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Karen Jones and Mark Godley August 2013

Attainment and Progress Every individual has the potential for doing well if favourable conditions are provided. Rogers (1961). Karen Jones and Mark Godley August 2013. Objectives. What is attainment and progress? Why is attainment/ progress below expectations?

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Karen Jones and Mark Godley August 2013

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  1. Attainment and ProgressEvery individual has the potential for doing well if favourable conditions are provided. Rogers (1961) Karen Jones and Mark Godley August 2013

  2. Objectives • What is attainment and progress? • Why is attainment/ progress below expectations? • How do I read the data produced from Sims? • What is my action plan, given the data I have?

  3. Key Terms – Can you define..... • Attainment • Progress • ‘doing well’ • The level a student achieves in a test, teacher assessment or on an individual piece of work. Usually expressed in terms of a national curriculum level or GCSE grade. • A measurement of the distance travelled by a student from one point to another. Progress is reported at the end of each key stage (or phase), but can be calculated at any point within a students’ education. • ???? – So we need to try not to use this term, especially in secondary

  4. What are the expectations for attainment? What are the expectations for progress? • At the end of FS2? • At the end of KS1? • At the end of KS2? • At the end of KS3? • At the end of KS4? • At the end of KS5? • Within a year? • Over a year? • Within a KS?

  5. The SRS Data Guide • We must measure ourselves in the same way as others measure us • All of us need to be working with the same expectations – this need to be high and consistent over time • We need to communicate this to parents and students (appropriate to their key stage) and one another • We need to communicate and share experiences between ourselves

  6. Activity – Why is attainment/ progress below expectations? • 4 minutes • Brainstorm on your table • Decide on the top two reasons • Feedback

  7. Feedback • Table 3 • Table 1 • Table 2 • Table 7 • Table 6 • Table 4 • Table 5 • Table 8

  8. Can teachers do anything about attainment and progress that is below expectation? Things the teacher/ YL/ HOD can do nothing about? Things the teacher/ YL/ HOD can do something about?

  9. Attendance – Have you.....? • Identified this as an issue? • Alerted your year leader/ head of department or key stage? • Investigated the reasons? • Set catch up work? • Chased up on this work being done? • Marked catch up work? • Put things on the VLE? • Responded to an email asking for work in advance of a known absence? • Spoken to the parents? • Mentioned attendance in reports/ at parents evening?

  10. Low expectations – Have you....? • Identified this as an issue? • Alerted your year leader/ head of department or key stage? • Planned exciting and engaging lessons? • Levelled assessments/ lessons to match the required levels of students in your classroom? • Differentiated to ensure all can access material? • Developed a learning sequence to move students to the higher levels? • Marked students books? • Spoken to the parents? • Mentioned this in reports/ at parents evening?

  11. Lack of motivation – Have you.....? • Identified this as an issue? • Alerted your year leader/ head of department or key stage? • Discussed this with students individually? • Planned exciting and engaging lessons? • Explained the purpose of doing something? • Marked students books? • Responded to an email asking for information on a students motivation/ efforts • Spoken to the parents? • Mentioned this in reports/ at parents evening?

  12. Poor behaviour – Have you....? • Identified this as an issue? • Alerted your year leader/ head of department or key stage? • Planned exciting and engaging lessons? • Differentiated to ensure all can access material? • Being organised to reduce ‘down time’ during a lesson? • Filled in incident slips on the issue? • Set an appropriate punishment? • Marked students books? • Responded to an email asking for information on a students motivation/ efforts • Spoken to the parents? • Mentioned this in reports/ at parents evening?

  13. Bad Teaching – Have you....? • Planned your lesson? Made it specific to the class you are teaching? • Arrived on time? Organised yourself and your resources? • Used your data? Learnt your students names/ targets/ needs/ talents? • Varied your teaching style? Met the students needs and not your own preferences? • Marked students work? Homework? Used findings in planning next steps? • Ensured their is a reason for students to do what you are asking them? • Conveyed your expectations clearly? Followed up on issues within your lesson if expectations are not met? • Reflected on what worked/ didn’t and modified future plans? • Discussed your ideas/ issues/ questions with students and parents? ‘Why have your not done so well – I’m confused?’ • Based assessment grades on what a student has done and can do (as supposed to them being ‘nice’)? Was the assessment ‘good’ (clear, well structured, achievable...) • Spent time discussing individual students with your Year Leader/ HOD/ KS co-ordinator? • Have YL/ HODs made time for these discussions? In a safe environment?

  14. Your Data – A gift • The SRS Data Guide • Reports from Sims – Attainment and Progress • Summary for Department/ Year Group • You will receive future gifts as well – 6 times in fact

  15. What I would like in return? • Read it • Question it – Annotating it on the sheet I find really useful both as a teacher/ HOD and KS co-ordinator • Reflect on it and use it in planning – Are SOW specific to what this is telling you/ are assessments aimed at the right levels? • Discuss it frequently – more than once every 6 weeks. I would suggest it should be a frequent agenda item. Discuss plans and progress throughout the plans, so the next data set shows improvement • Ensure accuracy - Continue to work on the reliability and timing of the information you are feeding into the assessment process, ensuring moderation activities have taken place in advance of the entry of data • See Me or Mark if you have questions

  16. What to do?Fine and Pitts (1980) • Initially develop a structure to support the child • Issues, expectations, and intervention plans need to be clearly outlined • Appoint one person to be in charge of the intervention plan • Involve the family in a close working relationship with the school • Group meetings should parallel family interactions • Use follow up conferences with the same people to maintain accountability • Expect and confront sabotage

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