <span style="font-family: Arial,sans-serif;"> **M**  || <span style="font-family: Arial,sans-serif;"> //m//  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **15.1**   || <span style="font-family: Arial,sans-serif;"> **22.8**  || || <span style="font-family: Arial,sans-serif;"> //f//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **33.3**   || <span style="font-family: Arial,sans-serif;"> **28.3**  || <span style="font-family: Arial,sans-serif;"> **E**  || <span style="font-family: Arial,sans-serif;"> //m//  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **18.9**   || <span style="font-family: Arial,sans-serif;"> **11.4**  || || <span style="font-family: Arial,sans-serif;"> //f//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **21.4**   || <span style="font-family: Arial,sans-serif;"> **19.7**  ||

<span style="font-family: Arial,sans-serif;">__**NCEA SUMMARY DATA by ethnicity**__ <span style="font-family: Arial,sans-serif;">**History Level 1 %**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile** || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile** || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile** || || <span style="font-family: Arial,sans-serif;"> //E//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **5.9**   || <span style="font-family: Arial,sans-serif;"> **9.1**  || || <span style="font-family: Arial,sans-serif;"> //M//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **37.5**   || <span style="font-family: Arial,sans-serif;"> **23.9**  || <span style="font-family: Arial,sans-serif;"> **N**  || <span style="font-family: Arial,sans-serif;"> //C//  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **na**   || <span style="font-family: Arial,sans-serif;"> **na**  || || <span style="font-family: Arial,sans-serif;"> //K//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **na**   || || || <span style="font-family: Arial,sans-serif;"> //E//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **41.2**   || <span style="font-family: Arial,sans-serif;"> **26**  || || <span style="font-family: Arial,sans-serif;"> //M//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **12.5**   || <span style="font-family: Arial,sans-serif;"> **32.4**  || <span style="font-family: Arial,sans-serif;"> **A**  || <span style="font-family: Arial,sans-serif;"> //C//  || || ||  ||  ||  ||  || ||  <span style="font-family: Arial,sans-serif;"> //K//   || || ||  ||  ||  ||  || ||  <span style="font-family: Arial,sans-serif;"> //E//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **20.6**   || <span style="font-family: Arial,sans-serif;"> **34**  || || <span style="font-family: Arial,sans-serif;"> //M//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **37.5**   || <span style="font-family: Arial,sans-serif;"> **24**  || <span style="font-family: Arial,sans-serif;"> **M**  || <span style="font-family: Arial,sans-serif;"> //C//  || || ||  ||  ||  ||  || ||  <span style="font-family: Arial,sans-serif;"> //K//   || || ||  ||  ||  ||  || ||  <span style="font-family: Arial,sans-serif;"> //E//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **23.5**   || <span style="font-family: Arial,sans-serif;"> **29.9**  || || <span style="font-family: Arial,sans-serif;"> //M//   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **12.5**   || <span style="font-family: Arial,sans-serif;"> **17.4**  || <span style="font-family: Arial,sans-serif;"> **E**  || <span style="font-family: Arial,sans-serif;"> //C//  || || ||  ||  ||  ||  || ||  <span style="font-family: Arial,sans-serif;"> //K//   || || ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">__**NCEA BY STANDARD**__ <span style="font-family: Arial,sans-serif;">**History Level 1 % 90209 Hist Investigation**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **10.7**   || <span style="font-family: Arial,sans-serif;"> **6.8**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **42.9**   || <span style="font-family: Arial,sans-serif;"> **22.1**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **21.4**   || <span style="font-family: Arial,sans-serif;"> **35.6**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **17.9**   || <span style="font-family: Arial,sans-serif;"> **33.9**  || || ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">**History Level 1 % 90210 Hist Ideas**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **14.3**   || <span style="font-family: Arial,sans-serif;"> **14.1**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **35.7**   || <span style="font-family: Arial,sans-serif;"> **30.5**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **21.4**   || <span style="font-family: Arial,sans-serif;"> **29.8**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **25**   || <span style="font-family: Arial,sans-serif;"> **24.4**  || || ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">**History Level 1 % unit standard 5820 Describe Conflict**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **15**   || <span style="font-family: Arial,sans-serif;"> **4.2**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **85**   || <span style="font-family: Arial,sans-serif;"> **95.8**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">**History Level 1 % External 90211 Hist Sources** <span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **8.7**   || <span style="font-family: Arial,sans-serif;"> **8**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **34.8**   || <span style="font-family: Arial,sans-serif;"> **40.9**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **43.5**   || <span style="font-family: Arial,sans-serif;"> **36.8**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **13**   || <span style="font-family: Arial,sans-serif;"> **14.2**  || || ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">**History Level 1 % External 90213 Hist Development** <span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **19**   || <span style="font-family: Arial,sans-serif;"> **13.9**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **57.1**   || <span style="font-family: Arial,sans-serif;"> **42.7**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **14.3**   || <span style="font-family: Arial,sans-serif;"> **29.4**  || || ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  <span style="font-family: Arial,sans-serif;"> **9.5**   || <span style="font-family: Arial,sans-serif;"> **14**  || || ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">**History Level 1 % 90209 Hist Investigation**

<span style="font-family: Arial,sans-serif;"> **2011**  |||| <span style="font-family: Arial,sans-serif;"> **2010**  |||| <span style="font-family: Arial,sans-serif;"> **2009**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS**  || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **ASHS** || <span style="font-family: Arial,sans-serif;"> **Decile**  || <span style="font-family: Arial,sans-serif;"> **N**  || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **A**   || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **M**   || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  || <span style="font-family: Arial,sans-serif;"> **E**   || || ||  ||  ||  ||  || ||  ||  ||  ||  ||  ||  ||

<span style="font-family: Arial,sans-serif;">//**Note: same approach for all standards**//

<span style="font-family: Arial,sans-serif;"> __**APPENDIX 2**__

<span style="font-family: Arial,sans-serif;">**2010 Goal Setting Timelines**

<span style="font-family: Arial,sans-serif;"> Confirmed annual development plan published by week 1, term 1 2010

<span style="font-family: Arial,sans-serif;"> Achievement data collated and analysed by week 5, term 1 2010

<span style="font-family: Arial,sans-serif;"> SSLs meet with their staff <span style="font-family: Arial,sans-serif;"> Confirm annual specialist subject and teacher goals by week 8, term 1 2010

<span style="font-family: Arial,sans-serif;"> Draft Self-Review Report to SLT for discussion by week 9, term 1 2010

<span style="font-family: Arial,sans-serif;"> Finalised Self-Review Reports to Principal by week 11, term 1 2010