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Omm OFMDFM Signature Project Improving Literacy and Numeracy Support and information session October 2014.

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Presentation on theme: "Omm OFMDFM Signature Project Improving Literacy and Numeracy Support and information session October 2014."— Presentation transcript:

1 Omm OFMDFM Signature Project Improving Literacy and Numeracy Support and information session October 2014

2 Agenda Signature/ NISPLAN update and information Quality indicators of good practice from Year 1 with DVD evidence, leading to discussion on implications for your school Monitoring and evaluating, including ETI expectations OFMDFM questionnaire Q&A

3 Evaluation - electronic version on the website but schools must complete their action plan and their monitoring forms to access this form. Excel Spreadsheet for data OFMDFM Common Metrics Questionnaire – this will be available through “Fronter” ETI – is currently planning visits to schools in Term1 to specifically evaluate Signature Signature Project- how is it monitored? OFMDFM Signature Project

4 Expectations for evaluation online Year 1 Action Plans Monitoring Evaluation – End of Year Report (end of September 14) Year 2 Action plans will be copied forward – schools will adapt and submit for assessment (end of October 14) Monitoring – 2 Periods Evaluation Plenary OFMDFM Signature Project

5 Data Collection – Excel Sheet Email directly to the schools and return to Michael Burns by email. OFMDFM Signature Project

6 Post Primary – initial data O/all 57% Maths 53% English 62% English + Female 67% English + Male 58% Maths + Female 54% Maths + Male 53% O/all FSM 52.2% Maths 49.7% English 55.2% English + Female 57.7% English + Male 52.8% Maths + Female 48.4% Maths + Male 51.2%

7 Primary – initial data Level 4 O/All 76% Numeracy 72% Literacy 81% Female 81% Male 72% Female Lit 84.7% Female Num 80.5% Male Lit 72.8% Male Num 73.0% Level 4 O/All FSM 74.4% Numeracy 75% Literacy 75% Female 82.4% Male 67.8% Female Lit 84.3% Female Num 80.7% Male Lit 66.1% Male Num 69.5%

8 OFMDFM questionnaire update Fronter difficulties Process- teachers/ pupils Repeated in April Purpose

9 ETI survey expectations What lessons have you learned from the project? Any legacy issues? November focus week- 10-14- 88 schools Access to online information ahead of visit Guided by Quality Indicators document


11 Year 1- Teachers Appointed 225.4(FTE) – OFMDFM32.4(FTE) – DE 2(FTE) – by schools 260.7(FTE) – Appointed Overall 300 individual teachers employed 208 – Seconded Teachers (1 days training) 73 – Centrally Recruited (5 days training) Cohort 5 have just completed 3 days training OFMDFM Signature Project

12 Overall Data – NISPLAN Website 3042 – Primary Pupils Supported o 1561 – Literacy o 1402 – Numeracy o 79 – Irish 6658 – Post Primary Pupils Supported o 3023 – English o 3635 – Mathematics OFMDFM Signature Project

13 Centrally Recruited Teachers – Evaluation Documents OFMDFM Signature Project

14 Centrally Recruited Teachers – Evaluation Documents OFMDFM Signature Project

15 Centrally Recruited Teachers – Evaluation Documents OFMDFM Signature Project

16 Comments from Monitoring “Discussions with class teachers have highlighted an increase in confidence for children when attempting numeracy work. Children are enthusiastic about the withdrawal lessons and always participate well. All children receiving intervention support have successfully been awarded a Level 4 in numeracy and so have achieved their target.” Analysis of the Monitoring Documents on NISPLAN OFMDFM Signature Project

17 Comments from Monitoring “Establish greater contact with parents including face to face meetings with the parents of targeted pupils.” “High level of participation from students during in-school sessions Student, parent and teacher questionnaires carried out in January indicated marked improvement in student self- esteem and attitude towards learning and exams. Parent meeting provided valuable and positive feedback. Teacher records in regular English lessons indicate improved marks and anecdotal evidence from English teachers noted how much more positive students were about their English. Improved controlled assessments, attendance at after school sessions are positive and students are actively seeking help and support, even out of normal lesson time.” OFMDFM Signature Project

18 Comments from Monitoring “Therefore after one full term (the second term) with the Signature Project pupils I feel better equipped to express opinions on the work covered and discuss the level of progress of individual pupils. Initially, it was decided to raise the profile of reading within the cohort of pupils. I wished to make reading a regular, enjoyable experience which embraced a lifeskill element. The concept of reading in one's spare time became a pivotal aim. Reading became a time filler, a life skill and a hobby all in one. My sense of drive ensured that I convinced my pupils of the importance of the art of reading which could enrich their life experiences. Trying to work with a spread of reading ability throughout the cohort provided direction and purpose.” OFMDFM Signature Project

19 Team teaching and small groups led to greater identification and addressing of needs. New resources Assessment for Learning strategies, especially formative feedback, self-assessment & more questions Observation of experienced teachers & sharing practice Use of data and GCSE support material What worked and why? OFMDFM Signature Project

20 More confident, engaged, independent pupils. Sharing effective practice, reflective feedback with Head of Department. Improved extended writing e.g. History. Better attendance at revision classes. All at the one level, not afraid to make mistakes How did your involvement with pupils impact on their learning experiences in the mainstream classroom, elsewhere in the school or at home? OFMDFM Signature Project

21 Timetabling. Lack of respect as a young teacher – classroom assistant? Behaviour – pupils challenging Poor pupil attendance. Starting later in the year – no time to see progress. Accommodation issues- no specific room. Bringing parents on board. 2 schools, 2 exam boards therefore confusing and tiring – following up behaviour issues – collecting work. Too many pupils/ wrong pupils in target group. What challenges did you encounter? OFMDFM Signature Project

22 Success story Video clip OFMDFM Signature Project


24 Effective Signature intervention pupils teachers leadershipplanning monitoring & evaluating collaboration & communicati on parents 7 quality indicators OFMDFM Signature Project

25 pupils Correctly identified, data used effectively, moved in and out of intervention, involved in their learning, setting targets chosen well- either recruited by WELB (CR), or appointed by their school on secondment (S) or to fill the Backfill post (BF) equipped to know what to do plan appropriately use a variety of strategies tailor intervention to suit pupils track their pupils’ progress. teachers OFMDFM Signature Project

26 supportive of the aims of Signature, at HOD level, at SMT/ Principal level and as teacher-tutor; set clear direction, plan intervention carefully and integrate the Signature teacher(s) into plan for school improvement promote the Signature intervention model as a legacy for the school. leadership OFMDFM Signature Project

27 planning appropriate and flexible at all levels- classroom work is tailored and adapted timetables are suitable allowing for monitoring and evaluation of the strengths and weaknesses of the model used ongoing assessment is used throughout. ACTION PLANS are detailed and real, recorded online and regularly reviewed and adjusted; school tracking and pupil target- setting are used. monitoring & evaluating OFMDFM Signature Project


29 parents involved from the beginning and kept informed of progress. evident within and between schools- sharing strategies, resources and ideas. evident between lead school and other schools, involving the teachers at all points collaboration & communication OFMDFM Signature Project





34 Resources

35 … the true measurement of success (of Signature) will take me far beyond the End of Key Stage. It will be judged in value added results, life forming habits that go beyond simple test scores. It is not just about their ability to use/develop important literacy skills across the curriculum. It is about continuing to use these skills and habits in real life situations. This in itself requires self-confidence and understanding. I am confident that this will happen for some of my pupils. Increasing this percentage is not only a personal goal but an overall aim shared by the school. I am also confident that our End of Key Stage 2 results will improve next year and beyond. For the most part the work that continues on a daily basis has been worthwhile and enjoyable for all concerned. The challenge still remains, “To work hard, express ourselves clearly, listen to others, to feel valued and thus to succeed”. Barrie McGowan – Good Shepherd Primary School- ( taken from Year 1 Monitoring form) The Legacy of the project OFMDFM Signature Project

36 Final evaluation

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