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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?