© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Tracking and monitoring Using data for tracking, monitoring and evaluating progress

© NACE 2012

Aspiration Ability & Achievement

Dyhead, Dawn a Chyrhaeddiad

Tracking and monitoring

Using data for tracking, monitoring and evaluating progress of MAT learners and identifying underachievment

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Aims for the session

Explore the connections between the analysis and use of data, identification and target setting in relation to MAT learners

To explore who are our MAT underachievers To consider strategies to ensure appropriate

achievement and attainment for MAT learners

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Identification

Use of dataTarget setting

Is our practice in these areas inter-related and making a difference to provision for MAT learners?

Initial connections

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Identification

Key lines for exploration:

Does our identification include a broad range of abilities, skills and talents?

Does analysis of the identified learners show that it is representative of all identified groups including EAL, FSM, vulnerable groups, gender, double exceptionality etc?

How does this identification inform school practice in relation to data analysis, teaching and learning and target setting?

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Use of data

What data do we use to provide information about pupils’: abilities and talents attainment, achievement and progress attitudes and dispositions participation.

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Use of data

Key lines for exploration

What does the data tell us about the attainment, achievement and progress of MAT learners? Are expectations sufficiently high? How do we use this to identify MAT learners and

inform target setting?

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Target setting

‘Success is all about achieving a goal... The reason why target setting is all too often ineffective is that targets are not sufficiently specific, nor are they owned by the individual.’

Strategies for Closing the Learning Gap Mike Hughes with Andy Vass

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Target setting

Key lines for exploration How does data analysis and tracking support high

expectations and good progress? How is it used to identify underachievement

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Underachievement

Underachievers are not a uniform group and they may exhibit a variety of characteristics

Expectations, and how they are transmitted, are a vital factor

We need to reach a shared understanding and agreement on how to assess and identify the potential as well as the achievement of more able pupils.

As teachers we exert the strongest and most lasting influence on able underachievers

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MAT learners who are ‘doing well enough’ in terms of performance may be underachievingMAT learners who have ‘barriers’ which mean that they function below their potential and their ability may go unrecognisedMAT learners who were identified, but have slowed in progress or are ‘stuck’

How do we discuss underachievement in our school?

Ability does not always lead to achievement

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Underachievers may show:

A sense of inadequacy and limited ambition A dislike of school work Poor work habits Unsatisfactory relationships with peers High incidence of emotional difficulties Behavioural problems in school

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What Factors can affect the performance of Underachievers?

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Supporting underachievers

Robust tracking systems and intelligent data analysis Frequently reviewed and modified personalised

learning programmes with aspirational targets Learner voice Learning mentors Informative feedback (AfL) Complementary learning opportunities Celebration of achievement Parental/Carer links

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Success criteria

Clear and shared understanding of the connections between the analysis and use of data, identification and target setting in relation to MAT learners

Strategies identified to ensure appropriate achievement and attainment for all MAT learners

Leadership will be clear about the priorities for development and what success will look like

Factors that cause MAT underachievement identified

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Whatever action we take – we need to ask

What is the impact?

What difference has it made to the learner?

Documents

© NACE 2012 Aspiration Ability & Achievement Dyhead, Dawn a Chyrhaeddiad Tracking and monitoring Using data for tracking, monitoring and evaluating progress