```OFMDFM Signature Project
Omm
Improving
Literacy and
Numeracy
Induction Training 7-11 October 2013
Day 2 Post-Primary
OFMDFM Signature Project
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
Programme
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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
•
Plenary
OFMDFM Signature Project
4
OFMDFM Signature Project
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
Use of Performance Data
Pupil
tracking
Selfevaluation
How are we progressing?
How are we
doing?
How do we
know?
Target
setting
What do we want to achieve?
6
System-level outcomes, trends and targets
Target
Challenge
Prediction
Pupil outcomes
Estimation + teacher
judgement
7
Using data for self-evaluation


How are we doing?
How do we know?
• System-level trends
• System targets
• Performance in other
similar circumstances
External perspective
Self-evaluation
Internal perspective
• Baseline information
• Predictive testing
Using Data for Self-Evaluation
• Formative and
summative assessment
8
9
Trend Data
100
90
80
70
60
50
40
30
NI
School
Comparative Data
% of Pupils achieving GCSE mathematics
100
90
80
70
% Pupils
60
50
Hogwarts High School
40
30
20
10
0
0
10
20
30
40
FSME
50
60
70
OFMDFM Signature Project
GCSE DATA
Discuss how performance data could be
used
13
GL-Assessment Analysis
What the scores mean
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
Raw
Score
Standard
Age
Score
87
19/50
Stanine
3
Description
Very low
Raw
Score
18/50
90
73
1
Below
74
81
2
average
82
88
3
89
96
4
97
103
5
104
111
6
Above
112
118
7
average
119
126
8
Very High
127
Average
Standard
Age
Score
Standard
Stanine
Age Score
9
Stanine
4
Purpose
Focus
SelfTarget
evaluation setting
Tracking
progress
Whole
school
Classroom
Identified
pupils
19
YEAR 11
Student Name
Class:
* = Senco Stage
June 12
Maths Level
TA
June 12 English
Level TA
Referrals
11 - 12
Attendance
%
11 - 12
Cats
Oct 12
GLA Eng
Stanine
Sep 11
GLA Maths
Stanine
Sep 11
John
4
5
0
90.33
7
8
4
Mary
2
5
0
95.3
3
4
3
Deirdre
4
5+
0
*
93.92
6
4
4
Charlene
4
5
0
*
98.34
6
6
4
Jill
3
5
0
96.13
5
5
4
Sean
3
3-
0
*
92.54
2
2
3
Francis
2
3
2
*
74.17
5
2
2
Paul *
2
3
1
90.06
1
1
2
David
4
6
1
98.9
6
7
4
James
2
4
0
91.44
1
2
1
Julia
3
4
0
98.34
3
3
3
Adrianna
4
5
0
81.44
4
8
7
Caitlin
3
5
0
99.17
3
4
3
Matthew
3
3
0
92.24
4
4
3
Jane
3
4
0
98.61
2
4
3
Fionn
2
3
0
89.23
1
2
1
Władysława
2
3
2
99.45
2
3
4
Tina
3
5
0
*
98.9
5
4
4
Peter
3
4
0
*
97.24
4
5
3
Jack *
3
3
0
*
91.41
3
2
1
Jarogniew
6
5
0
96.12
2
7
8
Patrick
3
4
1
96.4
3
3
3
Jolanta
2
3
3
0
EAL
Free
School
Meals
*
*
*
*
*
*
*
83.0
Data which might have been used to
identify intervention group
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Attendance
How
is
progress
tracked
Standardised tests
and
monitored
?
Teacher judgement
School exams
School reports
Pastoral - referral
SEN – Special needs register/Statements
EAL
Standardised Tests
CEM [Durham]
Incas/PIPS
MIDYIS
Middle Years Information
System
GL-A [NFER]
YELLIS
YEar 11 Information System
CATS
Cognitive Abilities Test
ALIS
Advanced Level Information
System
SUFFOLK
Reading Test
PIM/PIE
Progress in Maths/English
22
Intervention
• Think of a skill that you have that was difficult
for you to learn.
• What helped you to overcome this barrier to
learning?
Effective Interventions
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
OFMDFM Signature Project
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
English and Mathematics Workshop
OFMDFM Signature Project
English and Mathematics Workshop
OFMDFM Signature Project
Monitoring and Evaluation
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)
OFMDFM Signature Project
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
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
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
Models of support
• Withdrawal
• Small groups
• Team teaching
OFMDFM Signature Project
Record Keeping
Class
Class teacher
Periods attending this class (day and time):
Group record sheet
English / mathematics targets
See exemplars
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