1. Monitoring and Tracking Progress and Achievement in the context of 5
Monitoring and Tracking Progress and Achievement in the context of 5.1 (appendix 2)
Supporting the development of effective monitoring and tracking
May 2014
Louise Turnbull – Head Teacher, LVPS
This presentation should be read in conjunction with the following Professional Learning Resources from Education Scotland:
Assessing progress and achievement overarching paper
Monitoring and tracking progress and achievement in the broad general education
Taking a closer look at the National Assessment Resource
Curriculum for Excellence Workgroup on Tackling Bureaucracy

2. Curriculum and Planning Quality Improvement Processes
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Monitoring and tracking
Vision
Values
Aims
Systematic Approach
Curriculum and Planning
Learning and Teaching
Evidence of Learning
Interrogation of Data
Quality Improvement Processes
Moderation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation

3. Systemic whole school system based on shared vision, values and aims
Manageable
Proportionate
Fit for Purpose
Systematic Approach
Shared understanding of what you are monitoring and tracking and for what purpose.
Shared expectations and agreement on what to do with the data collected.
Examples of whole school systems might include:
Attainment or Tracking meetings
Identifying highest and lowest 20% in core curricular areas
Focussing on planned interventions for individuals and evaluating the impact on learning
Professional dialogue: pupil-pupil, pupil-teacher, teacher-teacher, teacher-SMT, teacher-parents

4. Curriculum and Planning
Monitoring and tracking Experiences and Outcomes to ensure breadth and depth of learning and entitlement to Broad General Education.
BGE tracking systems – OTWL or own school system.
Medium term planning meetings between class teacher and member of senior leadership team.
Collaborative planning across levels using bundles of E&Os.
Curriculum and Planning
Monitoring and tracking learning experiences to ensure breadth, depth and coherence.
Monitoring and tracking breadth, challenge and application.
Using the significant aspects of learning to monitor and track how much, how well and rate of progress of individuals.
Ensure progression with a level as well as across a line of development.
Flexible, progressive progression pathways for curricular areas

5. Learning and Teaching IMPACT ON LEARNING Learning logs
Holistic approach to developing the whole child
GIRFEC approach to raising attainment and achievement
IMPACT ON LEARNING
What impact have we had?
How do we know?
Metacognition – Learners understand their learning
Wider achievement
Learning and Teaching
Learning logs
Profiling
Assessment evidence
Self and peer assessment
Dialogue with pupils on their learning
Active learning approaches
Target setting & next steps
Identifying key features of effective learning

6. Evidence of Learning WRITE MAKE Proportionate Valid Reliable
Related to planned learning
Pupil and teacher collected
Evidence of Learning
Self assessment
Peer assessment
Teacher assessment
Formative assessment
Summative assessment
Diagnostic assessment
Individual, paired and group work
Pupil work, learning logs, profiling
Range of evidence to show progression in learning
SAY DO

7. Interrogation of Data Process of learning not just product
Clear Rationale based on shared vision and values, principles and practices papers and design principles.
Process of learning not just product
Interrogation of Data
Developing shared understanding of what we mean by evidence and what data to keep
Recording and retaining evidence of latest and best to evidence progress
Analysing and interpreting a range of data to support professional judgements
Using the data to plan interventions and next steps
Creation of actions plans for individuals
e.g. Adaptive testing, pupil work, observations, reflections on learning

8. Professional Dialogue which supports and challenges learning
Balance of support and challenge
Professional dialogue and reflection on learning
Individual feedback on planning, practice and curriculum
Processes involving all:
Classroom observations
Peer observations
Learning walks
Monitoring planning
Quality improvement Processes
Focus on IMPACT on pupil learning
Evaluating pupil learning – focus groups and discussion of work/ learning/targets
Collective feedback of whole school strengths and areas for development.

9. Assessment and moderation within and across cluster
Support and challenge staff in making judgements about learning, progress within and achievement of a level.
Assessment and moderation within and across cluster
Moderation
Use of NAR flow chart to support moderation processes
Collegiate working to moderate and validate learning
Involvement of pupils, parents, staff and partnerships
Questionnaires
Focus groups
Pupil Council/Parent Council
Regular dialogue

10. Curriculum and Planning Quality Improvement Processes
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Monitoring and tracking
Vision
Values
Aims
Systematic Approach
Curriculum and Planning
Learning and Teaching
Evidence of Learning
Interrogation of Data
Quality Improvement Processes
Moderation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation