Monitoring ProgressPost-primary

OFMDFM Signature Project

Aims of the sessionTo consider how you are monitoring progress in relation to• Targets on your Action Plan (school level)• Identified pupils in the focus group (Pupil

level)

OFMDFM Signature Project

Monitoring• Why?• Who?• When?• What?• How?• Open, shared and transparent?• Linked to targets on action plan? Pupil

targets?

OFMDFM Signature Project

EVIDENCE BASE

Baseline

What do we know about the pupil?

SET TARGETS and Plan

QUANTITATIVE AND QUALITATIVE

EVALUATE OUTCOMES AND

IMPACT

MONITOR PROGRESS

MAKE CHANGES

Implement-Teach

Improving Learning

What is Monitoring?

Monitoring is the activity that is undertaken routinely to keep a check on progress and to check that what is supposed to be happening is happening in the way that was planned

OFMDFM Signature Project

Monitoring and Evaluation

OFMDFM Signature Project

School level• Action plan aligned with the school’s school development plan• Action plan/s completed using NISPLAN website (English,

Mathematics, Irish) by 30th October • Baseline performance data recorded on school action plan/s (key stage

2 / GCSE)• Performance targets set for 2013-14• Monitoring of progress through the NISPLAN website (December,

February)• Analysis of qualitative and quantitative data• Self-Evaluation by participating teachers• Evaluation of the project (June)

Monitoring and EvaluationPupil level• Individual pupils identified for support using performance

data• Baseline information recorded for individual pupils• Targets and success criteria set for individual pupils• Detail of specific intervention planned • Monitoring of individual pupil progress against performance

targets (December and February)• Pupil questionnaires and attitudinal studies used

OFMDFM Signature Project

Monitoring and EvaluationSystem level• Assessment of action plans through the NISPLAN website• Monitoring of progress through the NISPLAN website (December, February)• Analysis of qualitative and quantitative data • Progress measured against PfG targets and Count, Read: Succeed milestones • Sharing of effective practice through the NISPLAN website and teacher

training sessions• Principal information sessions/ meetings• CASS officer information sessions and workshops• Evaluation of training and support for teachers• Progress updates and evaluation reports to the WELB implementation team,

ASEO group, SOG, DE, ETI

OFMDFM Signature Project

Process• Monitor pupils’ progress first against

individual targets set• Quantify the information you have gained

from this monitoring• Look at the targets on your Action plan- Are

you on track? If not, Why not?• Use this information to complete the

monitoring form on the website

OFMDFM Signature Project

“How are we doing? How do we know?”

• What are you measuring against?• What evidence do you have to support your

monitoring?• What are you doing with the results of your

monitoring? • Who is informed by this information?• What will you do differently?

OFMDFM Signature Project

Sources of Evidence for monitoring pupil progress

• Samples of work/ tasks/ tests• Your observations/ records • Pupil’s opinions/attitudes • Pupil Learning Logs• Parents’ opinions• Transfer of skills to other curricular areas • Class teacher’s opinion• Your own “Self Evaluation”

OFMDFM Signature Project

School Priorities• Connect progress to SDP priorities• Use information to monitor progress on

targets on Action plan• Provide information for class teachers/ HODs/

SMT/Lit Co/Maths Co/

OFMDFM Signature Project

“What more do we need to do and how will we do it ?”

Workshop

OFMDFM Signature Project

Post-primary English

What does good intervention look like?

Successful intervention in English

• Research shows…• The Inspection process approves of…• Successful schools have done this…

• What can you take out of this and take forward?

Research papers

Brilliant BelfastDENI

• DENI

Research papers

Successful secondary schools

Toolkit

Who? • Targets group(s)

What? • needs

Really? • Digging deeper

How?• Questioning• Sampling• Impact?

Now what?

• Review• More

help?

How?Intervention strategies

• Reading- 3-level questions, note-making; reading for research; speed reading; Reciprocal reading;

• Writing- structure; paragraphs; Write Now;

• Speaking and listening- say what you know; role play; group discussion roles; gender issues

Model 1 Model 2 Taking each side of the Taking each side of the

discussion and balancing argument in turn, for and

points side by side. then against.

for against for

Introduction 1/ 2 paragraphs, stating main issue and previewing main arguments.

Introduction 1/ 2 paragraphs, stating main issue and previewing main arguments.

Argument 1, with

ref/quote

Argument 1, with

ref/quote

Argument 2

Argument 2

Argument 3 Argument

3

Argument 1

Argument 2

Argument 3

Argument 1

Argument 2

Argument 3

Conclusion 1/ 2 paragraphs, including your views.

Conclusion 1/ 2 paragraphs, including your views.

against

KWL grid (other grids are available)

Know already Want to know?

Have Learned?

Final Product

• approaches to GCSE improvement• CCEA support• AQA support• OCR support

A* A B C D E

show originality of analysis and interpretation when evaluating the play’s moral, philosophical or social significance; Shakespeare’s stagecraft and/or appeal to

audience; patterns and details of words and images

show analytical and interpretative skills when evaluating the play’s moral and philosophical context; significant achievements within the dramatic genre;

Shakespeare’s exploitation of language for dramatic, poetic and figurative effect

show analytical skill when exploring the play’s implications, contemporary relevance and historical context; characterisation, structure and theatricality; Shakespeare’s use

of linguistic devices

show insight when discussing the nature of the play, its implications and relevance; characters, structure and stagecraft; Shakespeare’s use of language

show understanding when discussing the nature and implications of the play and its structure; the appeal of the play to an audience; Shakespeare’s language

show familiarity when describing the nature of the play, its meaning and ideas; the sequence of events and variety of characters; the impact on an audience

Check your target grade against the criteria on the Learning Triangle below so you know exactly what you need to do to achieve. Ask your teacher if you are unsure.

Differences between a C and a D17-20

• some focus on the task • Explained responses• Range of comments

supporting details• Awareness of meaning/

feelings/ attitudes/ idea notification of effects of devices / language

• Selection of relevant material for comparison

• Structured comments on similarities/ differences

21- 24 marks • Sustained response to the

task• Effective use of detail to

support answers• Effective comment on

meanings• Explanations of how effects

devices / language are achieved

• Selection of appropriate material

• Sustained focus on similarities and differences

Compare how attitudes towards other people are shown in four poems you have studied.

‘Digging’ by Seamus Heaney is about his memory of his father and grandfather. The poem shows that Heaney has great respect for his father and grandfather. He has not followed the family tradition of farming and he therefore respects his father and grandfather because they could do something he couldn’t. His admiration is shown where he writes ‘but I’ve no spade to follow men like them.’ The way that he has written ‘men like them’, clearly shows his great respect for them.

Direct opening

Personal ideas

Clear, quick and

focused analysis

Effective use of detail to support answers

P

E

E

= C grade skill

Sample essay - Gillian Clarke In ‘Catrin’, Clarke uses metaphorical

language to emphasise her passion for the subject. ‘Red rope of love’ creates powerful image of an umbilical cord. Catrin does not have a rhyming scheme and consist of two stanzas.

Clarke also uses words that sound violent, for example ‘fierce confrontation’ emphasis her feelings with harsh sounding letters and a symbolic meaning. She uses alliteration to emphasise her angry feelings ‘coloured them clean’

Clear, quick and

focused analysis

P

E

Need to expand

key point

Make a point here – don’t just list features

PEE

= C grade skill

Sample essay 2 - Gillian Clarke

‘Catrin’,

Clarke uses metaphorical language. ‘Red rope of love’ is powerful. There is not a rhyming scheme but there are two stanzas.

Clarke uses harsh words. She has symbolic meanings. She uses alliteration to emphasise her angry feelings ‘coloured them clean’.

Why? What does this show or represent?

EXPLAIN your point to get the

marks.

Overall, this reads like a list of features not an analysis of the poem and

will not achieve a C

Not helpful and dull – make a

point explaining the effect

on readersWhy?

Add in your ideas.

This is better as it is trying to analyse an effect and the

impact on the reader.

Sample essay 3 - Gillian Clarke ‘Babysitting’

Clarke reveals in ‘Babysitting’ that she has a negative attitude towards the child. This is shown when she writes: ‘she will shout her hot midnight rage, her nose with stream disgustingly’. The negative language impacts on the reader and helps to justify Clarke’s distaste.

The baby in Babysitting is not Clarke’s baby so she does not therefore bond with it. At the beginning of the poem Clarke explains that ‘the baby is perfectly acceptable’ but her language is ambivalent and shows how distant she is from the baby because it is not hers.

At the end of the poem, Clarke says ‘it will not come, it will not come’, this is referring to milk as it is not her child but also it is referring to love – she cannot love this child. The repetition emphasises the finality and sadness of it all.

Direct and

focused analysis

Effective use of detail to support answers

Explanations of how effects devices / language are achievedOverall, a

sustained response to

the task

P

E

E= C

grade and

higher skill

Reading criteria to meet

• “understands and demonstrates how meaning is conveyed” central band 4-6 descriptor

• Developed to include “evaluating(commenting on/ making judgements about) language and structure as appropriate”

• Successfully compare and cross-reference aspects of texts and explain convincingly how that may vary in purpose and how they achieve different effects.

Writing criteria

• Shows successful adaptation of form and style to different tasks and for different purposes. They use a range of structures and varied vocabulary to create different effects and engage the readers’ interest.

• Paragraphing is used effectively to make the sequence of events or development of ideas coherent and clear to the reader.

• Sentence structures are varied and sometimes bold; punctuation and spelling are accurate.

Speaking and Listening criteria

• Can adapt their talk to the demands of different situations and contexts;

• They recognise when Standard English is required and use it confidently;

• Through carful listening and by developing their own and others’ ideas, they make significant contributions to discussion and participate effectively in creative activities.

Exam technique

• Fitting in with study skills in whole-school• Memory skills• Target/ command verbs• Identifying the most problematic questions

and addressing them point by point• Resources from exam boards

“What more do we need to do and how will we do it ?”

Workshop

OFMDFM Signature Project