Raising Academic Standards for all

School Development Planning Initiative

Raising Academic StandardsRaising Academic Standards

What is our understanding of the issues?

What does research tell us?

Relevant factors – what are they and how would you uncover them?

What practical areas can the school address?

IssuesIssues

Does the school have a responsibility to ensure that every child achieves relative to their ability ?

What are appropriate indicators of standards?

What is the impact of school context factors- ability, socio-economic, other?

Focus of this SessionFocus of this Session

To explore:

What the individual teacher can do

What a Subject Department can do

What can be done at whole school level

Fullan (individual teacher & decisions made)

ResearchResearch

Longitudinal Study - NCCA 1999 Do Schools Differ? - Emer Smyth ESRI

1999 Moving Up - ESRI / NCCA 2004 PISA 2000 Assessment for Learning OECD 2005

Longitudinal Study - NCCA 1999Longitudinal Study - NCCA 1999

Influence of experience of Transition Year Access to Higher Levels at Junior Cycle Assessment Practices Subject Choice process and timing Gender issues

Do Schools Differ? Emer SmythDo Schools Differ? Emer Smyth

Curricular and non-curricular influences Relationships:

Pupil / Pupil

Teacher / Pupil

Teacher / Teacher

Class organisation:Streaming

Setting

Mixed Ability

Do Schools Differ? Emer SmythDo Schools Differ? Emer Smyth

Curricular and non-curricular influences Curriculum provision and access

Subjects

Access

Levels

Programmes

Emphasis on whole-school development

Moving UpMoving UpSome FindingsSome Findings

Mismatch between Primary and Post-Primary curricula especially in English, Irish and Maths

Students positive about new subjects especially practical subjects and computer studies

Subject selection (50% of schools delayed subject selection until end of First Year)

Subject sampling does not have a negative impact on students’ progress in reading and maths

Students in streamed schools, especially students in lower streams, make less progress in reading and maths during First Year

Literacy and Numeracy - Progress / Regress?

Variables associated with Achievement Variables associated with Achievement in PISAin PISA

Home background: significant difference in achievement of students between high and low socioeconomic status of parents.

Other factors which contributed to this difference: parents ed. level, number of siblings, positive educational environment, lone-parent households

Reading habits and attitudes (positive attitude to reading significant factor)

Drop out risk before end of second level (14%) Homework School climate (negative student behaviour) Moderately strong correlation between achievement on PISA

and J C exam in English Maths and Science(Note: stats exclude special needs/SLD)

Assessment for LearningAssessment for Learning The achievement gains associated with formative

assessment have been described as “among the largest ever reported for educational interventions”.

Formative assessment also improves equity of student outcomes. Schools which use formative assessment show not only general gains in academic achievement, but also particularly high gains for previously underachieving students.

Attendance and retention of learning are also improved, as well as the quality of students’ work.

FORMATIVE ASSESSMENT: IMPROVING LEARNING IN SECONDARY CLASSROOMS OECD 2005

Key areas to focus onKey areas to focus on Induction W, S,T Literacy levels Context factors – part-time work, home, peer

culture Tracking procedures Motivation Home school links Assessment practices Homework practices Recording/reporting practices Follow-up to reporting – Class teacher,

Year Head, Care Team

Key areas to focus onKey areas to focus on

Examination results Focus on achievement in-school / out-of school Structures in existence to support the process Staff Development School organisation issues Class organisation issues Curriculum provision – programmes and

subjects Other?

One School’s Initiative:One School’s Initiative:

Focus on examination results: Develop a system to analyse results with a view to analysing

student outcomes within individual subjects Provides objective standard Needs to be moderated depending on student intake Delivering for all students by focussing on all grades and

levels Not based on opinion or hearsay Sensitivity – how the data is presented and communicated Consider numbers doing subject at national level Look at the impact of TY on student outcomes Gender implications Follow-up with subject departments – affirmation,

discussion, support

One School’s Initiative:One School’s Initiative:

Focus on Pastoral Support Building links with primary schools Collect data prior to entry Identify students in need of support Establish commitment of ‘care team’ Review of student exams

Meetings to review resultsConsultations with studentsRecord actionMonitor progress

Action PlanningAction Planning Priority: To raise academic standards

Target: To increase the numbers doing higher level at Junior Cert in English

Pre-planning: Issues to considerHow classes are organised in First YearStreaming v mixed ability? Programme for First Year EnglishAssessment and feedback to studentWhen are decisions made in second/third year?Gather data from Junior Cert and Leaving Cert resultsLook at figures for take-up at national levelLook at number doing higher level at Junior and Senior CycleImpact of Transition YearCommitment and willingness of teachers to address this as

a priority

Subject Action Plan Subject Action Plan Priority: To increase the number of students taking higher level in English at Junior CycleTarget: To use assessment for learning strategies in first year to improve student learning and develop student self-confidence

TASKS WHEN WHO RESOURCES SUCCESS CRITERIAImplementation

Learn about and Identify students’ preferred learning styles and develop an understanding of Assessment for Learning strategies

Sept. 06 Support Service e.g. SLSS

Guidance counsellor

Teachers of first year English

Time for Staff in-service on the theory of learning styles & Assessment for Learning strategies

Teachers and students aware of their preferred learning styles

Teachers using AFL strategies

Identify and use 2 new approaches to assessment in term 1

1. Feedback to students on homework

2. Use of questioning in class

Term 1 Teachers of first year English

Time for meetings, information on assessment for learning strategies

New strategies identified and in use by teachers of English in first year

Monitor and Evaluate impact through dialogue with students

Term 2 / 3 Class teacher and subject department

Questionnaire, class time, meeting time for subject department

Evidence gathered re impact of these new strategies on student learning and student self-confidence

Role of the classroom teacherRole of the classroom teacher

Knowledge and skills High expectations for all Recognition of the importance of positive

classroom environment Willingness to look at the issue of student

outcomes Openness to varied approaches and

methodologies Approaches to assessment, homework,

feedback

What the school can doWhat the school can do

Have high expectations Develop a pastoral ethos Develop collegiality Support Subject Departments Support innovation Provide for on-going strategic staff

development

Workshop - Key areas to focus on . . .Workshop - Key areas to focus on . . . Induction Literacy levels Context factors – part-time work, home, Peer culture Tracking procedures Motivation Home school links Assessment practices – Homework practices Recording/reporting practices Follow-up to reporting – Class teacher, Year Hd, Care Team Examination results Focus on achievement in-school / out-of school Structures in existence to support the process Staff Development School organisation issues Class organisation issues Curriculum provision – programmes and subjects Other?

WorkshopWorkshop

Using the checklist Identify one/two areas which you feel

currently contributes to raising academic standards in your school

Choose one area from the list which you feel is relevant to your school context and consider how you would develop a strategy /action plan