LDS appreciates the co-operation

of the networks and schools

included in the production of this newsletter.

The views expressed and the practices outlined are those of the

individual networks and schools.

Welcome to our third Forbairt Post-Primary !Action Learning Network Newsletter" . This year we are delighted to acknowledge the participation of the ! two " positional leaders from each participating school. Coupled with the Principal and Deputy Principal you have contributed greatly to the projects outlined in the booklet and have helped to make your schools and networks communities of practice. It has been a much richer experience for all involved and supports Warburton " s idea that:- ! In education, networked learning communities promote the dissemination of good practice, enhance the development of teachers and support capacity building in schools ... and assist in the process of restructuring and re-culturing educational organisations and systems" . The Forbairt team would like to pay tribute to all who attended the evening sessions where many of the projects were refined and developed. A special word of thanks is due to those who provided support throughout the lifetime of the projects. In particular, we would like to mention the Second Level Support Service (SLSS), other schools with exemplars of good practice and the generous sharing of participants. Our meetings were both social and professional, punctuated with stories from the everyday life and experience of schools. Finally, we wish to thank the Forbairt team for working with thirteen networks, involving one hundred and twenty participants, covering the length and breadth of the country. Each coordinator gave generously of their time and expertise while at the same time learning from the experience. Long may these types of communities prosper-beir bua agus go n-eirí libh!

Action Learning Network

Vol. 03 09/10

Deansrath Community College, New Nangor Road, Clondalkin, Dublin 22

Project Title: Raising the bar – Actively striving to maintain and improve academic achievement.

School ALN Team: Maria Shannon (Principal), Helen Murphy (Deputy Principal), Helena Collins, Matt Corbett (Academic Year Monitors). Project Background: • A Raising Academic Standards committee had been formulated in the

college to discuss academic achievement, and in order to generate ideas and collate data on this topic.

• The Forbairt Programme and ALNs would permit us to further explore and develop our expertise in this area.

• Our aim was to put in place a range of supports as well as to build on current good practices that would help to raise academic standards across the board.

Actions: • Academic Year Monitors (AYMs) were appointed in each of the five

year groups, with specific roles aimed at improving academic standards including: o Academic tracking and monitoring of student attendance; o Achievement target setting (via use of shared goals with pupils and recorded in the student journal); o Developing study skills (specific emphasis on teaching students appropriate revision techniques); o Liaising with subject teachers and parents as appropriate.

• Specific teaching and learning initiatives were promoted in order to equip students with greater academic potential in the long term including: co-operative learning strategies; mixed ability teaching; awareness of different learner styles; as well as assessment for learning (AFL) techniques. • A variety of mentoring programmes were implemented and/or developed:

o Past students studying at third level provide mentoring to pupils in a variety of subject areas.

o NCCA pilot initiative was implemented involving mentoring of third year students, including the use of reflective diaries.

• There was an expansion of academic activities in operation in the college including: additional subject tuition; lunch-time academic clubs; homework club; Easter revision courses; and online Exam Support tutoring. Evening study has also been made available to all examination students four days a week.

Action Learning Networks-2009/10

Network LDS

Co-ordinators

Schools

1 Mary Nihill Mary Ryan

St. Catherine" s Voc.School, Killybegs, Co. Donegal St. Clare" s Comprehensive School, Manorhamilton, Co. Leitrim. Errigal College, Windyhall, Co. Donegal.

2 Michael McCann Balla Community School, Castlebar, Co. Mayo Coláiste Mhuire, Tuar Mhic Éadaigh, Co. Mhuigheo Sancta Maria College, Louisburgh, Co. Mayo

3 Tom Hughes St. Louis Secondary School, Dundalk, Co. Louth Ardee Community School, Ardee, Co. Louth. Synge St. C.B.S., Synge Street, Dublin 8.

4 Sheila McManamly St. Patrick" s College, Cavan St.Joseph" s Secondary School, Convent Lane, Co. Dublin. St. Conleth" s Vocational School, Newbridge, Co. Kildare.

5 Sheila McManamly Coláiste Choilm, Tullamore, Co.Offaly. Scoil Chríost Rí, Presentation College, Portlaoise, Co. Laois Gaelcholáiste na Mara, Arklow, Co. Wicklow.

6 Michael McCann Meánscoil San Nioclás,,Rinn Ó gCuanach, Co. Phort Láirge Coláiste Daibhead, An t-Ardan Theas, Co. Corcaigh.

7 Tom Moore St. Mary" s High School, Middleton, Co. Cork. Stella Maris, Pond St. Tramore.

8 Dave Barron Coláiste Choilm, Ballincollig, Co. Cork Coláiste Mhuire, Askeation, Co. Limerick Coláiste Treasa, Kanturk, Co. Cork.

9 Dave Barron Deansrath Community School, Clondalkin, D.22 Santa Sabina, St. Dominic" s College, Sutton, Dublin 13 Mercy Secondary School, Inchicore, Dublin 8

10 Mary Kenny Ballinrobe Community School, Ballinrobe, Co. Mayo. Our Lady" s Secondary School, Templemore, Co. Tipperary.

St. Louis Secondary School, Dundalk, Co. Louth

Role: The team defined the role of the Board as advisory to all teaching staff There was regular reporting to Staff # the minutes of the weekly meetings were posted up on notice board and a verbal report was given at the weekly Staff Announcements. Discipline # issues and procedures were always on every agenda for staff meetings. Activities: • The team drew up a comprehensive Ladder of Referral and reporting

system; they worked with staff on its implementation. • Liaison with Year Heads. • Introduction of weekly morning assemblies for all junior classes. • Specific behavioural management issues referred to the team for

advice. • Investigation of a merit awards" system. • Survey of staff and students on a merit awards system. • School Journal # drew up a new journal designed to encourage

better contact between students, teachers and parents. • Parents all informed of the existence of the Board. • Adjustment of Code of Behaviour to reflect role of the Board. Outcomes: Staff voted to continue with the Board this year # 2010 # 2011 and a half day was given over to the use of the school journal # all staff issued with a copy and class meetings were then held on the proper use of the journal. Challenges: • Taking on too much! • Getting feedback to staff. • Establishing role clearly.

Deansrath Community College, Resources Accessed: • Whole staff development as well as specific team training in areas such as

co-operative learning, classroom management, assessment for learning, flexible learning programmes has taken place. CPD is ongoing in order to continually expand and review good practice.

• AYMs allocated two class periods of timetable in order to fulfill duties and follow up on case work.

• Links established with various bodies in order to develop expertise including the SLSS (Co-operative learning), NCCA (AFL and mentoring). The CPLN (local partnership organisation) provide funding towards study skills seminars, evening study and mentoring programme. SCP funding is utilised to operate homework and early morning breakfast clubs.

Outcomes, impact on school life: • Increased engagement in school academic activities. Staff have reported

significant progress among both individual students and year groups respectively.

• All staff aware of the varied range of resources available in the school to promote academic achievement. Class tutors actively promote such activities as well as a focus on specific revision techniques through a timetabled weekly pastoral care class.

• Teaching and learning techniques commended in recent subject inspection report.

• Early trends suggest that individual improvements are being joined with greater academic achievement, higher retention and increased rates of participation at third-level. Most recent Junior Certificate results have been the best since 2006.

Challenges Addressed: • The school has a clear strategy to promote and improve academic standards

for all students, as well as supporting those with individual needs. • An additional range of expertise, support and facilities are available to improve

academic standards.

Coláiste Mhuire, Askeaton, Co. Limerick.

School Details Tel: 061 392368 Fax: 061 398331 e-mail: colaistemhuire.ias@eircom.net Investigating Strategies for Provision for Exceptionally Able Students in the 2nd year Cohort

ALN Project Team: Steering Group: Mary Garvey (Principal), John Bourke (Deputy Principal), Norma O " Brien, Máire O " Brien, Marie Long, Anne Somers

English & History Teachers: Liz Purcell, Anne Daly, Maura O "Dwyer, Helen McCormack, Sean O "Connor

Description of Project

The aim of the project was to raise awareness amongst staff of the needs of Exceptionally Able Students in our school.

Goals:

• To identify students in the 2nd year cohort who exhibit exceptionality. • To work with colleagues to establish how best to work with students

of exceptional ability. • To investigate possible strategies for use in the classroom, initially in

a small number of subjects.

Actions Taken

• Analysis of standardised testing and in-house testing results and teacher referral forms.

• Considerable research and discussion on the whole area of exceptionality and on various strategies that could be investigated.

• We opted for an inclusive strategy of Differentiation by Choice for use in the classroom in two subjects, English and History.

• English teachers employed Choice of Task where students under-took a creative writing task, differentiating by content. Assessment was by peer review and a blog was set up on the school Moodle site for exhibiting students" work.

• History teachers used a strategy of Choice of Task and Choice of

Outcome. Students picked any topic from 2nd year History and presented it in whatever format they wanted.

St. Louis Secondary School,

Dundalk, Co. Louth

Board of Discipline Description: This was set up towards the end of the 2008 # 2009 academic year in response to teaching staff concerns over discipline issues and classroom management. Specifically, the lack of comprehensive record keeping and an inconsistency in classroom management were the two main issues. The Board comprises six members # four teachers and Principal and Deputy Principal. The four teachers are elected i.e. interested staff members allowed themselves to be nominated and a teacher was elected from the following sections of the staff: (i) from the fixed term contracted members; (ii) from the permanent non-post holders; (iii) from the permanent post-holders # special duties; (iv) from the Assistant Principals. These were elected in May 2009 and all were timetabled for a weekly meeting in the timetable of 2009 # 2010. The team were then able to meet regularly throughout the 2009 # 2010 school year. They also met for a number of weeks before the end of the 2008 # 2009 school year and reported back to staff at the end of year meeting. Their brief had been to establish the role of the Board. The teaching staff decided to continue with the Board into the 2009 # 2010 school year. Training: At the beginning of that year, there was a day given to staff development on Discipline # issues and procedures; the role of the Board of Discipline and the Restorative Justice process. The Restorative Justice process involved an outside speaker , Jim McGrath. Two members of the Board also attended an SDPI Regional cluster meeting in the early autumn on the school code of Behaviour and the requirement for every school to review it in line with the NEWB guidelines. Part of this day was given over to the role f the school journal and its importance with regard to student behaviour and how it should form an integral part of school life. The team decided to investigate the value of the school journal as one of its tasks, in particular its role in positive affirmation of students. The team also met with Helen Hinfey, NEPS re. behavioural management of students with EBD and SEBD.

Ardee Community School, Ardee, Co. Louth Literacy Initiative, May 2010 Research has shown that that many students, particularly those from low socio-economic families, experience a summer reading gap during the holidays. Following an enthusiastic library membership drive (October 2009) all students in First Year were issued with a reading card. The students were asked to visit the library at least six times to borrow books. On each visit the card was stamped by the librarian. When the students returned to school in September, all completed cards were put in a box and prizes given to First, Second and Third place. The first prize was a ! 200 voucher for a local shopping centre. Brigid Ring JCSP Coordinator

Ardee Public Library &

Ardee Community School

Summer 2010

Summer 2010

Student Name ______________________ Class _____________________

Date___________________

Outcomes, Impact on School Life

• The focus of our project was on an inclusive approach using differentiation as a strategy. This approach certainly raised the bar for students in general.

• Students highlighted through our assessment analysis and teacher referral process enjoyed the choice elements of the initiatives though some of these students did choose the ! safer " option, which poses the question about

Exceptionally Able Students and possible fear of failure. • Staff awareness of the needs of Exceptionally Able Students has been raised,

at a general level through a staff presentation and specifically among the 2nd year History and English teachers.

• All of the teachers involved said how enthused they were about differentiation and felt that their own approach to differentiation has changed positively. They all appreciated the collegial nature of the work and said that such an approach would make it easier to provide ideas and resources for Exceptionally Able Students within subject departments. However, they felt that it would be impossible to differentiate for every lesson.

• The History teachers said that very valuable learning occurred and they intend to do a similar project with both 1st and 2nd year students next year. They could see the potential for preparing the students for the ! Special Topic" component in senior History.

• A collaborative approach was taken in order to try to establish how best to work with students of exceptional ability. Consultation with the Principal, the steering group, the English and History teachers and collaboration with Dr Tom Daly resulted in the differentiation initiatives that we undertook. This collaborative and collegial approach embodies some of the core values of the teaching profession.

Challenges Addressed

• Arriving at a working definition and identifying students in the 2nd year cohort who exhibit exceptionality proved to be a lot more complex than originally thought. Our identification process centred largely round academic testing methods. More methods of identification need to be utilised to give a broader base from which to work.

Supports and Resources Accessed

• NCCA, (2007) Exceptionally Able Students: Draft Guidelines for Teachers, Dublin

• Institute of Child Education & Psychology, (ICEP), (2008), Teaching Gifted and

Talented Students. • Government of Ireland (1998) Education Act 1998, [online], available: http://

www.irishstatutebook.ie [accessed 27 Oct 2009] • Government of Ireland (2004) Education for People with Special Educational

Needs (EPSEN) Act, [online], available: http://www.irishstatutebook.ie [accessed 27 Oct 2009] Dr Tom Daly, Special Education Support Service (SESS)

Coláiste Choilm, Tulach Mhór, Uibh Fhailí.

Tel: (057) 93 51756/93 52799 Fax: (057) 9341740

E-mail: info@colaistechoilmtullamore.ie

Principal: Colin Roddy Deputy Principal: Noel McManamly Title: Raising the Bar in Transition Year English with a view to

increasing the opportunity for students to take the Higher Level Paper in the Leaving Certificate Exam.

Team: Niamh McDermott, Orla Naughton, Richard Egan, Noel McManamly and Colin Roddy. Background: In relation to the subject of Leaving Certificate English it is the

custom and practice of Coláiste Choilm that students achieving a C or higher on a Higher Level Junior Certificate English paper be placed in the Higher Level class for the Leaving Certificate Exam.

Students who achieved a D grade or lower in the Higher Level Junior Certificate Exam are placed in the Ordinary Level class for the Leaving Certificate Exam.

We decided to explore the possibility that those particular students, who achieved a D grade in the Junior Certificate

Higher Level English Exam, having participated in the Transition Year English Programme, might be more capable

of pursuing Higher Level English for the Leaving Certificate Exam.

Content: It was decided to

1. Carry out an initial English assessment of all Transition Year students.

2. Design and implement a module which would enhance particular identified skills which would be required for Leaving Certificate Higher Level English.

3. Carry out a final assessment of the students work. 4. Evaluate the effectiveness of the module.

Actions: 1. Students were given three images/visual stimuli. They were required to choose one and write a creative response in the short story/narrative format.

Santa Sabina, Dominican College, Dublin 13

Actions Taken: • Staff chose LCVP from a staff suggested short list of potential projects. • Board of Management consulted. • Requested input from Caroline McHale LCVP National Coordinator at an

ALN cluster meeting. • Analysed school data on subject choices at senior cycle. • Contacted schools similar to our own. • Made presentation to staff. • Appointed coordinator, link module teachers and team of key personnel. • Applied to DES for permission to introduce the programme. • Principal attended the annual LCVP conference. • Made presentation to Transition Year students and their parents. • Interviewed students who applied for a place on the programme. Supports and resources accessed: • Expertise and guidance of Caroline McHale LCVP National Coordinator. • SLSS website. • LCVP resources # print and electronic. • Networking with other schools.

Outcomes/impact of the project on Teaching and Learning in the School: While it is too early to assess the impact on teaching and learning in the school as the programme commenced in August 2010 there is a positive attitude towards it. The ALN team became a learning unit sharing the workload, enriching perspectives and sharing newly acquired information within the team and with the wider staff. The distribution of leadership was a positive experience for the positional leaders.

Challenges Addressed: • Getting the support and belief of the whole staff that the project was

worthwhile. • The union directive regarding school development planning meetings and

posts of responsibility. • Deciding on criteria to filter the expected surplus demand for the 24 places.

Gaelcholáiste na Mara, Arklow, Co. Wicklow Outcomes • Transition Year is up and running • 22/23 students returned • Teachers and students are enthusiastic about educational challenges • The Core Planning Team is now timetabled for weekly meetings. • The school is registered with many of the national agencies who run TY

specific programmes such as: YSI, GAISCE, Mini-Company, Public Access to Law and Log on Learn.

• Junior students are beginning to show an interest in the activities of the Transition Years.

Challenges • Motivating students to be enthusiastic about the year ahead, particularly when

it is compulsory • We are overcoming this challenge through the enthusiasm shown by the staff,

thoroughly planning an interesting and stimulating programme and also we began mentioning the plans we had for the year early in 3rd Year to arouse their curiosity.

• Resources and budget are issues, as they are in most schools, but we are doing our utmost to keep costs low by using free resources and local guest speakers and facilities.

Santa Sabina, Dominican College, Dublin 13

Title of project To investigate the feasibility of introducing the Leaving Certificate Vocational Programme (LCVP)

Project Team Patricia Brennan, Naomi Cassidy, Catherine Cavanagh, Yvonne Cooney Description of Project We wanted to enhance the educational experience of our students at senior cycle and to provide an extra subject for students who had an exemption from the study of Irish or who were studying six subjects. We decided to start with one class group of 24 students.

Coláiste Choilm, Tulach Mhór, Uibh Fhailí. Actions: (cont):

2. These were corrected and graded by English teachers with SEC marking. 3. Students then participated in a series of lessons around a creative writing module. It focused on descriptive writing, character development and paragraph construction. 4. At the end of this module, students were given the same three images/ stimulus as before and asked to complete the writing exercise again being mindful of the new skills developed or learned. 5. These were assessed by teachers again and compared to the student " s initial piece of work. 6. Students participated in an evaluation to elicit their views on the process.

Supports/Resources: 1. ALN - In-service

2. School Management

3. TY Coordinator

4. $ Examination Writing Skills% by Pauline Kelly

Outcomes:

1. The process has raised questions in relation to:

i. Organisation of classes into Higher and Ordinary Level.

ii. Procedure and criteria of this organisation.

2. The process created:

i. An opportunity for the TY teachers to design, implement and evaluate a

TY module.

ii. A huge focus for the TY English teachers.

3. Because the Students were appraised at the beginning of the module of the

reason for its provision, this:

i. Created a huge focus for the English class students

ii. Engaged them more in the learning process.

4. Ten of the fourteen Junior Certificate English Higher Level D students are

now currently placed in the Higher Level class and it is anticipated that they

will sit the Higher Level Paper in the Leaving Certificate Exam.

St. Clare’s Comprehensive School, Manorhamilton, Co. Leitrim

Raising the Bar- Raising academic standards among the mid-range in the Junior Certificate group of students.

- To raise the percentage of those taking Higher Level. Strategies: • Revamp the journal and to use to provide positive reinforcement and improve communication with home. • Motivation of students. Provision of staff in-service • Recognition of the various learning styles of students (insert in journal) • Encourage students to aim for Higher level. • Visual awareness of ! Points" in all classrooms. • Inclusion of Second years in Career guidance and awareness of college

requirements. • Provision of staff in-service on new methodologies (Assessment for

Learning) • Promotion of I.C.T. in teaching • Strengthening of collaboration within subject departments. • Statistical analysis of students taking higher/ordinary level Supports and resources accessed: • Second Level Support Service • School Development Planning Initiative • Special Educational Support Service • School IT Coordinator • School Career Guidance Councillor • Forbairt/LDS • St. Angela" s College Access Programme. • Year heads/Classroom teachers/SNAs

Outcomes/Impact of the project on Teaching and Learning in the School • The journal has been redesigned and is used to improve communication with

home and students organisational skills. • Awareness among staff to encourage students to aim for Higher level. • Second years are now included in the Career guidance programme in order

to create an awareness of college requirements. • Staff in-service on new methodologies (Assessment for Learning/Teaching

Exceptionally Able Students/ Motivation of students)

Gaelcholáiste na Mara, Arklow, Co. Wicklow

Introducing Transition Year ALN Project Team: Máire Mhic Mhuiris, Róisín Ní Dhuibhir, Eibhlín Uí Chonchubhair, Gearóid Ó hÉalaithe, Eimear Ní Laoire CONTENT Description of the Project • Introducing Transition Year. • Gaelcholáiste na Mara is open since September 2007. The first class group

enrolled were approaching Senior Cycle and as a staff we decided to make Transition Year compulsory in order to give them as many options as possible. We felt another year would give us scope to broaden our subject choice for Leaving Cert.

Actions • A task group was set up to plan Transition Year. • We held monthly meetings to discuss subject choice, trips, finance, resources,

guest speakers, extra-curricular events, national competitions and assessment.

• The whole staff attended in-service about introducing Transition Year conducted by Micheal O " Leary from SLSS.

• We held an information night for 3rd Year students and their parents in February. All students attended and there was plenty of enthusiasm shown for the programme.

• The teachers attended individual in-service in their various subjects and areas of responsibility relevant to Transition Year.

• We conducted an end of year evaluation to determine how prepared we were for the forthcoming term and agreed on the steps that would be taken in the early days of the school year, until we could have the next meeting.

Supports and Resources • SLSS. • National Co-ordinator of Transition Year: Michael O " Leary. • LDS National and Regional meetings. • Links with other schools. • Individual in-service with the following agencies: ECDL, GAISCE, European

Studies, The 7 Habits of Highly Effective Teens, Young Social Innovators. • Visiting speakers from: Wicklow County Enterprise Board, Young Vincent de

Paul, Special Olympics, An Óige, AIB Build a Bank, others to be arranged.

Errigal College

School Promotion: Errigal College Moving Forward Team: Anne Mc Hugh, Charlie Cannon, Michelle O Reilly, Michael McMenamin Aims

¸ Increase awareness of Errigal College.

¸ Improve profile and heighten awareness of what the school offers.

¸ Increase enrolment.

Actions • Newspaper Supplement in local paper # whole staff involvement and input;

editorial team; focus on staff as a team. • Support & Resources made available from school and SCP. • Staff Questionnaire completed and followed by analysis of feedback. • Annual Prize-giving modified and now taking place in October to maximise

media coverage. • Planning for the next and subsequent years in relation to enrolment. Outcomes • Supplement published with very positive outcomes. • Morale boosting exercise (staff & students). • Raised school awareness in community and around the county. • Continue with further actions e.g. new enrolment brochure, visit to Primary

schools, meeting parents & creating links, expanding media coverage. Challenges • Overcoming current promotion issues in relation to enrolment. • Increase enrolment. • Overcoming public perception. • To speak directly to parents (with an emphasis on fourth & fifth classes).

St. Clare’s Comprehensive School, Manorhamilton, Co. Leitrim Outcomes/Impact of the project on Teaching and Learning in the School (cont) • I.C.T. # Data Projectors in each room. Introduction of interactive boards. • Statistical analysis of students taking higher/ordinary level is now available to

the Teaching Staff.

Challenges Addressed We feel that the project has been a success and that people responded in a very positive way. Our strategies outline many of our challenges. Attitudes of Students, Parents and Students have been challenged. We were also lucky enough to be included in the St. Angela" s Access Programme which was not part of our original plan. We also introduced a system whereby a student wishing to drop levels would have to approach the Deputy Principal and complete a school form involving Parents and the School Guidance System. The results are more than satisfactory.

0

20

40

60

80

100

120

Irish English Maths History Geog French Art Bus St Music Wood Tech Home Ec Metal Science

Percentage of students takingHigher LevelBlue-2009

Red-2010

Junior Cert

Forbairt 2009-10

St Joseph’s Secondary School, Rush, Co Dublin

Title: Developing and Implementing a Homework Policy Team: Yvonne Kiely, Justin McElwain, Jacinta Owens, Patricia Hayden Description of the Project: The project was chosen because teachers identified non-completion of homework as a cause of serious disruption of classes and lack of achievement of pupils. Many discipline issues arose because of problems with homework. 1. Focus on one 1st Year class (Justin is Year Head) with a view to establishing:

• Why pupils do not do their homework? • Pupils" views about homework - usefulness/difficulties/what works/ doesn" t? • Parents" views about homework $ $ $ $ • Teachers" views about homework $ $ $ $

2. Aim:

• to develop a Homework Policy. • to make the consistent setting and correcting of meaningful homework. important for teachers, pupils and parents.

Actions Taken • Meeting with teachers of 1:4 to explain Project. • Pupils, Teachers and Parents informed and surveyed. • Data collated. • Findings presented at full staff meeting. • Findings presented at Parents" Association. • Findings presented at Student Council. • Homework Policy developed. Supports • Staff in-service on cooperative learning throughout the year (planned

separately because of mixed ability). • Regular time to meet so that plan could be progressed. • Input at ALN meetings helped to clarify where the evidence was leading us. Outcomes • Teachers were enthusiastic and helpful in developing a Policy. • Parents were pleased that they were consulted and gave honest answers to

questions.

Ballinrobe Community School How the project was implemented: (cont) A questionnaire was drafted (attached) which students answered, this gave us a profile and pattern of student absenteeism. Following on from this, these students had to report to their mentor the morning after being absent, giving a detailed reason and note for their absenteeism. What the achievements were: Once the project began and students with chronic absenteeism were identified and interviewed they were made aware of their input into this project. That was in fact the key success of this project. Students and parents were now empowered with responsibility for explaining in detail the reasons for poor attendance. As a staff we were better informed and educated on the often tragic reasons that students have for poor attendance. We were therefore more understanding towards these students and our more accommodating approach made it easier for them to explain their absenteeism and furthermore led to the ultimate achievement of this project: absenteeism did reduce and there was an improvement in attendance. We found that improvement was particularly noticeable in the junior classes. Teachers and tutors acknowledged improved attendance by writing notes in student " s journals and general praise. Tutors in Pastoral Care class addressed this issue with all classes and the Principal detailed new procedures in monitoring absenteeism. He explained how our entire student community would win when we had reduced absenteeism problems. Class tutors, senior management, parents and indeed the students themselves all contributed to reducing absenteeism. What we learned from this project. We are more educated as a staff on the reasons why our students are persistently absent from school. We understand that their personal hardships, disconnection from education, our structures and their total lack of interest in school work, all contribute to chronic absenteeism. We conclude that the procedures we have in place are working. Students know their parents will receive a text message by 10.30 am when they are absent. Our closer monitoring of absenteeism, insisting on detailed notes and contact with parents have helped reduce the problem. Empowering the student with explaining their reasons for being absent, insisting that the identified persistent offender present themselves to a named teacher before first class has helped tighten our procedures ever further. Commitment from all staff makes this project work. We have taken steps to expand this pilot project throughout the whole school in the current school year.

Ballinrobe Community School

PROJECT: REDUCING ABSENTEEISM IN OUR SCHOOL.

What the project involved: We began the project by setting out clear aims about what we wanted to achieve, namely: 1. Identify the students that are persistently late or absent. 2. Through an interview process, discover if there are reasons which can be

addressed for the lateness and absenteeism. 3. Put in place some structures for the future to identify students susceptible to

lateness and absenteeism. The team met weekly to review the outcomes and plan for the following week. From our details and records we identified a number of students and decided that we would deem anyone with ten or more instances of absenteeism/lateness to be deemed $ persistent % . From the list we removed any student that had a valid and verified reason for a prolonged absence. The remaining group totalled twenty four students. We designed an interview questionnaire, (attached) and each member of the team was assigned six students to interview and fill out the answers on the form. As a means of deterring future absenteeism and lateness, we designed a form which the student would have to fill out with the designated member of the team explaining the reasons (attached). How the project was implemented: The core group met and discussed the rate of absenteeism in our school. After consultation with year heads and tutors we put together a list of students frequently absent. Genuine reasons for absenteeism such as illness were taken into consideration. A letter was sent to parents (attached) explaining our concerns for their son/daughter " s high level of absenteeism and outlining our pilot project that would commence in the school. Students selected for monitoring were divided into four groups and each given a mentor from our team.

Outcomes: (cont) • Pupils became aware that homework was important and that teachers would

be adopting a consistent approach to the setting and correction of work. • Pupils realised that if they did not do homework, the Homework Policy would

be implemented. • Parents could see that the Homework Policy would be implemented and that

they had a right to expect a consistency from the school. • Team realised that the School Journal and communication with parents

needed to be addressed. • Teachers agreed to write homework on the board at an appropriate time in the

lesson. • Another team worked on a new journal with improved procedures for

communicating with home. • A positive feeling of working on something of real relevance to everyone in

school. Impact on Teaching and Learning • WSE in late February established that 89% of pupils and parents thought

homework was very important in St Joseph" s. • Teachers ageed to use Assessment for Learning strategies in their classrooms. • There was general co-operation between a group involved in TL21 and the

Forbairt group. • The new Student Journal was designed with learning strategies in mind. • The guidance counsellor taught the new journal to the staff at the 1st staff

meeting this term. • Form teachers taught the journal to their class groups in September. • Parents are now signing the journals on a regular basis. • Teachers are using rewards to improve homework. • Teachers report an improved attitude to homework. • Form teachers and Year Heads use the Homework Policy. • The Principal and Deputy Principal check journals to see that homework has

been recorded. • Pupils write in the topic covered in class, should they not receive homework. Challenges addressed • Getting teachers to plan appropriate homework and give it in good time. • Encouraging teachers to correct work quickly and give good feedback to

pupils. • Getting teachers to adopt a consistent approach. • Getting time for homework. • Linking homework to classwork. • Getting parents to support pupils doing homework. • Getting chaotic pupils to do work at home. • Keeping it going.

St. Patrick’s College, Cavan Title: To improve the effectiveness of homework among First Years. ALN team: Eddie Duffy, Anne Burke, John O " Shea, Liam Mc Niffe Team emailed each other and met numerous times. Also met other schools through ALN. Partners: Parents, students and teachers Information gathered: • Survey of all First Years, their parents and their teachers. • Detailed analysis of homework Journals for one week in November. Results: Disseminated in three ways: • To individual teachers re their own class. • To Subject Department teachers re their subject. • To the staff in general re overall homework patterns. Strategy: • Problems identified by staff discussion. • Short list of practical guidelines for improvement, involving all teachers, (especially SPHE for monitoring), students and parents. • New Student Journal. Communication: ß Staff: Briefed and discussed initiative at every staff meeting. ß Students: Members of team each responsible for one First Year class, SPHE teachers centrally involved, also each subject teacher. ß Parents" night: Team addressed parents, took on board their suggestions. September 2010: ß Folder of work prepared for every class if teacher unexpectedly absent. ß New Journal operative ß The First Year teachers of each Subject Department planned three classes devoted to helping their students approach homework in a more effective manner.

Synge St. C.B.S. Synge Street, Dublin 8. OUTCOMES/IMPACT ON THE PROJECT ON TEACHING AND LEARNING IN THE SCHOOL: • Although we did not have many DEAR sessions (due in large measure to an

expanded Summer Works Scheme!) they were really enjoyed by all and the calm that pervaded the school was palpable.

• The most important single outcome has been the awareness that a WHOLE SCHOOL approach is essential.

CHALLENGES ADDRESSED: • We took the matter head on by asking the students. • The staff meeting discussion was very productive and raised awareness of the

issues. • We sought out the support of our past pupils. • We have yet to address the issue of parental involvement but we hope to adopt

one book in the near future which is read by the entire school community. • The measurement of reading ages is ongoing on a more systematic basis than

heretofore. • Staff are more likely to use the various forms of comprehension tests on

textbooks.

Ballinrobe Community School Title: Reducing Abseentism in Our School Project Team: Mr. Michael Brett Principal Mr. William Culkeen Deputy Principal Mr. Jackie Clancy Teacher Ms. Kathleen Lynskey Teacher Contents:

1. What the project involved.

2. How the project was implemented.

3. What the achievements were.

4. What we learned from this project.

Synge St. C.B.S. Synge Street, Dublin 8.

TITLE: Oh DEAR, what can the matter be? The perceptions of male students about reading - A whole school approach. TEAM: Anne Gribbin (Assistant Principal), Clare Catterson (Special Duties Teacher), Brendan Keenan (Deputy Principal), Michael Minnock (Principal), DESCRIPTION OF THE PROJECT AND THE ACTIONS TAKEN: The aims of the project were: • to re-invigorate usage of the library, • to adopt the DEAR (Drop Everything And Read) approach to encouraging more

focused reading within the school, • to measure increases in the reading ages of pupils, • use the successes in this area to press the DES for increased levels of teacher

support in future years, • the ! performance" of various readings to encourage performances of plays in

the future, • to involve parents and guardians in the reading programme at home, and, • to have paired reading support for younger students by older pupils. SUPPORTS AND RESOURCES ACCESSED: • Our resource team were an immediate source of support. • Our Past Pupils Union supported us with some funding. • All of the staff, including ancillary and support staff, were involved in our DEAR

efforts. • Individual staff members collated the research. • Class tutors assisted in the administration of the questionnaires.

OUTCOMES/IMPACT OF THE PROJECT ON TEACHING AND LEARNING IN THE SCHOOL: • The students were very pleased and delighted to be asked for their opinions on

the matter! • The staff became more acutely aware of the difficulties many of the students

faced with reading. • The end of year booklist became a real topic of conversation as teachers

attempted to find textbooks that reflected reading abilities. Many changes were made.

• Findings concerning the perceptions of our students were, to put it mildly, rather alarming.

• Teachers began to place added emphasis on the usage of KEY WORDS rather than simply assuming understanding.

St. Patrick’s College, Cavan Outcomes: • Marked improvement in Journals out on desktops • Much better recording of all homework • Much greater awareness among all partners as to importance of homework Monitoring progress: • SPHE teachers check Journals each week • Survey later in year to establish time spent on homework • Teachers" opinions as to improvement in learning or not Challenges: • Keep the momentum going with Second Years • Induct First Years into the new thinking • Keep the momentum going with staff after initial enthusiasm.

Coláiste Treasa, Kanturk, Co.Cork Project Title: To Develop the School Website A.L.N. Team: Veronica Walsh , John O' Brien, Seamus Buckley and John Murphy Actions Taken: 1. Disabled the original website. 2. Surveyed the staff for ideas as to what the website should contain. 3. Researched other school websites. 4. Developed a blogspot for students - www.colaistetreasa.blogspot.com. Supports and Resources accessed: Purchased Web development software. Outcomes/Impact of the project on teaching and learning in the school: 1. Provides a resource for parents, pupils and teachers as to what's happening in Coláiste Treasa. 2. Study resource for pupils. Challenges addressed: 1. Keeping the website updated. 2. Making sure the teachers take ownership of the site.

St Mary’s High School, Midleton, Cork Title of Project: Enhancing Communication of School Events

Names of Project Team: Mr. Donal Cronin Ms. Mary Walsh Mr. John Hurley, Ms. Niamh Flannery, Mrs Elizabeth Nagle Ms. Juliet Corcoran Steele, Ms. Maria Sammon Enhancing Communication Improving Communication of School Events within a Rapidly Expanding School Project Description and Actions Description: • To improve the effectiveness of the communication of school events among the

school community within a rapidly expanding school Actions: • Review the current structures and methods of communicating school events. • Identify the challenges and opportunities for improvement with a view to

making communication more effective and more standardised among all staff members.

• Initiate improved methods of communication. Supports and Resources Internal Supports/Resources: • Allocation of time for meetings and presentations. All staff members participated in: • Questionnaires on current practices. • Workshops on the use of technology aids to improve communication: Ace pad,

data projectors, email, facility.

External Supports/Resources: • Discussions with teachers from other schools. • Meetings with I.T./website expert. • Upgrade of school website. - Setting up of web-based text messaging. • SDP & LDS in-service, Parents Council.

Meánscoil San Nioclás, Rinn Ó gCuanach, Seo an cur chuige a bhí againn agus cuid de na dúshlán a bhí orainn a shárú: • Leanúnachas ó bhliain go bliain i measc na mball sinsearacha • Leathlá oiliúna a thabhairt ag tús na scoilbhliana. • Oifigigh a thoghadh • Aontú ar bhunreacht • Tacaíocht a thabhairt dóibh a dtuairimí a nochtadh • Ionadaithe bheith ag cruinniú foirne nuair is gá. • Athruithe meon ball áirithe na foirne. • Deiseanna bualadh le Coiste na dTuismitheoirí agus iarrataisí a dhéanamh • Cabhrú lá spóirt a eagrú i dteannta le húdaráis na Scoile • Bheith páirteach i gComhairle na nÓg • Ionadaithe bheith tofa ag leibhéil náisiúnta go dtí Dáil na nÓg • Cuireadh a thabhairt do aoi-chainteoirí • Deis a thabhairt don gComhairle bualadh le comhairlí i scoileanna eile • Teimpléidí don féinmheasúnú scrite, dáilithe agus iniúchadh déanta orthu • Teastaisí bronnta orthu ag Oíche na nGradam

Meánscoil San Nioclás, Rinn Ó gCuanach, Na gníomhartha a glacadh leo

• Beartaíodh go rachadh an POT ar laethanta traenála a bhí eagraithe ag an SLSS chun treoir agus cúnamh a fháil.

• Roinnt acmhainní i bhfoirm lámhleabhair agus dialann faighte • Cúireadh tús foirmeálta leis an gComhairle Méan Fómhair na bliana 2009 • Beirt dalta tofa as gach rang, dáréag dalta ar fad • Bunreacht scríte • Cruinnithe struchtúrtha agus gach coicís • Miontuairiscí agus teangbháil i scríbhinn leis an bPO Teacht ar thacaíochtaí agus acmhainní

D" fhreastail an Príomhoide Tánaisteach ar chúrsaí traenála a bhí eagraithe ag an SLSS ag tús na Scoilbhliana agus cuireadh a lán áiseanna ar fáil; leabhráin eolais na ndaltaí, leabhráin eolais an mhúinteora, postaeir agus dlúthdhíosca eolais.

Torthaí/tionchar an tionscadail ar dhearcadh daltaí na Scoile Ó bunaíodh an Chomhairle aithnítear go bhfuil tionchar dearfach aige ar fhorbairt shóisialta agus pearsanta na ndaltaí. Tá úinéireacht is seilbh tógtha acu ar na deiseanna a tugtar dóibh dul i bhfeidhm ar an bhfoireann agus a gcomhscoláirí. Aithnítear tábhacht an ionchuir go laethúil. Ligtear agus spreagtar iad a bheith gníomhach i saol na scoile. Tá scileanna ceannaireachta, modhanna cumarsáide, fios na labhartha, tuiscint ar phróiseas cruinnithe agus conas déileáil go cuí le daoine, go háirithe le húdaráis. An obair is mó atá An Chomhairle ag tabhairt fé ná !Meitheal " agus ! An Brat Glas" . Tá fo-choistí bunaithe ag na daltaí san dá chás agus an-obair ar siúl acu. Tá an-éifeacht ag an dá ghníomh áirithe seo ar shaol na scoile. Ag céad chruinniú na bliana seo chuir an Chomhairle in iúl go raibh níos mó aitheantais uathu agus iad sásta oibriú chuige sin. Seo an cur chuige a bhí againn agus cuid de na dúshlán a bhí orainn a shárú: An cruinniú bheith eagruithe go foirmeáilte agus an PO nó an POT i láthair. Cruinnithe rialta le struchtúr soiléir foirmeáilte tábhachtach. Cumarsáid rialta leis an bPríomhoide. Dáileadh suaitheantaisí ar na baill.

St Mary’s High School, Midleton, Cork

Outcomes and Impacts on T & L • Notice Board re-design to include monthly & daily calendar resulting in

better planned, more effective events. - More effective use of time - Awareness of support from colleagues when organising an event encourages co-operation regarding events and promotes a variety of teaching and learning methodologies. - Draft policy document on planning of school events. - Standardised and transparent approach to holding school event. • Changes to Student Journal - Improved communication with students/parents re attendance, class tests and school events. • Updated Website - Communication channel for school community to submit news items. • Web-texting - Set up by year group and operated by admin staff Texts re events sent to parents and to staff. - Real time efficient communication. - Focus on Attendance. • Established Year Group Assemblies - Communicate expectations to students. - Reinforce school ethos and focus on learning and teaching. Challenges • Unstructured approach to scheduling of school events. • Frustration / difficulties encountered when organising school event due to

lack of a standard procedure. • Time to assess and review. • Embracing technologies available to support improved communication e.g.

web-texting, website, email. • Improving communication among whole school community. • Encouraging ownership for organising events by providing/raising awareness

of communication tools (notice board/calendar/website/webtext/journal). • Improving the quality of information-sharing among staff. • Conflict between need for a variety of methods of communication and

standardization of same.

St. Mogues College, Bawnboy, Co. Cavan

Title: Improve motivation among the student body in the school. Content: • A Description of the Project and the action taken One of the main problems facing the school was that it was felt that the students did not value the school and the education they were receiving, thus promoting an ethos of mediocrity, leading students towards a situation where they were not fulfilling their potential. This we discovered was a nationwide problem and in many ways is a by-product of the Celtic Tiger as many people looked for others to blame for their own shortcomings. Easy money also devalued education, educators and educational institutions. The school as a whole felt that if the issue of motivation was successfully tackled a huge improvement in education would follow leading to a happier and more confi-dent student body. The school decided to take a number of measures to deal with the issue of motivation within the school. The main ones are as follows: Continuous Assessment: Monthly class room examinations were held in all subject areas. Results were recorded and posted home. Points System: A points system based loosely on the Leaving Certificate system was to be applied to these results giving parents and students a realistic vision of how this system works and where improvements can be made in success rates. League System: Student points from each subject are recorded and tallied after each test that they sit. The points are then added like points in a league and 1st, 2nd and 3rd in each subject area are rewarded. Likewise each student " s overall points from all their subjects are tallied and added to receive a total each month. The student with the highest total at the end of the month is the monthly winner. The student with the highest total at the end of the year is the overall class winner. Raise the pass mark to 60%: This would make sure that sufficient knowledge was required to pass thus raising standards. Appraisals: Every teacher would rate each students efforts out of a total of 5 each month as a form of an appraisal system. It is felt that it is easy to follow and to the point. Awards Evening: This was mainly to raise the profile of the school in the public eye and also to highlight the high achieving students within the school. It is hoped that it will also raise the value of the school among the students and parents.

Gaelcholáiste Choilm

Actions taken: • Cross-curricular workshop organised on April 14th. Twenty staff attended on

a voluntary basis. Subject departments represented included English, Maths, Science, Languages and Geography.

• Staff Day October 15th. Two-hour session assigned to Assessment for Learning. Presentation followed by workshop in subject department groups.

Supports and resources accessed: Workshop: Presentation by Dave Barron LDS Input from individual teachers and departments Access to websites Advice from our Forbairt partners in Askeaton Reading material recommended by LDS

Staff Day: Presentation by Marjorie Kinsella - Education Dept UCC

Presentation by Síle Quinn - Coláiste Choilm Input from teachers who attended the workshop

Outcomes: • Promotion of new classroom practices. • Greater collaboration among teachers. • Opportunity to discuss teaching methodologies. • Promotion of the work of subject teams. • Students more active participants in their own learning. Challenges: • Time. • Resources # teacher cover for workshop. • Prioritising AFL on Staff Day agenda. • Adapting to change in teaching methodologies and learning assessment. • Empowering students in their own learning.

Meánscoil San Nioclás, Rinn Ó gCuanach, Co. Phort Láirge

Teideal an Tionscadail: Athnúchan Chomhairle na nDaltaí Baill an Tionscadail: Áine Ó Ceallaigh (Príomhoide), Séamus Ó Cadhain (Príomhoide Tánaisteach), Máire Ní Chathasaigh (Príomhoide Cúnta) Cur síos ar an Tionscadal: D" fhás an tionscnamh seo as easpa a bhraitheamar maidir le ceannaireacht na ndaltaí sa scoil agus na deiseanna ceannaireachta nach rabhamar ag tabhairt do na daltaí. Theastaigh uainn struchtúr éifeachtach a chur ar Chomhairle na nDaltaí ionas go mbeadh sé lárnach i saol na scoile agus go mbeadh deiseanna ceannaireachta ag na daltaí ar bhonn foirmeálta.

St. Mogues College, Bawnboy, Co. Cavan Challenges addressed: (cont) The abandonment of streaming proved to be a sticking point and one which we could not overcome completely. While many teachers wished that streaming was abandoned a number of teachers were totally opposed to it, mainly in the core subject areas where streaming has long been established nationwide. A compromise was reached and partial streaming was installed in some areas and none in others. Transport was an issue for many students who wished to avail of after-school study. A bus was provided by the school free of charge to overcome this problem. It could be argued that we tried too much too soon all at once. However, it was decided that each little piece of each initiative was an important cog in a big wheel and was worth pursuing. Time was a big factor when taking on a task such as this. Every detail of every initiative had to be fully thought out, discussed, planned and implemented. This really took up a lot of time and with cut backs on posts of responsibility it was difficult to find the staffing resources to fulfill the timing issues. However, you can" t underestimate the power of determination and people with a drive to succeed. The staff cannot be praised enough on this matter as every effort was made to get to the finish line.

Gaelcholáiste Choilm

Assessment for learning as a teaching tool. Project Team: Pat Kinsella , Michelle Sliney, Sephine Hallahan, Cathal Leahy Assessment For Learning is about using assessment in the classroom as a tool to assist learning. This project involved: • Communicating the Key Principles to staff. • Identifying current AFL practices in the classroom. • Discussing within subject departments ways of developing AFL as good

practice. • Feedback and discussion at subject department meetings on the

implementation of AFL in the classroom.

St. Mogues College, Bawnboy, Co. Cavan

Prefect System: A body of students were chosen for a variety of reasons to take responsibility for a number of aspects of school life. This was an attempt to give ownership of the school to the students and improve their opinion of how it is run and appreciate what has to be done to run it. IEP’s: IEPs have long been associated with weak students but we reversed the roll of these to be geared towards the higher achievers in the school setting ambitious goals which challenged our students. Project Based Learning at Junior Cert: Each student in each subject was required to complete a project on a topic relevant to the course. This was to be completed unaided and without prompting from the teacher and completed on or before a deadline. After School Study: Students in exam classes were invited to attend after school study from 4:15& 6:00 four evenings a week. Abandon Streaming: It was felt that streaming the students at an early stage had a detrimental effect on motivation. We decided that we were to end streaming where possible. Morning Assembly/Roll Call: Students are to gather in designated rooms in full year groups. School activities and information for the day is read out helping organise students and staff for the day ahead. Weekly Assembly: Once a week students gather for assembly. Wider school issues and targets for the week are addressed. Term Assembly: whole school meet once a term and are addressed by the school Principal and Deputy Principal. This is in order to address wider school issues and again set targets for the coming term. Newsletter: A newsletter is produced each term and circulated in the wider community to promote the good work being done in the school and raise the student value of the school. Change the class names: This is an effort to mask the stigma associated with the B or C classes. The classes were all given names associated with the legends of the Fianna. New prospectus: New prospectus is being developed to highlight the many changes in the school over the past number of years. New Mission Statement: A new mission statement was created to highlight the new departure the school has taken and to promote excellence in the field of education.

St. Mogues College, Bawnboy, Co. Cavan

Merit Points System: A $ Positive Behavoiur Strategy% was introduced under the guise of a points system which rewards good behavoiur and compliance. Points were awarded on an individual basis and in a group or class basis. They were displayed on a notice board in the hall. Top students and the top class were rewarded with a school trip to the cinema and received an award at the Awards Evening. Journal: New journal with student-centred and school-specific cover, highlighting the past year " s academic, co and cross curricular achievements. It included a $ Code of Positive Behaviour % and expectations were clearly stated in simple language. It also included lots of information for students who want success and a module on super tools for learning. It also contained a provision for daily communication between home and school. Empowered Learning: Students in exam classes were provided with a workshop on $ Tapping in your Potential Power % which helped them discover what type of learner they were an dhow best they should study. CPD: Over 70% of our teaching staff took part in four after school training sessions on two topics that they felt would increase motivation in their own classes. The two topices we chose were $ Assessment for Learning% and $ Restorative Practice. % • Supports and resources accessed ' Cavan VEC Continual Professional Developmental Programme ' Support Unit ' SDPI ' Carrick-on-Shannon Teachers Centre ' Navan Teachers Centre ' Leadership and Development for Schools ' School Staff ' Cavan VEC ' Solicitor James Fahy (Law in Schools) ' Mrs Margaret Magarrigle (Restorative Practice) ' Mr Ray Kangan and Mr Philip O "Callaghan (Super Generation) ' Mr Gerry McManus (Toxic Attachment) ' Mrs Della Meade and Fiona Kindlon (Assessment for Learning) ' Transition Year Team • Outcomes/impacts of the project on the Teaching and Learning in the

School Overall the impacts on the school were subtle but there is no doubt as to their effectiveness. Continuous assessment showed that there was a month on month improvement

St. Mogues College, Bawnboy, Co. Cavan

in results in most subject areas in most cases. Its effectiveness in State Examinations is yet to be quantified as the students involved will only be sitting examinations in 2011. The Points System and League Tables were well received and encouraged competition between the students to be the best or simply beat their friend. Assembly and roll-call has given a structure to the day and improves communication for all involved. The school specific journal has what the school needed to organise the students effectively and improved organisation. The Awards evening proved to be a great success and raised the profile of the school in the area thus motivating the students to aim higher and believe in themselves and the school. The newsletter brought the school into the homes of the community and improved the image of the school in the eyes of the students and families in the school. Project based learning at junior cert worked well and promoted independent learning and improved confidence in the students. After school study provided a good environment for learning and it was noticed that the standard of homework improved generally. The study skills programme for the students and parents was very well received and all the students felt that it was very helpful. This was reflected in written evaluation from the students which contained very positive feedback. Restorative Practice has become part of the culture of the school and teachers find it very helpful. Assessment for learning was a great success with teachers and students alike. Students feel they now understand class material better and on a new level. • Challenges addressed: The challenges faced were many but we did our best to overcome them. The biggest problem was that somebody had to run each initiative and in a small school with a small teaching staff it fell heavily on teachers to give generously of their time. Teachers saw the value of the project and got behind it and pushed on with the efforts of the school in order to make it work.