1. Omm OFMDFM Signature Project Improving Literacy and Numeracy Induction Training 7-11 October 2013 Day 2 Post-Primary

2. Day Two This course aims to : The course aims to increase awareness of : Analysis and use of data Using levels of progression/ Exam criteria in English and Maths to baseline and identify pupil needs The importance of planning to bring about improvement OFMDFM Signature Project

3. Programme Welcome Spectrum Analysis Analysis and use of data in Context Coffee Analysis and use of data in Context English and Mathematics Workshop 1 Lunch English and Mathematics Work shop 2 Monitoring and Evaluation Record Keeping Plenary OFMDFM Signature Project

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5. Objective To increase the number of young people in post-primary schools, in particular those entitled to free school meals, achieving a grade C or above in English and Mathematics by the time they leave school OFMDFM Signature Project

6. Self- evaluation Target setting Pupil tracking How are we doing? How do we know? What do we want to achieve? How are we progressing? 6 Use of Performance Data

7. Pupil outcomes Prediction Target System-level outcomes, trends and targets Estimation + teacher judgement Challenge 7

8.  How are we doing?  How do we know? Self-evaluation External perspective Internal perspective System-level trends System targets Performance in other similar circumstances Baseline information Predictive testing Formative and summative assessment 8 Using Data for Self-Evaluation

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10. Trend Data

12. GCSE DATA OFMDFM Signature Project

13. Discuss how performance data could be used 13

14. GL-Assessment Analysis

15. Raw Scores – How many questions did the child/group answer correctly? Standard Age Scores or Standardised Score – attainment in relation to national sample, where 100 is the national average Percentile – the percentage of pupils in the national sample who scored at the same level or below that of the pupil’s score Stanine – reduces national attainment to a 1 to 9 scale 9 is highest scoring and 1 is lowest scoring Progress Scores – are only available for pupils who have had their previous test marked What the scores mean

17. Raw Score 19/50 Raw Score 18/50 Standard Age Score 87 Standard Age Score 90 Description Standard Age Score Stanine Very low 731 Below74812 average82883 89964 Average971035 1041116 Above1121187 average1191268 Very High127 9 Stanine 3 4

19. 19 Purpose Focus Self- evaluation Target setting Tracking progress Whole school Classroom Identified pupils

20. YEAR 11 Student Name Class: * = Senco Stage June 12 Maths Level TA June 12 English Level TA Referrals 11 - 12 EAL Free School Meals Attendance % 11 - 12 Cats Oct 12 GLA Eng Stanine Sep 11 GLA Maths Stanine Sep 11 John450 90.33784 Mary250 95.3343 Deirdre45+0 *93.92644 Charlene450 *98.34664 Jill350 96.13554 Sean33-0 *92.54223 Francis232 *74.17522 Paul *231 90.06112 David461 98.9674 James240 *91.44121 Julia340 98.34333 Adrianna450* 81.44487 Caitlin350 *99.17343 Matthew330 92.24443 Jane340 98.61243 Fionn230 89.23121 Władysława232* 99.45234 Tina350 *98.9544 Peter340 *97.24453 Jack *330 *91.41321 Jarogniew650* 96.12278 Patrick341 *96.4333 Jolanta2 0* 83.0 33

21. Data which might have been used to identify intervention group Attendance Standardised tests Teacher judgement School exams School reports Pastoral - referral SEN – Special needs register/Statements EAL How is progress tracked and monitored ?

22. Standardised Tests 22 CEM [Durham]GL-A [NFER] Incas/PIPS MIDYIS Middle Years Information System PIM/PIE Progress in Maths/English YELLIS YEar 11 Information System CATS Cognitive Abilities Test ALIS Advanced Level Information System SUFFOLK Reading Test

23. Intervention Think of a skill that you have that was difficult for you to learn. What helped you to overcome this barrier to learning?

24. Effective interventions ‘personalise learning’ by matching provision to meet children’s individual needs and quicken the pace of leaning for those with literacy difficulties, thus narrowing the attainment gap with their typically developing peers. Identifying and Teaching Children and Young People with Dyslexia and Literacy difficulties. Jim Rose 2009 Effective Interventions

25. Questions How have students been identified? What assessments have been used? How are parents involved ? Do students know why they have been identified? OFMDFM Signature Project

26. English and Mathematics Workshop OFMDFM Signature Project

27. English and Mathematics Workshop OFMDFM Signature Project

28. Monitoring and Evaluation OFMDFM Signature Project School level Action plan aligned with the school’s school development plan Action plan/s completed using NISPLAN website (English, Mathematics, Irish) by 30th October Baseline performance data recorded on school action plan/s (key stage 2 / GCSE) Performance targets set for 2013-14 Monitoring of progress through the NISPLAN website (December, February) Analysis of qualitative and quantitative data Self-Evaluation by participating teachers Evaluation of the project (June)

29. Monitoring and Evaluation Pupil level Individual pupils identified for support using performance data Baseline information recorded for individual pupils Targets and success criteria set for individual pupils Detail of specific intervention planned Monitoring of individual pupil progress against performance targets (December and February) Pupil questionnaires and attitudinal studies used OFMDFM Signature Project

30. Monitoring and Evaluation System level Assessment of action plans through the NISPLAN website Monitoring of progress through the NISPLAN website (December, February) Analysis of qualitative and quantitative data Progress measured against PfG targets and Count, Read: Succeed milestones Sharing of effective practice through the NISPLAN website and teacher training sessions Principal information sessions/ meetings CASS officer information sessions and workshops Evaluation of training and support for teachers Progress updates and evaluation reports to the WELB implementation team, ASEO group, SOG, DE, ETI OFMDFM Signature Project

31. Evaluation Please include comment and statistics on the following, per school: total number of classes supported (breakdown by year group) total number of pupils supported (breakdown by in-class support and withdrawal) nature of support provided to pupils quantitative data on pupil improvement as a result of your support total number of teachers supported nature of support provided to teachers qualitative analysis of support provided by you to each school – how did your involvement with pupils impact on their learning experiences? What worked and why? How do you know? What problems did you encounter and how were they overcome? OFMDFM Signature Project

32. Models of support Withdrawal Small groups Team teaching OFMDFM Signature Project

33. Record Keeping OFMDFM Signature Project Class Class teacher Periods attending this class (day and time): English / mathematics targets Group record sheet See exemplars