1. Using MidYIS to inform Teaching & Learning

2. Objectives to gain understanding of reading MidYIS graphs
to share strategies for supporting individual pupils
Ideas for sharing MidYIS data with colleagues.

3. What does MidYIS test? Vocabulary Maths Non-verbal Skills
Most culturally linked
Maths
Measures speed and fluency rather than knowledge
Non-verbal
Tests 3D visualisation, spatial aptitude, pattern recognition and logical thinking
Skills
Tests proof reading skills (SPG) and perceptual speed and awareness (e.g. matching symbols under time pressure). Measures fluency and speed necessary in exams and in the work place.

4. Explaining the Graph Nationally standardised Mean value: 100
Each MidYIS band contains 25% i.e. Top 25% are A, next 25% are B etc.
95% confidence within
error bars.

5. Interpreting the Graph
Significantly high or low: no overlap with the mean score (100)
95% of pupils score between 70 and 130. Over 130 (only 2.5% of pupils) are gifted and talented. Below 85 may suggest SEN.
Significant difference: no overlap between the error bars
Overall MidYIS score is best predictor of KS3 and GCSE grades

6. Interpreting the Graph cont.
Even profiles (i.e overlapping error bars in all four sections, and overlapping with their MidYIS score)
Uneven profiles (i.e. Pupils who have a significant difference between their four scores)

7. Examples of Individual Pupil Profiles
For each example:
the information contained in the graph
the issues which may arise for this pupil in your subject
strategies you could employ to support that pupil (either for the whole class or for that specific individual)

8. Student A
Low vocab

9. Strategies Word banks for each topic
Practice writing with words rather than symbols e.g. To find the common denominator, first of all you ...
Discussion groups (although ensure pupils with low vocabulary scores do not all congregate)
Wider reading
Visits/trips etc to enrich language and cultural experience

10. Student B
Low Non-Verbal – NRIT – Coached for test?

11. Strategies
May struggle to understand diagrams – use spoken and written explanations, paired work or group work to interpret.
THINKING SKILLS
Physical/practical/kinesthetic explanations may help (e.g. modelling solar system with clay/string or demonstrate distance between planets on football pitch etc)
Use drama/active methods to demonstrate difficult concepts

12. Student C
High Vocab –

13. Strategies
Pupil may seem more able than is the case, e.g. ‘talks a good talk’.
Allow paired work or group discussion to communicate answers orally
Describe maths problems
Encourage leadership roles as well as debates/T&L/drama
Support with scaffolding/writing frames etc

14. Student D Low Skills – Aobhinn Wood Rory O Brian Joel McNeill
Sarah Robinson
Patrick Johnson
Ben McAnoy
Isaac Hart

15. Analysis A pupil like this may:
struggle to proof read his work, therefore achieve a lower grade than he seems capable of.
struggle to interpret or understand exam questions
either work slowly with more accuracy OR work quickly with less accuracy – result is similar ie lower test score than expected
Strategies:
allow extra time
practice timing e.g. clock on IWB
use a range of question words to develop ability to understand instructions
Develop proof reading technique eg spotting common errors
consider further testing for dyslexia

16. Student E Low Vocab & Skills – Rory Dunne Tara Churchman Olivia Crilly
William Cave
James Wright
Edward Thompson
Conor Mulgrew
Megan Monteith
Jonathan McShane
Patrick McGimpsey
Alfie May
Hannah Jemphrey
Alex Jemphrey
Nathan Keown
Holly Kielt

17. Literacy!! Strategies In all lessons – not just English!!!
Students need to improve their Literacy Skills
Students need to be able to engage in lessons despite their Literacy difficulties.

18. Sharing with Colleagues

19. SEN

20. Now the predictions

21. Monitoring Progress