OFMDFM Signature Project
Omm
Improving
Literacy and
Numeracy
Support and information session
October 2014
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
OFMDFM Signature Project
Signature Projecthow is it monitored?
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
OFMDFM Signature Project
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
Data Collection – Excel Sheet
Email directly to the schools and
return to Michael Burns by email.
Post Primary – initial data
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O/all 57%
Maths 53%
English 62%
English + Female 67%
English + Male 58%
Maths + Female 54%
Maths + Male 53%
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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%
Primary – initial data
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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%
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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%
OFMDFM questionnaire update
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Fronter difficulties
Process- teachers/ pupils
Repeated in April
Purpose
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
Who?
• Targets
group(s)
What?
• Needs
Really?
• Digging
deeper
• Questioning
How? • Sampling
• Impact?
Now
what?
• Review
• More
help?
OFMDFM Signature Project
Year 1- Teachers Appointed
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225.4(FTE) – OFMDFM 32.4(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
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
Centrally Recruited Teachers – Evaluation Documents
P o s t P rim a ry C R S u p p o rt 2 0 1 3 /1 4
Sign a tu re
C la sse s Su p p o rt e d
P u p ils Su p p o rte d
T e a ch e rs Su p p o rt e d
255
2305
186
OFMDFM Signature Project
Centrally Recruited Teachers – Evaluation Documents
P rim a ry C R S u p p o rt 2 0 1 3 /1 4
Sign a tu re
C las se s Su p p o rte d
P u p ils Su p p o rt e d
T ea ch e rs Su p p o rt e d
89
767
73
OFMDFM Signature Project
Centrally Recruited Teachers – Evaluation Documents
O ve ra ll C R S u p p o rt 2 0 1 3 /1 4
C la sses Su p p o rted
T o ta ls
344
P u p ils Su p p o rted
3072
T each ers Su p p o rted
259
OFMDFM Signature Project
Analysis of the Monitoring Documents on NISPLAN
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.”
OFMDFM Signature Project
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 selfesteem 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
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
What worked and why?
• 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
OFMDFM Signature Project
How did your involvement with pupils impact on their
learning experiences in the mainstream classroom,
elsewhere in the school or at home?
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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
OFMDFM Signature Project
What challenges did you encounter?
• 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.
OFMDFM Signature Project
Success story
Video clip
OFMDFM Signature Project
OFMDFM Signature Project
pupils
parents
7 quality indicators
collaboration
&
communicati
on
teachers
Effective
Signature
intervention
leadership
monitoring
& evaluating
planning
OFMDFM Signature Project
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
teachers
• tailor intervention to suit pupils
• track their pupils’ progress.
OFMDFM Signature Project
leadership
• 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.
OFMDFM Signature Project
planning
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•
appropriate and flexible at all levelsclassroom 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 targetsetting are used.
monitoring
& evaluating
OFMDFM Signature Project
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
DISCUSSION
EVALUATE AND SHARE HOW THESE
INDICATORS ARE EVIDENT IN YOUR
SCHOOL
Resources
OFMDFM Signature Project
The Legacy of the project
… 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)
Final evaluation
nisplan.welbni.org