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Leading Intervention 3 17 th November 2010

CPD overview LI1 8 th October 9-12Finstall What Can Data Do For You? LI2 2 nd November 4-6 Finstall Effective Tracking LI3 17 th November 9-4 Finstall The Whole School Picture LI4 30 th November 8-10 Finstall Effective Intervention LI5 11 th January 9-12Pitmaston Making a Difference LI6 10 th February 8-10Finstall Behaviour & attendance LI7 23rd June 9-12Pitmaston 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 practice To provide time for reflecting on and acting upon data To explore various intervention models To 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 – unpick Step 3 – learn the messages September Step 4 – look at this year’s data Step 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) unvalidated KS1-KS2 Data Dashboard Edulink – L&M – Performance Data – Data for Schools Local version of nationally held data FFTlive.org RAISEonline.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/ 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 spreadsheet Consider 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 – unpick Step 3 – learn the messages September Step 4 – look at this year’s data Step 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 Enhanced No effect 0 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 students Classroom 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 grades Absence of disruptive students Classroom behavioural Quality of teaching Reciprocal teaching Prior achievement Teacher-student relationships Feedback Creativity programs Providing formative evaluation to teachers ·44 0 ·70 0 ·72 0 ·73 0 ·74 0 ·77 0 ·80 0 ·86

The Waves Model Wave 2 Additional interventions to enable children to work at age related expectations or above Wave 3 Additional highly personalised interventions Wave 1 Inclusive 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

An English example Numerical/curricular target for Key Stage Group or individual target Planning to support working towards target Target for year group Class target 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: /mathematics/intervention/progressionmaps Word documents: Steps in maths Descriptions in writing and reading CHECK. Add S&L

Online training modules Website:

Online training modules MM1 – Teaching for progression in mathematics MM2 – Tailoring teaching in mathematics MM3 – Using data to tailor teaching MM4 – tracking pupil progress MM5 – Using misconceptions in teaching mathematics MM6 – Working effectively with teaching assistants MM7 – Resources to support planned intervention MM8 – Using and applying mathematics, the approach MM9 – 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 interventions EM5 – Working with teaching assistants EM6 – The developing reader EM7 – The developing writer EM8 – The competent reader EM9 – The competent writer

Involving students Involve students in the monitoring/tracking process Possible 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 Focus on English and Maths, KS4 Online training modules + Progression Maps Targeted students across the two subjects Teacher and TA planning and teaching together TA as mentor Emphasis on building confidence and self-esteem Emphasis 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 Points Prioritise the 3 most urgent actions Leading Intervention 4 – breakfast Tues 30 th November 8 – 10 Finstall GAP TASK – Bring back a completed model to share, and ideas for effective intervention in your school Leading Intervention 5 Tues 11 th January 9 – 12 Pitmaston

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