Primary Mathematics Resource. Action Planning in Numeracy. Northern Ireland Education & Library Boards

Transcription

1 Action Planning in Numeracy

2 2 Action Planning in Numeracy Why action plan for Mathematics and Numeracy? An effective Numeracy action plan provides a solid framework to prioritise, track and review development work in Mathematics and Numeracy. The layout of the document may vary but in order for the action plan to be effective some guiding principles should be applied. The action plan should be explicit in detail and rigorous in application if it is to have a positive impact on numeracy standards. The Numeracy action plan should: be integral to the School Development Plan be a collaborative working document agreed and understood by staff be annotated and reviewed in the light of monitoring and evaluation have a clear focus on raising attainment and achievement in numeracy lead to improvement in the quality of teaching and learning in numeracy lead to improvement in leadership and management of numeracy assign roles and responsibilities have SMART* targets (see below) have clear and specific success criteria which will determine the extent to which each target has been achieved include the approaches, including teaching and learning strategies, to be used to address the targets include time and resources needed to implement the plan have clear procedures for monitoring and evaluation be reviewed and evaluated in order to inform future planning SMART TARGETS SPECIFIC It will be easier to determine whether you have met your targets if they are clear and specific MEASURABLE Quantifiable targets will enable you to measure the progress you have made in achieving the target ATTAINABLE - Targets should represent real improvement on the school s current position while reflecting what can realistically be attained in the time available REALISTIC - Targets can only be met when individuals have the resources, time and support to make things happen TIME-BOUND - An end date is essential so that progress can be monitored through the SDP process, achievements can be recognised and further 2

3 3 What is included in an action plan? The layout of the action plan may be customised according to personal choice but the sections in the table below should be included. Sample action plans and proformas accompany this document. Remember that it is the impact of the action plan that is important not the format. SECTION POINTS TO CONSIDER BASELINE position This clearly states the current position of the school with regard to issues to be developed. The issues may be identified as a result of: a numeracy audit monitoring and evaluation recent inspection report analysis of data issues arising from questionnaires How well are we doing at the moment? What is currently happening in our school? What is our starting point? The statements may refer to a lack of provision, e.g. Current numeracy planning does not address progression and continuity in Processes in Mathematics They may refer to the need for improvement, e.g. Analysis of quantitative and qualitative data shows that some pupils are not performing satisfactorily in Processes TARGETS / OBJECTIVES to be achieved (qualitative and quantitative) Targets will be identified as a result of a detailed and accurate evaluation of the baseline position. Quantitative targets will be set in the context of regional or national target setting What are we aiming to achieve and by when? Targets should lead to improved pupil performance and should be SMART. e.g. The number of pupils achieving stanines 7-9 in Progress in Maths will increase by 5% Mental Maths strategies, as identified in the Numeracy Teaching and Learning file, are being actively taught in all year groups Targets could be labelled T1, T2, etc and linked to specific success criteria SC1a, SC1b, SC2a, and monitoring procedures MSC1a, MSC1b, MSC2a, etc 3

4 4 SECTION POINTS TO CONSIDER SUCCESS CRITERIA The reference point against which intended improvements can be measured. Success for raising standards could be a statistical representation of levels of attainment to be achieved (quantitative) It could be a statement about changes to practice that would be evident at whole school level in planning, teaching strategies, pupil responses/attitudes, ethos or skills development (qualitative) How will we know if we have succeeded? Take each specific target/objective and set success criteria indicating how you will know that you have met the target/objective. These statements should be specific and clear and can be used as a reference point for developing monitoring strategies. Success criteria should be written in the future tense and could be labelled SC1a, SC1b, linked to the relevant targets and monitoring procedures. Examples of success criteria are: o Pupils will be able to explain the strategies they use for mental calculation o There will be evidence of process-rich activities in medium term planning ACTIONS These need to be: succinct and explicit agreed by staff related specifically to the identified issue mindful of time and resources What are we going to do in order to achieve our targets? Begin each statement with a verb (review, plan, discuss, teach) It is better to have a number of short time-bound tasks than one general task that tries to encompass everything but is difficult to monitor and manage. Examples of actions could include: o Attend INSET on Processes in Maths (25 Aug 11) o Review current planners to make Processes explicit (Sept 11) You may find it helpful to separate the actions into leadership/management actions (coordinator) and teaching/ learning actions (teachers) 4

5 5 SECTION POINTS TO CONSIDER WHO? It is important to agree roles and responsibilities at the planning stage. Improvements can only be made if change happens in the classroom. The co-ordinator directs, supports, monitors and collates but ultimately each teacher has a responsibility to effect that change. Do all staff involved have clear roles and responsibilities? o SMT o Co-ordinator o Teachers o Learning Support Assistants RESOURCES and SUPPORT What resources do you need to make the actions happen? Include: o Directed Time o Substitute Cover o Staff Development Days o CASS Support o Materials and Equipment (with costs) MONITORING STRATEGIES These are used to check progress at regular intervals as it happens. All staff involved should be clear on the purposes and uses of monitoring It is vital that the monitoring fits in comfortably with the ethos of the school. Dates are important; make them manageable. Are we doing what we set out to do? How are we going to gather evidence that will reflect the success criteria? It is essential that co-ordinators maintain a monitoring file containing all evidence related to the action plan. Label each monitoring statement MSC1a, MSC1b, etc linked to the relevant success criteria SC1a, SC1b, etc. Strategies should be appropriate to the type of information being gathered. For example: Book Scoop (Nov 11, Mar 12) o to monitor methods of recording or assessing numeracy work o to monitor agreed teaching strategies 5

6 6 SECTION POINTS TO CONSIDER EVALUATION Evaluation is carried out at the end of the process and is based on the evidence collated from monitoring. The evidence gathered through the monitoring procedures can be used to make a summative assessment of current practice and to inform future planning. Monitoring and evaluation strategies for Numeracy should be in line with the agreed procedures for whole-school monitoring and evaluation At the end of the implementation period of the action plan, how will you decide how successful you have been? The evaluation must indicate: o the extent to which the targets have been achieved o a review of the success criteria o the factors which helped or hindered progress o lessons learned from the process o recommendations for future action A termly progress report will help when drawing up a final evaluation report (Further guidance on producing an evaluation report is provided with the monitoring and evaluation materials) Future Developments After evaluation has been completed and feedback delivered to all those involved, it is important to involve staff in planning the way forward. This planning must take account of the professional judgement of staff involved as well as contributory factors such as additional resources. The installation of interactive whiteboards in the classrooms, for example, would have implications for reviewing teaching approaches, use of resources, pupils involvement and assessment for learning. If an action plan target was not achieved then staff need to consider what needs to be done to bring about the desired improvements. This target would then be reviewed and carried over to the next action plan if appropriate. 6

7 7 Exemplar Action Plans 7

8 8 School Name Sample Primary School Year Issue Improving Standards of Teaching and Learning in Mental Maths 8

9 9 ISSUE: Mental Maths No: 1 of: 1 Specific Objective(s)/Target What are we aiming to achieve and by when? T1 : All teachers are planning and actively teaching strategies for mental calculation appropriate to their year group. T2 : Pupil performance in Mental Maths will have improved. (by June 2012) Baseline reference point: How well are we doing at the moment? As a result of a whole school audit Mental Maths was highlighted as an area requiring development. Seven years ago Mental Mathematics was a priority for whole school development. Since then we have had changes in staff and we wish to review and monitor our Mental Mathematics programme Success Criteria How will we know if we have succeeded? Include timescale where appropriate. SC1a : All teachers will be familiar with current teaching methods in Mental Maths and the implications for teaching written calculations SC1b : Medium term planning will indicate that appropriate mental strategies are being taught in each year group SC2a : The average standardised score in Progress in Maths will improve in each class at KS1 and KS2 SC2b : Pupils will be able to explain the strategies they use for mental calculation Led by: Numeracy Co-ordinator Actions (What are we going to do in order to achieve our objectives and the targets stated within our success criteria?) Co-ordinator will : Avail of CASS support as appropriate Lead staff in o providing access to current resources (on-going) o review of planning for Mental Maths (early Oct 11, late Jan 12) o review of approaches to written calculation (SDD 7 Nov 11) o review meetings to discuss progress towards targets (Nov 11, Feb 12, May 12) Monitor planning and maintain monitoring file (on-going) Observe colleagues engage in a Mental Maths session with pupils and give feedback (February / March 12) Lead review meetings to discuss progress in Mental Maths (Nov 11, Feb 12, May 12) Design a proforma for staff to evaluate Mental Maths planning (Sept 11) Produce self-evaluation report (June 12) Teachers will : Attend INSET workshop on Mental Maths (24 August 11) Attend meetings to discuss, track performance and review progress in Mental Maths (half-termly) Review medium term planners to include Mental Maths strategies (Oct 11 / Jan 12 / April 12) Review approaches to written calculations (SDD 7 Nov 11) Teach specific mental calculation strategies appropriate to their year group (on-going) Participate in classroom observations to monitor Mental Maths (February / March 12) Collect pupil feedback on Mental Maths activities (March 12) Contribute to the whole-school self-evaluation of Mental Maths (May 12) 9

10 10 MONITORING (How are we going to monitor the implementation of the programme?) Evidence collected by: By means of: (How and when) Numeracy Co-ordinator MSC1a : Minutes and action points from review meetings. Evaluations of planning (each half term) MSC1b : Monitoring planning (termly) and classroom observation (Jan / Feb 12) MSC2a : Analysis of PIM scores (May 12) Tracking pupil progress (termly) MSC2b : Classroom observation feedback (Jan / Feb 12) Analysed by: Reported to: Numeracy Co-ordinator & SMT Principal & Staff RESOURCES (COSTS) Human/material/time Teaching and Learning file Staff Development Days (7 Nov 11 and 4 Jan 12) Directed Time Co-ordinator Release (one day per term) Resources for Mental Maths 1000 SUPPORT (Including INSET - indicate whether school based or centre based) CASS Support as required Co-ordinator Support : Resources INSET led by Numeracy Co-ordinator EVALUATION At the end of the implementation period of the action plan how will you decide how successful you have been? Examine teaching plans, minutes of review meetings. Feedback from teachers and pupils, termly progress report self-evaluation report (June 12) What success have you had and why? What has gone less well and why? FUTURE DEVELOPMENTS Do you need to do anything differently in order to bring about the improvements you were looking for? This will be identified in the self-evaluation report and will help to inform subsequent Numeracy action plan. 10

11 Annex Q POST-INSPECTION ACTION PLAN SCHOOL: Ref no: DATE: Areas for Improvement Identified by Inspection: Development of mathematical processes through investigative activities. Develop further the role of coordinator in monitoring and evaluating mathematical provision.(refer to whole school Monitoring &Evaluating action plan) Where are we now? (with reference to areas for improvement noted above) A recent inspection There needs to be an increased focus in developing processes in mathematics and integrating the use of investigations into lessons to provide additional challenge and enjoyment for all children Objectives/targets to bring about improvement T1 There is an agreed line of progression in processes from P1 P7 Success criteria SC1 Teachers will use the agreed line of progression for planning and teaching Actions to bring about improvement Develop a shared understanding of processes. Audit and share current practice and identify more opportunities to develop process skills Time/materials/staff development including costings School Improvement days (Aug) External Support Required? CASS (Numeracy) Staff/lead responsibility Coordinator(s) Timescale Dec 2011 SMT/SLT 4 Directed time sessions Lines of Development CASS Audit tool 11

12 Objectives/targets to bring about improvement T2 All teachers are actively teaching process based skills T3 Children performance in processes will have improved (you may include a numeric target based on your data analysis) Success criteria SC2a Teachers will plan, and teach regular mathematics lessons to include opportunities to develop process based skills. Actions to bring about improvement Agree and produce a line of progression in Mathematical processes Review meetings Research and plan appropriate activities/ lessons 4 Directed time sessions Identify and use appropriate teaching strategies to develop process skills Review meetings SC2b Lessons will cater for the varying needs of the Children s and will include appropriate pace and challenge. Provide sufficient opportunity for children to discuss their problem solving strategies SC2c Teachers will evaluate children s learning against the process based learning intentions. Participate in regular review meetings to discuss and disseminate effective practice SC3a Children s will be more competent in using mathematical processes to solve problems Time/materials/staff development including costings Analyse Children performance data in relation to processes External Support Required? CASS Lines of Development School Improvement Day (June) Review meetings Staff/lead responsibility Coordinator(s) Timescale June 2011 SMT/SLT CASS Coordinator(s) June 2011 SMT/SLT SC3b Average standardised scores in PIM will improve at KS1 and KS2 12

13 Strategies to Monitor and Evaluate: MSC1 Monthly Key Stage meetings with agreed actions Teacher s planning will reflect the content of the line of progression Gather evidence of children s work MSC2a Collect medium term planning to track development of process across year groups and whole school. Classroom observation Gather evidence of children s work MSC2b Classroom observations Gather evidence of children s work MSC2c Review meetings to share practice and evaluate. Gather evidence of children s work MSC3a Gather evidence of children s work Classroom observation Children questionnaires Review children s learning experiences by talking with children of varying abilities in each year group MSC3b Tracking children performance at class level Analysis of PIM outcomes Analysis of key stage outcomes 13

14 Conclusion (to include overall evaluation with relevant evidence): 14

15 Raising Achievement Numeracy Action Plan Issue Effective use of data Baseline There is a range of data collected across school Some teachers are familiar with collection and use of data Data is used by a small number of teachers Target T1 Whole school Key stage targets: KS1 96 % L2+ KS2 81 % L4+ T2 NFER Targets To increase average standardized score by 2pts in each class Year 4-98 Year Year Year T3 Year 1 7 have numeracy targets for all children in class, highlighted in planning Targets met Success Criteria Monitoring Strategies Action SC1 Targets met Targets will be addressed through the following actions: SC2a Data analysis and use has impact on learning and teaching targets are met SC2b Staff use full range of relevant data when planning learning experiences All staff know which children have been identified and are aware of year group and pupil targets SC3a Planning indicates differentiated learning experiences Planning is evaluated and targets amended if necessary SC3b Pupils are aware of their learning goals and experience success Co-coordinators/SMT set end of key stage targets based on current data Results and new targets disseminated to all staff for agreement Coordinator provides training for all staff on target setting process and use of benchmarking data SMT administer PIM to all children in P3 P6 (June) Co-ordinator collates and disseminates data to all staff Numeracy team, and staff, identify stanine groups and children identified as vulnerable in years 4 7, Year one three teachers analyse relevant data and identify groups All planning reflects groupings and clearly highlights numeracy targets within half termly cycle Review meetings timetabled for the year including opportunities to evaluate and gather evidence relating to progress in achievement of target Children in P4 P7 are giving INCAS assessment and results are analysed as above. Results for PIM and INCAS are compared Coordinator is kept informed of any child not on track to meet target SENCO is kept informed of any child not on track to meet target Whole staff meetings to review progress Actions agreed Co-coordinators receive PIM class targets from teachers in P4 P7 and relevant Year one three targets Classroom observations based on agreed numeracy focus (current numeracy targets) Portfolio of evidence is gathered once a term for internal standardization purposes SC3c Co-ordinator is fully aware of the progress being made within classes and across the school. 15