Raising Academic Standards for all

2. Raising 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?

3. Issues 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?

4. Focus 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)

5. Research Longitudinal Study - NCCA 1999 Do Schools Differ? - Emer Smyth ESRI 1999 Moving Up - ESRI / NCCA 2004 PISA 2000 Assessment for Learning OECD 2005 There has been a wide range of research carried out in schools in Ireland over the past 7 years some of which we will consider in this contextThere has been a wide range of research carried out in schools in Ireland over the past 7 years some of which we will consider in this context

6. Longitudinal 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 This study looked at the cohort of students who took JC in 1994 and LC in 1996 and 1997 and uncovered significant factors � Mark Morgan ERC Drumcondra for NCCA who published the report and circulated it to all schoolsThis study looked at the cohort of students who took JC in 1994 and LC in 1996 and 1997 and uncovered significant factors � Mark Morgan ERC Drumcondra for NCCA who published the report and circulated it to all schools

7. Do Schools Differ? Emer Smyth Curricular and non-curricular influences Relationships: Pupil / Pupil Teacher / Pupil Teacher / Teacher Class organisation: Streaming Setting Mixed Ability Emer Smyth�s question was whether school themselves made a difference to students� attainment, she compared schools with similar intakes, ability and social backgrounds and found the factors that �made a difference� Engage in dialogue with colleagues on these issues Note that a School could have very clear formal structures but not necessarily positive relationships Emer Smyth�s question was whether school themselves made a difference to students� attainment, she compared schools with similar intakes, ability and social backgrounds and found the factors that �made a difference� Engage in dialogue with colleagues on these issues Note that a School could have very clear formal structures but not necessarily positive relationships

8. Do Schools Differ? Emer Smyth Curricular and non-curricular influences Curriculum provision and access Subjects Access Levels Programmes Emphasis on whole-school development Emer Smyth�s question was whether school themselves made a difference to students� attainment, she compared schools with similar intakes, ability and social backgrounds and found the factors that �made a difference� Engage in dialogue with colleagues on these issues Note that a School could have v clear formal structures but not necessarily positive relationships Emer Smyth�s question was whether school themselves made a difference to students� attainment, she compared schools with similar intakes, ability and social backgrounds and found the factors that �made a difference� Engage in dialogue with colleagues on these issues Note that a School could have v clear formal structures but not necessarily positive relationships

9. Moving UpSome 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? ESRI / NCCA study of First Year students: V few children make progress in literacy &numeracy, and some regress. ESRI / NCCA study of First Year students: V few children make progress in literacy &numeracy, and some regress.

10. Variables associated with Achievement in 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) PISA: OECD Survey focused on knowledge and skills required for future life, rather than the outcomes of specific curricula Ability to retrieve information and interpret texts Ability to reflect on and evaluate textsPISA: OECD Survey focused on knowledge and skills required for future life, rather than the outcomes of specific curricula Ability to retrieve information and interpret texts Ability to reflect on and evaluate texts

11. Assessment 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

12. Key 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 This list seeks to identify some of the associated key areas in raising standards. What planning perspective would you bring to each of these areas? For example, Induction can be addressed at Whole-School, Subject Dept. and individual Teacher level. What about the other areas? This list seeks to identify some of the associated key areas in raising standards. What planning perspective would you bring to each of these areas? For example, Induction can be addressed at Whole-School, Subject Dept. and individual Teacher level. What about the other areas?

13. Key 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?

14. 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

15. 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 results Consultations with students Record action Monitor progress

16. Action Planning Priority: To raise academic standards Target: To increase the numbers doing higher level at Junior Cert in English Pre-planning: Issues to consider How classes are organised in First Year Streaming v mixed ability? Programme for First Year English Assessment and feedback to student When are decisions made in second/third year? Gather data from Junior Cert and Leaving Cert results Look at figures for take-up at national level Look at number doing higher level at Junior and Senior Cycle Impact of Transition Year Commitment and willingness of teachers to address this as a priority

17.  Subject Action Plan

18. Role 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

19. What 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

20. 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? Print as A4 sheet for workshop, questions on next slidePrint as A4 sheet for workshop, questions on next slide

21. Workshop 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