1. Principals’ Meetings September 2012

2. Agenda Programme for Government and PSA targets; Key DE Policies; –Every School a Good School –Count, Read: Succeed –Revised curriculum and assessment arrangements (CCEA) –Entitlement Framework –Extended Schools –CRED Key dates CASS model of support 2012-2013

3. Programme for Government/ PSA Targets Key Stage 2 % of pupils achieving the expected level (Level 4) or above in Communication (English) (Irish – IME) to 86% by 2015 (2011 position: 78.5% (boys), 88.3% (girls), 89.5% (IME) % of pupils achieving the expected level (Level 4) or above in Using Maths to 86% by 2015 (2011 position: 80% (boys), 85.4% (girls)

4. Programme for Government/ PSA Targets Key Stage 3 % of pupils achieving the expected level (Level 5) or above in Communication (English) to 83% by 2015 (2011 position: 71.2% (boys), 86.7% (girls)) % of pupils achieving the expected level (Level 5) or above in Using Maths to 82% by 2015 (2011 position: 72.7% (boys), 81.1% (girls))

5. Programme for Government/ PSA Targets Key Stage 4 % of school leavers achieving 5 or more GCSEs at Grades A*- C (or equivalent) including GCSEs in English and Maths to 66% by 2015; (62% boys, 70+% girls) (2011 position: 55.2% (boys), 66.2% (girls)) % of school leavers with entitlement to free school meals achieving 5 or more GCSEs at Grades A*-C (or equivalent) including GCSEs in English and Maths to 49% by 2015 (2011 position: 34.4%)

6. Programme for Government/ PSA Targets Post 16 % of school leavers achieving at least 2 A Levels at Grades A*- E (or an equivalent level 3 qualification) to 62% (2011 position: 56.7%) As above but for pupils entitled to free school meals, to 38% (2011 position: 31.6%) % of school leavers achieving 3 or more GCE A-Levels at grades A*-C (or equivalent); % of school leavers entitled to free school meals achieving 3 or more GCS A-Levels at grades A*-C (or equivalent);

7. WELB Primary Schools

8. Post-Primary Schools

9. DE Policies Every School a Good School Count, Read: Succeed Revised curriculum and assessment arrangements (CCEA) Entitlement Framework Extended Schools CRED

10. Every School a Good School Raise the levels of attainment for all young people, the proportion of school leavers not attaining 5 good GCSEs including English and Maths, is still too high at 40.5% Unacceptable gaps in achievement between the most and least well-off pupils Too many young people leaving school with poor literacy and numeracy skills, average by OECD standards

11. Count, Read: Succeed Provide high-quality teaching for all pupils Address underachievement as soon as it emerges Address continuing underachievement with support from other staff in the school Address continuing underachievement with support from outside the school

12. Entitlement Framework Becomes statutory from 2013 Full implementation by 2015 Focus on outcomes of school leavers (including those pupils entitled to FSM) –Broad and relevant curriculum –Appropriate progression opportunities for ALL Funding

13. Extended Schools - Eligibility 51% or more from Neighbourhood Renewal Areas (NRA) 30% from most disadvantaged wards or Super Output Areas (SOAs) 37% or more of pupils Free School Meal Entitlement (FSME)

14. Extended Schools – DE Guidance The Extended Schools programme has a clear focus on improving educational outcomes, reducing barriers to learning, and providing additional support to help improve the life chances of disadvantaged children and young people.’ DENI Circ 2010/21 Target on FSM - A* to C

15. Community Relations, Equality and Diversity IMPLEMENTING CRED POLICY The Community Relations, Equality and Diversity in Education (CRED) Policy was introduced in March 2011. The policy’s stated aim is to: “Contribute to improving relations between communities by educating children and young people to develop self-respect and respect for others, promote equality and work to eliminate discrimination, and by providing formal and non-formal education opportunities for them to build relationships with those of different backgrounds and traditions within the resources available”. The Policy may be accessed at http://www.credni.org/contents/what-is-cred/

16. CRED: DE priorities Capacity Building for Schools and Teachers Two courses are being offered to schools 1.Moving Ahead with CRED. This is an introductory course which involves 1 day plus 2 clusters 2.Embedding CRED. This is targeted at more experienced practitioners or as follow-on course to the above course. This will involve 1 day plus 2 clusters

17. CRED Enhancement Scheme The CRED Enhancement Scheme is intended to provide financial support to enable schools to develop initiatives that support the implementation of the policy by providing opportunities for meaningful interaction between children and young people on community relations, equality and diversity issues. Application process is online at www.credni.orgwww.credni.org Closing Date: 12 th October 2012

18. CASS Support for CRED CRED TEAM Oonagh McNelis: TEC Frances Boyd: TEC Anne-Marie Poynor: NWTC June Neill: NWTC CRED Website has a range of information to support schools in the implementation of the policy

19. Key dates: By Wednesday 31 st October, 2012: All schools must submit: School Development Plans (and relevant action plans); Targets for 2012/13; Pro-forma detailing the planned use of SDDs/Baker Days, in support of above.

20. Workshop How might this checklist support you to evaluate your school development plan?

21. Primary target template 2012/13

22. Primary target template 2012/13 - Irish Medium Schools

23. Post Primary target template 2012/13

24. Grammar schools target template 2012/13

25. Use of SDDs/Baker Days 1.DATE1.FOCUS OF STAFF DEVELOPMENT Baker Days DayDateThe focus for each day should link to, and support, the priorities identified in the school’s development plan. Day 1 Day 2 Day 3 Day 4 Day 5 SDDs DayDate Day 1 Day 2 Day 3 Day 4 Day 5

26. CASS MODEL OF SUPPORT 2012/13

27. Supporting School Improvement Schools with post inspection issues, including those in the Formal Intervention process Schools where performance improvement will have most effect in closing the gap between highest and lowest achieving pupils Schools with a school development plan that does not meet the legislative requirements, promote improvement or is in its final year Schools that have a newly appointment principal (2011/12 or 2012/13) Amalgamated schools and new schools (2011/12 and 2012/13)

28. Specific DE priorities and statutory functions Count, Read: Succeed Entitlement Framework Extended Schools CRED Induction /EPD Schools Library Service Governor Support

29. Plenary