Monitoring and Tracking Progress and Achievement in the context of 5.1 (appendix 2)

1. Monitoring and Tracking Progress and Achievement in the context of 5.1(appendix 2) Supporting the development of effective monitoring and tracking May 2014 Louise Turnbull – Head Teacher, LVPS • This presentation should be read in conjunction with the following Professional Learning Resources from Education Scotland: • Assessing progress and achievement overarching paper • Monitoring and tracking progress and achievement in the broad general education • Taking a closer look at the National Assessment Resource • Curriculum for Excellence Workgroup on Tackling Bureaucracy

2. Self-evaluation Self-evaluationSelf-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluationSelf-evaluation

3. Systematic Approach Systemic whole school system based on shared vision, values and aims Manageable Proportionate Fit for Purpose Shared understanding of what you are monitoring and tracking and for what purpose. Shared expectations and agreement on what to do with the data collected. • Examples of whole school systems might include: • Attainment or Tracking meetings • Identifying highest and lowest 20% in core curricular areas • Focussing on planned interventions for individuals and evaluating the impact on learning • Professional dialogue: pupil-pupil, pupil-teacher, teacher-teacher, teacher-SMT, teacher-parents

4. Monitoring and tracking Experiences and Outcomes to ensure breadth and depth of learning and entitlement to Broad General Education. • BGE tracking systems – OTWL or own school system. • Medium term planning meetings between class teacher and member of senior leadership team. • Collaborative planning across levels using bundles of E&Os. Curriculum and Planning Monitoring and tracking learning experiences to ensure breadth, depth and coherence. Monitoring and tracking breadth, challenge and application. Using the significant aspects of learning to monitor and track how much, how well and rate of progress of individuals. Flexible, progressive progression pathways for curricular areas Ensure progression with a level as well as across a line of development.

5. Holistic approach to developing the whole child GIRFEC approach to raising attainment and achievement IMPACT ON LEARNING • What impact have we had? • How do we know? Metacognition – Learners understand their learning Wider achievement Learning logs Profiling Assessment evidence Self and peer assessment Learning and Teaching Dialogue with pupils on their learning Target setting & next steps Active learning approaches Identifying key features of effective learning

6. MAKE WRITE Proportionate Valid Reliable Related to planned learning Pupil and teacher collected Formative assessment Summative assessment Diagnostic assessment Self assessment Peer assessment Teacher assessment Evidence of Learning Individual, paired and group work Pupil work, learning logs, profiling Range of evidence to show progression in learning SAY DO

7. Clear Rationale based on shared vision and values, principles and practices papers and design principles. Process of learning not just product Developing shared understanding of what we mean by evidence and what data to keep Recording and retaining evidence of latest and best to evidence progress Interrogation of Data Analysing and interpreting a range of data to support professional judgements Using the data to plan interventions and next steps Creation of actions plans for individuals e.g. Adaptive testing, pupil work, observations, reflections on learning

8. Professional Dialogue which supports and challenges learning Quality improvement Processes Balance of support and challenge • Professional dialogue and reflection on learning • Individual feedback on planning, practice and curriculum Processes involving all: • Classroom observations • Peer observations • Learning walks • Monitoring planning Focus on IMPACT on pupil learning Evaluating pupil learning – focus groups and discussion of work/ learning/targets Collective feedback of whole school strengths and areas for development.

9. Support and challenge staff in making judgements about learning, progress within and achievement of a level. Assessment and moderation within and across cluster Use of NAR flow chart to support moderation processes Collegiate working to moderate and validate learning Moderation Involvement of pupils, parents, staff and partnerships • Questionnaires • Focus groups • Pupil Council/Parent Council • Regular dialogue

10. Self-evaluation Self-evaluationSelf-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluation Self-evaluation Self-evaluationSelf-evaluationSelf-evaluationSelf-evaluation