Click to edit Master title styleSecondary Consultancy

cpd and direct support

www.worcestershire.gov.uk www.edulink.networcs.net

Leading Intervention 3

17th November 2010

CPD overviewLI1 8th October 9-12 Finstall

What Can Data Do For You?LI2 2nd November 4-6 Finstall

Effective TrackingLI3 17th November 9-4 Finstall

The Whole School PictureLI4 30th November 8-10 Finstall

Effective InterventionLI5 11th January 9-12 Pitmaston

Making a DifferenceLI6 10th February 8-10 Finstall

Behaviour & attendanceLI7 23rd June 9-12 Pitmaston

Evaluation & Next Steps

Purpose of Intervention

It is not:• a couple of boosters• about targeting a few• just one subject area• only relating to attainment

It is:to ensure that every pupil across the school

maximises his/her attainment and progress in every subject.

Aims of the day

To share good practiceTo provide time for reflecting on and acting upon

dataTo explore various intervention modelsTo create an intervention plan

Big picture

Collect data for a purpose:• to know where pupils have come from• to know where they are now• to know where they should be heading• to know whether they are on track

Analyse data for a purpose:• to measure past success• to identify trends• to identify pupils needing support• to plan effective support

What do we do, and when?

Step 1 – look at summaries of last year’s data

Step 2 – unpickStep 3 – learn the messages

September

Step 4 – look at this year’s dataStep 5 – unpick

Step 6 – PLAN!

As soon as you can!

NOW and forever

Re-visiting data

Integrated Data Set (IDS)Nationally held data – validated and (for KS4 2010)

unvalidatedKS1-KS2 Data DashboardEdulink – L&M – Performance Data – Data for SchoolsLocal version of nationally held dataFFTlive.orgRAISEonline.org

Can you answer the questions?Do you need additional data?Where would you look?

Levels of progression

For 2 levels of progression KS1 to KS2:

Y3 → Y6 1/2

1 32 43 5

For 3 levels of progression KS2 to KS4:

Y7 → Y11 G (4)

1 F (4/5)2 E (5)3 D (6)4 C (7)5 B (8)6 A

(further)6/7 A*

(further)

Interpreting your data

Explore the progress spreadsheetConsider how it supplements subject tracking

A shared spreadsheet needs managing to preserve the integrity of the data.

What do we do, and when?

Step 1 – look at summaries of last year’s data

Step 2 – unpickStep 3 – learn the messages

September

Step 4 – look at this year’s dataStep 5 – unpick

Step 6 – PLAN!

As soon as you can!

NOW and forever

What is going well?

What have you done to date?What has changed in your practice?What has had the most impact?

What do you intend to do next?

Focus! What is the most important element for

improving attainment and progress?

John Hattie: Visible Learning

What is the effect of reducing class size?

Decreased EnhancedNo effect

0 1-1

“Only when the class size reduces to 15 or below are there appreciable positive benefits.”

0·2

What is effective?

What do you do already that is the most effective?

Card sort!Make your top ten

... now rank them

Self-report grades

Absence of disruptive studentsClassroom behavioural

Quality of teaching

Reciprocal teaching

Prior achievement

Teacher-student relationships

Feedback

Creativity programs

Providing formative evaluation to teachers

What is effective?

From the full list, which themes emerge as the most effective?

Self-report gradesAbsence of disruptive studentsClassroom behavioural

Quality of teaching

Reciprocal teachingPrior achievementTeacher-student relationships

Feedback

Creativity programs

Providing formative evaluation to teachers

123456789

10

1·44

0·70

0·70

0·72

0·72

0·73

0·74

0·77

0·80

0·86

The Waves Model

Wave 2Additional interventions

to enable children to work at age related expectations or above

Wave 3Additional

highly personalised interventions

Wave 1Inclusive quality first teaching for all

Wave 1: quality first teaching

Identify pupils

Assess learning needs

Set curricular

targets

Assess progress against targets

Tailored teaching in main lessons

Additional or alternative provision

Planning the curriculum

Numerical/curricular target for Key Stage

Group or individual target

Planning to support working towards target

Target for year group

Class target

Resetting of targets

Reporting to parents

Target reached?

Monitoring progress towards target

1

2

3

4

56

7

8

9

An English exampleNumerical/curricular target

for Key Stage

Group or individual target

Planning to support working towards target

Target for year group

Class target

1

2

3

4

56

7

8

9

Use paragraphs effectively

Compare and use different ways of opening, developing,

linking and completing paragraphs

Use paragraphs to show my reader how I have organised

my ideas(working towards L5 / grade

E/D)

Begin to link paragraphs / sections

of my writing together.

(working towards L4 / grade F/E)

or Connect the sentences in paragraphs so that

my meaning and purpose are clear.

(working towards L6 / grade D/C)

Use peer assessment and talk-partners as a way of enabling dialogue, and discussion about decisions writers have made to

ensure cohesion within their writing.

Plan to incorporate this into lessons.

Online progression maps

Website:http://nationalstrategies.standards.dcsf.gov.uk/secondary/

mathematics/intervention/progressionmaps

Word documents:Steps in mathsDescriptions in writing and reading CHECK. Add S&L

Online training modules

Website:www.standards.dfes.gov.uk/intervention/

Online training modules

MM1 – Teaching for progression in mathematics

MM2 – Tailoring teaching in mathematics

MM3 – Using data to tailor teaching

MM4 – tracking pupil progressMM5 – Using misconceptions in

teaching mathematicsMM6 – Working effectively with

teaching assistantsMM7 – Resources to support

planned interventionMM8 – Using and applying

mathematics, the approachMM9 – Using and applying

mathematics, supporting pupils

EM1 – Teaching for progression in English

EM2 – Tailoring teaching for underachievers in lessons

EM3 – Small group interventions

EM4 – One to one interventionsEM5 – Working with teaching

assistantsEM6 – The developing readerEM7 – The developing writerEM8 – The competent readerEM9 – The competent writer

Involving students

Involve students in the monitoring/tracking processPossible use of pupil questionnaires and interviews

Use pupil-friendly objective/outcome statements.What is there already?How do you use them effectively?Not just for revision.

Models of intervention

Thinking of a specific group:under-performing Y11 boys who are C/D borderline, capable of achieving a C.

In pairs:Use the sheet to create the most effective model.

Compare and contrast your model with others on the table.

Intervention timeline

What are your first impressions?Do you have any timelines for subjects or year

groups, or whole school?

What would be the commonalities across subjects?What would be the conflicts?

Who will co-ordinate across the school?

Are there other whole school considerations?

Renewing intervention

Pilot in 4 schools 2007-8Focus on English and Maths, KS4Online training modules + Progression MapsTargeted students across the two subjectsTeacher and TA planning and teaching togetherTA as mentorEmphasis on building confidence and self-esteemEmphasis on group work and students as leaders

Learning is not grey,

its colourful!Y10 pupil

We’re a strong team.

We’re stronger

together than on our

own.Y10 pupil

You’re really

making a difference

to how pupils feel.TA

We don’t have

teachers and

students, we’re a

learning group.Y10 pupil

It’s the first time since I started school

that anyone has really cared

about my opinions.Y10 pupil

Action Points

Fill in your Action PointsPrioritise the 3 most urgent actions

Leading Intervention 4 – breakfast Tues 30th November 8 – 10

Finstall GAP TASK – Bring back a completed model to share,

and ideas for effective intervention in your school

Leading Intervention 5Tues 11th January 9 – 12

Pitmaston

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Thank you

Secondary Consultancycpd and direct support

www.worcestershire.gov.uk www.edulink.networcs.net