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

3. Day Two The course aims to increase awareness of : Analysis and use of data Using levels of progression in writing and number to baseline and identify pupil needs The importance of planning to bring about improvement OFMDFM Signature Project

4. Programme Welcome Spectrum Analysis Analysis and use of data in Context Coffee Preparing for Intervention - Workshop 1 Lunch Preparing for Intervention - Work shop 2 Monitoring and Evaluation Record Keeping Plenary OFMDFM Signature Project

5. Individual spectrum analysis Not confident Very confident OFMDFM Signature Project

6. Analysing and using data in context

7. How can data be used to track progress? Data can provide information to help track progress at: – System level (all of Northern Ireland) – Whole School Level – Class / Year Group Level – Individual Pupil Level OFMDFM Signature Project

8. System level (all of Northern Ireland) OFMDFM Signature Project

9. Tracking Pupils from KS1 to KS2( all of NI)

13. Whole School level OFMDFM Signature Project

16. Class/Group level OFMDFM Signature Project

17. Comparison with national standard age score distributions 1234 5 6789 Std scores

18. 1 2 3 45 6 7 8 9

21. Pupil level OFMDFM Signature Project

23. Assessment Manager Marksheet

24. Workshop OFMDFM Signature Project

25. Addressing underachievement: “Underachievement is used to describe a situation where performance is below what is expected based on ability. It can apply at the level of an individual pupil or describe a class or school, or indeed a system”

26. Level tracking Identifying underperforming pupils Targeted intervention High quality teaching Monitoring impact of targeted interventions Overcome barriers to attainment

27. Literacy and Numeracy Workshop OFMDFM Signature Project

28. Numeracy Group Intervention Workshop OFMDFM Signature Project

29. Aims of the session This session aims to increase awareness of : Using Levels of Progression in Using Maths to baseline and identify pupil needs The importance of planning to bring about improvement OFMDFM Signature Project

31. Assessing the Cross Curricular Skills Using the Levels of Progression, spend few minutes with group task focus of : (a)What are the key areas of Using Maths being assessed ? (b)Strand progression between L3 and L4? (c)Strand progression in pupil engagement OFMDFM Signature Project

35. What do the levels look like in practice? OFMDFM Signature Project

36. Maths Language OFMDFM Signature Project

37. Beginning to baseline with an activity OFMDFM Signature Project

38. 900080007000600050004000300020001000 900800700600500400300200100 908070605040302010 987654321 Place Value Boards OFMDFM Signature Project

39. 900080007000600050004000300020001000 900800700600500400300200100 908070605040302010 987654321 0.90.80.70.60.50.40.30.20.1 0.090.080.070.060.050.040.030.020.01 OFMDFM Signature Project

40. 9000900909 8000800808 7000700707 6000600606 5000500505 4000400404 3000300303 2000200202 1000100101 OFMDFM Signature Project

41. 2465 The Race to Place OFMDFM Signature Project

43. ‘Using Mathematics is the skills of applying mathematical concepts, processes and understanding appropriately in a variety of contexts. Ideally these should be relevant real life situations’ The Northern Ireland Curriculum (Primary) 2007 OFMDFM Signature Project

44. “ Successful people ask better questions, and as a result, they get better answers.” Successful people ask better questions, and as a result, they get better answers. Anthony Robbins – Leadership Psychologist OFMDFM Signature Project

45. Classroom Strategies Think, pair and share Provide think time Target key questions Use a ‘wrong’ answer as an opportunity to develop understanding Encourage pupils to ask questions OFMDFM Signature Project

46. Which approach makes you think more? 14+3= ? Can you find 17 ways of making 17? or ‘Traditional problem solving’Maths investigations OFMDFM Signature Project

47. Group Intervention Workshop OFMDFM Signature Project

48. Aims of the session This session aims to increase awareness of : Establishing an informed baseline and identifying pupils’ needs Planning to bring about improvement Using Levels 3 and 4 of Progression in Communication to baseline and identify pupil needs Activities for improving Writing OFMDFM Signature Project

49. EVIDENCE BASE Baseline What do we know about the pupil? SET TARGETS and Plan QUANTITATIVE AND QUALITATIVE EVALUATE OUTCOMES AND IMPACT MONITOR PROGRESS MAKE CHANGES Implement-Teach Improving Learning

50. Teaching and Learning Cycle Teaching and Learning Familiarisation Problem solving Modelled SharedGuided Independent Sharing with an audience

51. What will you be looking for? Who will you be talking to? 50 How would you go about establishing an informed baseline?

52. Levels of Communication in Writing Levels 3 and 4 Using The Writing Skills Assessment Form (WSAF)

53. Levels of Communication in Writing Levels 3 and 4 Workshop Work in pairs using WSAF and the Level 3 writing sample The Disaster Identify : Skills already the child has already established Next steps to move child’s learning on OFMDFM Signature Project

54. Planning/Target Setting Model-Use a sample Set medium term targets Use pro-forma for Planning Consider monitoring strategies/evidence OFMDFM Signature Project

55. Improving Writing

56. Using Connectives As Signposts Ice! Lesson Objectives:1. Explore the way connectives signpost readers through a text 2. Be able to use connectives in our own writing What do signposts do? And we can use them in our writing to tell our reader what to expect… This Powerpoint is hosted on www.worldofteaching.comwww.worldofteaching.com Please visit for 100’s more free powerpoints

57. Other ways to say... Link to Maire’s session Targets – boring!!! Needs more des lang And more appropriate connectives What other connectives – see VCOP. AND – adds information Also Too Not only - but also In addition Fiurthermo re Moreover BUT - contrasts However Yet, On the other hand In contrast

58. Time Connectives. FIRST First of all.. The first thing we did.. When we set off..... Early one morning.... One afternoon.... NEXT It was not long before.... Soon... In a few minutes.... After a long time.... Before long.... A Little later … THEN After a while.. While... When.. Suddenly.. Without warning.. Quick as a flash.. FINALLY In the end..... At last.. Eventually.... At the very last minute.. We finished the day by …

59. . The big dog enjoyed barking. Moreover he was good at it, and very loud. However, the baby needed to sleep so the dog had to go in the garden. He barked and yelped until he grew sleepy. At last he stretched out under the stars and fell asleep. Unfortunately....... Connectives

60. Descriptive language Nodrog went down the path. At the end he saw a house. He went to the door and rang the bell. A woman opened the door. She had eyes, a nose and a mouth.

61. EVIDENCE BASE Baseline What do we know about the pupil? SET TARGETS and Plan QUANTITATIVE AND QUALITATIVE EVALUATE OUTCOMES AND IMPACT MONITOR PROGRESS MAKE CHANGES Implement-Teach Improving Learning OFMDFM Signature Project

62. Next Steps School based-  Liaise with class teacher regarding base-lining. Arrange observations  Talk to pupils.  Analyse samples of pupils’ writing and assign a level  Identify groups and begin to plan for intervention  Day 3-sharing good practice Independent-  Familiarise yourself with Levels of Progression in Communication including 1 and 2  Familiarise with content on Website OFMDFM Signature Project

63. Revisit aims of the session This session aims to increase awareness of : Establishing an informed baseline and identifying pupils’ needs Planning to bring about improvement Using Levels 3 and 4 of Progression in Communication to baseline and identify pupil needs Activities for improving Writing OFMDFM Signature Project

64. 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)

65. 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

66. 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

67. 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

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

69. Plenary Next Training Day – 14 th November Antrim CASS contacts The course aims to increase awareness of : Analysis and use of data Using levels of progression in writing and number to baseline and identify pupil needs The importance of planning to bring about improvement OFMDFM Signature Project