Promoting Pupil Progress through Target Setting Thursday 19th May 2011 Jo Lakey School Progress Adviser Mathematics Subject Leaders’ Meeting Objectives of the Session To be informed about the Ofsted criteria for judging the use of assessment information to support learning To discuss the alignment of numerical and curricular target setting To consider target setting from the perspective of on-going, periodic and transitional assessment To reflect upon the role of the subject leader in monitoring and evaluating the impact of numerical and curricular targets on pupil progress Assessment, Achievement and Standards Ofsted criteria – ‘Good’ Target setting is realistic and challenging. As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all pupils. Pupils are provided with detailed feedback, both orally and through marking. They know how well they have done and can discuss what they need to do to sustain good progress. Planning is founded on robust evidence and goodquality data. Ofsted Definitions Progress: this is the extent to which pupils have progressed in their learning given their starting points and capabilities Attainment: this is the standard of academic attainment typically shown by test and examination results Achievement: this takes into account the standards of attainment reached by pupils and the progress they have made to reach those standards What should we expect when setting numerical targets? The National Curriculum is based upon the notion that level 2 will challenge an average year 2 pupil and level 4 will challenge an average year 6 pupil. The expectation is that children will progress by 2 levels or 12 points between KS1 and KS2. Each level has 3 sub-levels and each sub-level equates with 2 points (e.g. 2C =13, 2B =15, 2A=17). Most schools will set numerical targets that aim for, and some children may achieve, two sub-levels progress each year, resulting in two levels + 2 sublevels (16 points) progress across the key stage. This would be very good progress. Questions for Subject Leaders How well are pupils doing? What must we do to make this Compared to previous happen? results? Identify strengths and Against National averages? weaknesses? How well should they be Use summative data in a doing? formative way (curricular Consider progress targets)? and value-added? Know the gaps and the pupils Are any groups whose progress is at risk? underperforming or How will we monitor and underachieving? evaluate our actions? What more should we aim for them to achieve? What went well? Target setting and getting? What can we do even better Set a trajectory for next time? accelerated progress? Are we adding enough value to the progress all our pupils are making? KS1 to KS2 Conversions (actual versus predicted average point scores, page 17) KS1 to KS2 Conversions (2 or more levels progress = green area, page 28) Schools’ use of Data in Teaching and Learning Data is only of value if it leads to actions that impact on learning. Effective analysis of data relates to individual pupils’ needs by; Informing accurate curricular target setting Highlighting weaknesses in specific aspects for individuals, groups or cohorts Providing evidence to support decisions related to provision ‘data only becomes meaningful if it serves to pose questions about the actual learning that is (or isn’t) taking place and how it can develop further.’ NFER (2005) Numerical and Curricular Targets ‘The school sets realistic but challenging targets, which, if achieved, mean that pupils make good progress and gain higher levels than might be expected given their starting points and capabilities.’ Ofsted (2009) ‘Curricular targets are informed by the analysis of children’s work, discussions with children, teacher assessment information and test performance.’ Primary National Strategy (2004) TASK – Share numerical and curricular targets set for a pupil in your school Numerical Curricular How was the target selected? target tracker default targets, FFT band D APP gaps, focus of unit, child’s work Where is it displayed and who knows about it? assessment file learning wall, book, bookmark How is this kept under review and by whom? termly pupil progress meetings focus for marking, peer assessment When will it be renewed or refreshed? end of year end of unit, 6 weeks What evidence will be used to reach the decision that it has been met and who decides whether it has been met? tests guided group work C. Day-to-day (close up) B. Periodic (standing back) A. Transitional (public view) •Learning objectives made explicit and shared with pupils •Pupils engaged in their learning and given immediate feedback on short term actions and targets •Broader view of progress using APP criteria to reach consolidated judgement and identify gaps •Use of national standards in the classroom, so that pupils know what they need to do to move to the next level - share medium term curricular targets •Formal recognition of pupils’ achievement against long term numerical targets •Reported to parents/carers and next teacher(s) •May use external tests or tasks to support teacher assessments A. Transitional • Formal recognition of pupils’ achievement against long term numerical targets. www.fftlive.org FFT KS2 pupil estimate report (Maths) Pupil Details KS1 Results KS2 Estimates TA Name Est % chance of achieving KS2 Level Sex S+L Read Write MA SC Subject 2 3 4 5+ 4+ Katrina F W W W 1 1 Maths 49.6% 45.3% 5.1% 1.% 5.1% Grace F 3 3 2A 3 3 Maths 1.% 1.% 17.% 82.8% 99.% Nigel M 2 3 2B 3 2 Maths 1.% 1.% 25.9% 73.6% 99.% Kelly F 3 3 3 3 3 Maths 1.% 1.% 7.2% 92.7% 99.% Kym F 2 2A 2A 2B 2 Maths 1.% 1.% 33.5% 65.8% 99.% Oliver M 2 2B 2B 2C 2 Maths 1.% 9.4% 78.1% 12.1% 90.2% John M 2 2A 2B 2A 2 Maths 1.% 2.% 51.6% 46.3% 98.% Target Setting Yr3 target met Name John KS1 SATs Maths Attainment 2A (17) Yr 3 Target – set at the start of Yr3 3B(21) Yr3 End of year actual Maths Attainment 3B(21) Indicative Yr4 Target based upon KSI SATs 4C (25) AND Agree / Differ? Differ ~ why? Agree Steady rate of progress should be maintained Target set 4C (25) Kym 2B(15) 3C(19) 2B(15) 3A(23) Differ 3C (19) Lower target set Yr3 target not met BUT Recent return from long term absence due to lengthy period of hospitalisation What must subject leaders do to make it happen? Track and monitor pupil progress towards numerical targets based upon prior attainment with added challenge (how much?) Consider the standards attained; the number of pupils at national expectations (age appropriate) in each year group (is 50% of cohort good enough?) Use Average Point Scores (APS) to enable analysis of the progress of groups of pupils from end of previous key stage; monitor termly:1 point per term } 3 points per year } expected progress 12 points across KS2 } (so what is good?) Pupil Tracking and Predicting Progress TA Y2 Test Y2 Tgt Y3 TA Y3 Test Y3 Tgt Y4 TA Y4 Test Y4 Tgt Y5 TA Y5 Test Y5 Tgt Y6 Ave KS1 points Maths Maths Maths Maths Maths Maths Maths Maths Maths Maths Maths Maths 15 2.3 2.3 2.7 2.7 2.7 3.3 3.3 4.0 4.0 4.3 SP 14 2.0 2.0 2.3 2.0 2.0 3.0 3.0 2.3 3.7 4.0 S 14 2.3 2.3 2.7 2.7 2.7 3.3 3.3 4.3 4.0 4.3 H 15 2.7 2.7 3.0 3.0 3.0 3.7 3.7 4.0 4.3 4.7 G 21 3.0 3.0 3.3 3.3 3.3 4.0 4.0 4.0 4.7 5.0 17 2.7 2.7 3.0 3.0 3.0 3.7 3.7 3.7 4.3 4.7 9 1.3 1.3 1.7 1.7 1.7 2.3 2.3 2.3 3.0 3.3 Tgt opt = Y3-6 from Y2 Surname Forename Avey Constance Batchford Joshua Blamires-Griffiths Abigail Boughtwood Samuel Brodie Samuel Buckingham James Byfield James Incl SS5 B. Periodic • Use of national standards in the classroom, so that pupils know what they need to do to move to the next level share medium term curricular targets. How do we translate numerical targets into next step targets? Consider the targets set for the end of the year. Review the next steps needed to move learning on e.g. from secure to high level two (2B to 2A) on their way to low level three (3C) at the end of the year. Use ongoing (AfL) and periodic (APP) assessment information to support identification of needs Ensure gaps in learning are identified Plan how to address gaps through quality first teaching, interventions, support etc. Select and share high value curricular targets with pupils Use straightforward language, do not have too many targets, so that the pupils understand and can manage them Benefits of APP Assessment focuses help teachers recognise evidence in key elements of mathematics Enable teachers to see a pupil’s ‘profile’ of attainment Provide basis for discussing targets for improvement with pupils, parents and carers Allow progress ‘within’ a level to be seen Offer an ‘intelligent’ version of a sub-level Provide detailed information for the next teacher / school Reveal ‘gaps’ in curriculum and/or learning APP impacting on Teaching and Learning Assessment of ongoing work Identify AFs where children have under-performed Identify aspect of AFs which individuals need to focus on Curricular Target(s) Identify AFs where there is insufficient evidence Modify planning to focus on core aspects of learning associated with underperformance Flexible groupings based on identified needs Shared/guided/ independent tasks Modify planning to secure a fuller evidence base High Value Curricular Targets Address aspect of mathematics that will have the greatest impact on moving each pupil’s mathematics attainment to the next level Relate to skills relevant to more than one strand of mathematics Skills that transfer to new situations Skills that will be revisited Focus on skills rather than facts, so that they can be reinforced/applied to different contexts, subjects etc. Ma 2 – Number Calculating – solving numerical problems Number targets can be promoted across different aspects of mathematics: L1 – solve +/- problems involving up to 10 objects L2 – choose appropriate operation when solving +/- problems L3 – use mental recall of +/- facts to 20 to solve problems involving larger numbers L4 – solve problems with or without a calculator Ma 1 – Using and Applying Mathematics problem solving Problem-solving targets can be promoted across the curriculum: L1 – use mathematics as an integral part of classroom activities L2 – select mathematics they use in some classroom activities L3 – try different approaches and find ways of overcoming difficulties that arise when they are solving problems L4 – develop own strategy for solving problems Ma 3 – Shape, space & measures measuring Measures targets can be promoted within a unit of work e.g. Block D unit 2 (and in science): L2 – begin to use everyday non-standard and standard units L3 – use non-standard and standard metric units L4 -interpret numbers on a range of measuring instruments Target Getting and Assessing Curricular targets should be embedded in the planning, teaching and assessing cycle Subject leaders need to support teachers to consider: when and how targets will be; Taught Practised Applied what teaching strategies will best support the learning how to use teacher, peer and self-assessment opportunities Targets at Home Targets towards level home? 4: What can you do at develop own strategy for solving problems solve problems with or without a calculator interpret numbers on a range of measuring instruments Work out the cost of a week’s groceries for the family Estimate the shopping bill by keeping a running total Measures ingredients when cooking Plan a journey and decide on the route, mode of transport etc. C. Day to Day • Pupils engaged in their learning and given immediate feedback on short term actions and targets. Review of Individual Targets Bring children together with similar targets for guided group session Provide prompts for small group discussions linked to the targets e.g. problem-solving targets: Roughly what answer did you expect to get? What is the important information you used to reach your solution? How do you decide when to use a calculator? Pupils should share work with a partner to find evidence to show where target has been achieved Planning for Next Steps – Yr 5 Problem-solving targets eg L3 – try different approaches and find ways of overcoming difficulties that arise when they are solving problems L4 – develop own strategy for solving problems Link to Framework e.g. Block D Unit 1 Solve one-step and two-step problems involving whole numbers and decimals and all four operations, choosing and using appropriate calculation strategies, including calculator use. I can identify the steps I need to take to solve problems. I can decide whether to do a calculation using mental methods, written methods or a calculator. TASK: Watch the video of the start of the Yr 5 maths lesson and the teacher discussing the success criteria and short term actions ‘I try to use a weekly overview so the children know where they’re going during the week so, on Monday, even if they’re just practising one part of the learning objectives, they can see where they’re going to be on Friday and that really helps the children to know where they’re going with the learning and at the start of each lesson they can see what they’ve learned in previous lessons and what they’re going to be learning that day and in following days as well.’ Closing the Gap ‘When anyone is trying to learn, feedback about their efforts has three elements- the desired goal, the evidence about their present position, and some understanding of the way to close the gap between the two.’ Sadler, (1989) Reminder Prompt Scaffold Prompt Example Prompt Improvement Prompts linked to learning objectives (target for the lesson) ‘Coloured Pencil’ approach A Reminder Prompt A Scaffold Prompt Please show me an Would this still work A question to alternative method. with decimal delve more numbers? deeply We could check this by using the inverse. An Example Prompt Look at these and decide which is correct and why? A directive to Which of these focus thinking explanations How many different Open-ended ways can you make sentence 10? matches the problem you have solved? Taking Action and Reviewing Progress 1. Monitor progress towards targets 2. Evaluate impact of intervention strategies 3. Pupil tracking systems Sampling pupils’ work Monitoring lesson plans Observing lessons Talking with pupils Review progress of targeted pupils Monitor guided group sessions Review approaches and ideas Moderate teacher assessment judgements Quality assure Assessment for Learning strategies Reflect upon curriculum design ??? What should your teachers think in September 2011? ‘Begin with the end in mind.’ Predicting future pupil performance is not an exact science, so teachers need to take time and see how their class settles in and just hope the children ‘do their best’? What should teachers expect their pupils to be able to do by July 2012? - ‘achieve their full potential’ or ‘progress as expected’? How should you expect teachers to use information and data to support their aspirations (immediately)? What do your teachers need to know in September 2011? Pupil Profile Prior Learning How much progress has been made since the end of the previous key stage? What progress has been made since the last pupil progress meeting? Achievement Which national tests have been taken? What about VR or NVR standardised tests? What does the evidence suggest against APP criteria? Progress What has been taught ( and learnt)? What about intervention strategies? Has the child recently joined the school? What are the child’s interests & talents? Current Attainment DOB (term of birth), gender, ethnicity, SEND, G&T, LAC, FSM etc Attendance record Is the progress good enough given the child’s prior attainment? Is this better than expected? Are the child’s learning outcomes of an appropriate standard given their prior attainment? Future Achievement How do you use this information and data to accelerate progress?