This session is about embedding the use of formative assessment through rich tasks

CSMS tests 1976/7 and 2008/9 Have a look – what do you notice?

How do you know what they don’t know?

Which is larger, 2n or n+2? Explain why

Write eleven tenths as a decimal

What makes it more difficult? Mini Ratio Test Which is harder, ‘Soup’ or ‘Curly L’? What makes it more difficult?

Version A Version B

Version A Version B Soup 91% correct 51% correct Curly L 36% correct Year 8… Version A Version B Soup 91% correct 51% correct Curly L 36% correct 75% correct Dollars 22% correct 27% correct

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What is ICCAMS Maths? Research-based professional development and lessons designed to: Help teachers to use formative assessment Highlight students’ misconceptions Set maths in realistic & intriguing problems Use models & representations productively Make connections explicit Enable purposeful dialogue & collaboration Improve teaching of algebra & multiplicative reasoning

In an earlier study with 22 classes, the rate of learning doubled over a year for students getting ICCAMS Maths. Year 8 study – matched not randomised control Small study – developer led training.

What is involved in ICCAMS? 40 ICCAMS lessons: 20 in each of Year 7 & Year 8 20 related assessments 9 days of teacher professional development across 2 years 2 teachers per school attend full PD sessions Essential cascade training to other staff Professional development led by experienced PD Leads Lessons come in pairs (and occasional trios) – each pair has a short starter assessment activities (10 minutes) to be done in lesson before the ICCAMS one. Two teachers per school do need to attend the training – this is to build up school expertise, allow collaboration and provide a support network. These teachers become ICCAMS experts and support other teachers in the school to deliver intervention.

What do teachers say about ICCAMS? “It’s not just algebra. It’s everything! It’s amazing to see some of the results we’ve got from this class!” Maths teacher, Basingstoke “It’s created thinking skills and that’s the beauty of it!” Maths teacher, Barking

The Trial 110 schools in 5 areas (around 22 schools per area) Half of schools in each area randomly allocated to ICCAMS & half to control group (£1500 incentive) Compare pupils outcomes at the end of project (as well as teacher attitudes and practice) Schools sign up ICCAMS Control Year 7 intervention No change to normal schooling Year 8 intervention May/ June 2016 July 2016 October 2016 - July 2017 September 2017 – June 2018 May/ June 2018 Random allocation (within each area) Post-testing Intervention school benefit: Free PD training Cascading across whole year cohort Support from Maths Hubs, PD Leads and Assistant PD Leads. Results from the MaLT test for their own use. Comparison school benefit: Schools carry on business-as-usual. They receive the results of the MaLT test (Y8 post testing) and this is a standardised general conceptual maths test. They also receive the PD resources for free at the end of the trial. £1500 incentive (£500 then £1000).

All schools On signing up, all schools will need to … provide the research team with information about their school: name of school, expected size of year 7 intake 2016/17, number of Year 7 Maths classes, number of maths teaching staff for Year 7, names of 2 nominated lead teachers for ICCAMS (to attend training if school is allocated to receive the programme). Students and teachers at different stages during the project. This is detailed in the information sheet and registration form.

All schools All schools will need to … deliver Y8 maths assessments (nationally standardised maths assessment, ensuring secure, reliable results, which covers the full maths curriculum) – May/June 2018 Results returned to schools for their own use. and also complete student questionnaires (investigating student attitudes toward maths) at the start (Sept 2016) and end of the project (May/June 2018). MaLT test (Post test Y8 assessment) background: Nationally standardised tests – for groups or individuals – also yield diagnostic information which will directly support individual and whole-class teaching. • Designed to highlight particular errors and misunderstandings which are diagnostic of key learning needs – counting errors, misconceptions with decimals, etc • Simple structure makes it easy for you to assess your pupils and get the information you need • Provides the summative measures of performance needed for screening, monitoring and progress assessment. MaLT tests have been standardised nationally, ensuring secure, reliable results

All schools We will also be asking all teachers involved in teaching Year 7 and Year 8 to complete questionnaires at the beginning and end of the project. During the project, members of the research team will wish to visit some schools to observe maths lessons and to talk to students and teachers about their experiences of maths and the ICCAMS programme.

What does my intervention school need to do? Use ICCAMS Maths with all Year 7 students starting in September 2016 and continue to use the programme with the same students when they are in Year 8. 2 lead teachers attend 9 full day PD sessions over two years 1 teacher should be senior within Maths department Both need to be willing and able to disseminate training Lead teachers provide short PD sessions to other Key Stage 3 maths teachers in their school and support ICCAMS in their school Observations and support from local PD Lead of ICCAMS lessons (4 lessons per year) Handbook and resources provided. These teachers will explore ICCAMS Maths in-depth and will provide much shorter PD sessions to other Key Stage 3 maths teachers in their school to enable them to use the lessons with Year 7 (later Year 8) students. We will provide the full PD programme (full day sessions: 6 in first year and 3 in the second year) to two nominated Lead Teachers. This cascading is essential to measuring the impact of ICCAMS Maths.

What does my comparison group school need to do? The comparison group is essential in measuring how effective ICCAMS Maths is across all schools and what the actual impact of the project is. Provision of school data, assessments and questionnaires to help us do this. Comparison schools receive £1500 in lieu of receiving the ICCAMS intervention. During the project Maths Hubs will be trained to deliver ICCAMS PD at the end of the project Schools will receive the resources for FREE at the end of the trial. We need your help to compare how effective ICCAMS Maths is in schools that have received the intervention and for those who do not. The comparison group role is very valued and forms an integral part of the project.

Maths Hubs We are working in collaboration with the Maths Hubs networks and these will in five areas: Centre 1 Jurassic and Solent Centre 2 London South-East and London Thames Centre 3 Norfolk & Suffolk and Cambridge Centre 4 East Midlands East and East Midlands South Centre 5 Yorkshire Ridings Jurassic and Solent - Dorset, Devon, Somerset and Wiltshire London South-East - Southwark, Lewisham, Greenwich, Bexley and Bromley London Thames - Croydon, Southwark, Bromley, Lambeth, Haringey and Enfield Norfolk & Suffolk – Norfolk and Suffolk Cambridge - Cambridgeshire, Peterborough and North Essex East Midlands East - Nottinghamshire, Nottingham City and Lincolnshire East Midlands South - South Leicester, Leicestershire, Rutland and Northamptonshire Yorkshire Ridings – North and West Yorkshire, Humberside and the East Riding.

Maths Hubs Jurassic and Solent - Dorset, Devon, Somerset and Wiltshire London South-East - Southwark, Lewisham, Greenwich, Bexley and Bromley London Thames - Croydon, Southwark, Bromley, Lambeth, Haringey and Enfield Norfolk & Suffolk – Norfolk and Suffolk Cambridge - Cambridgeshire, Peterborough and North Essex East Midlands East - Nottinghamshire, Nottingham City and Lincolnshire East Midlands South - South Leicester, Leicestershire, Rutland and Northamptonshire Yorkshire Ridings – North and West Yorkshire, Humberside and the East Riding.

Timeline Event Date Recruiting schools May/June 2016 Deadline for school sign-up 24th June 2016 Schools informed of random allocation to ICCAMS or control group Early July 2016 All schools return pupil info & survey data September 2016 School PD sessions (Year 1) Oct, Nov 2016, Jan, Feb/Mar, Apr, May 2017 Observations of 2 ICCAMS Lessons Jan – May 2017 School PD sessions (Year 2) Sept 2017, Jan, Mar/Apr 2018 Jan – Mar 2018 Schools complete final outcome measures May/June 2018 Schools will receive the results of the assessment Sept 2018

Roles Durham University: Victoria Menzies, Stephanie Raine and Clare Collyer are running the trial and will be your main contact. University of Nottingham: Jeremy Hodgen, Dietmar Küchemann and Marc North are developers of the ICCAMS materials. University of Manchester: Maria Pampaka and Julian Williams are the evaluators of the ICCAMS effectiveness trial and will complete the assessments and surveys.