Literacy and Numeracy for Learning and Life. School Self-evaluation (SSE) A Practical Approach Workshop 2

Literacy and Numeracy for Learning and Life School Self-evaluation (SSE) A Practical Approach Workshop 2

Workshop two objectives Data Audit Workshop 1 Workshop 2 Tutorial on Google forms Choosing effective tools Introduction to target setting and the School Improvement Plan

Useful Links Department Circular 0056/2011 (re: transfer of data) Report Card Templates (primary school) NCCA standardised tests information leaflet for parents NEPS resource pack for PP teachers DES approved post-primary assessments Circular Number 0058/2011 (re: Post-primary maths)

Data Audit

What are most schools doing? 1. Cognitive Ability Tests in FEB CAT 3 & Drumcondra are the most common NRIT only useful for NEPS referral AH2, 3, 4 out of date

What are most schools doing? Group Reading Test 11 9-14 Literacy Test in September Group Reading Scales2, 2009 Hodder Group Test 3 (9-16+) British Spelling Test Series GH (10-14) Diagnostic Spelling Test 3-5 (Secondary Adult) WRAT(Word reading, Sentence comprehension, Spelling) All Schonell reading tests Not recommended GAP & GAPADOL reading tests Burt or Marino word reading tests Some of the most common tests Parallel forms allows for re-testing

What are most schools doing? Numeracy Test in September Access Maths Test 2 (11-16+) Maths Assessment for Learning & Teaching: Stage 3 (11-15) Maths Competency Test (11-18) Progress in Maths Series (12,13, & 14) WRAT (Basic Math Computation (+,-,x, ) Not recommended Profile of Maths Skills (France) Vernon Arithmetic-Maths Tests These four tests are based on UK curriculum & use and imperial measurements

Reading/Maths Ages Should not be used to describe attainment or to track progress. It is the most ambiguous and misleading method of interpreting test performance.

The Strategy Specific targets for improving Literacy & Numeracy Improve attitudes to Literacy & Numeracy Raise awareness of the importance of Literacy & Numeracy & Digital Literacy Foster enjoyment of reading Set & monitor progress of Literacy & Numeracy PDST, 2010 The The PDST PDST is funded is is funded by the by by the Department of of of Education and and Skills Skills under under the the National National Development Plan, Plan, 2007-2013 9

Specific targets for improving maths attainments By 2020 60% taking HL Maths in JC (46% in 2011) By 2020 30 % taking HL Maths in LC (16% IN 2011) PDST, 2010 The The PDST PDST is funded is is funded by the by by the Department of of of Education and and Skills Skills under under the the National National Development Plan, Plan, 2007-2013 10

Sample target for school X Currently 40% of students take HL Maths in JC By 2015 46% of students will be taking HL Maths in JC

Analysis of results in state examinations Take cohort into consideration Compare school s grades with national norms Compare school s uptake of levels compared with national norms Compare attainments in higher, ordinary and foundation compared with national norms Analyse school s trends over a 3-5 year period

Sample tools for analysing results Click here to access on-line

Ability Attendance Attitude Aptitude Application Aspiration Adaptability Assessment A s of Value Added PDST, 2010 The The PDST PDST is funded is is funded by the by by the Department of of of Education and and Skills Skills under under the the National National Development Plan, Plan, 2007-2013 14

Draft School Self-evaluation Guidelines, p 14

School Improvement Plan Learning Outcomes Student Learning Teaching Practice

Reflect on evaluation themes Awareness & Promotion Learning outcomes for students Learning experience Chapter 3 Link to Draft Guidelines Teaching practice

Reflection & SWOT analysis Gather evidence

Gathering Evidence Questionnaires Focus groups / interviews Tools Checklists / observation records/reflections Pupil work samples /assessments

Checklists / Observation Records Records factual information of the presence, absence or frequency of an occurrence Focus could be on a class level, a group of pupils, a subject area or an individual pupil

Sample checklist for oracy could also be used by the teacher to share outcomes & assess oral literacy in their own subject Source Drumcondra profiles

Sample checklist for written work Yes No Comment

Example of a practical way to share outcomes and assess writing

Other sample tools Subject syllabii, learning outcomes JCSP Student profiles JCSP profiles JCSP I can statements Drumcondra profiles Speaking Writing

Practical considerations on the use of tools The tool should : Gather relevant information Simple and clear Easy to use Have an agreed protocol on its use Contribute to triangulation of evidence (School Self-evaluation Draft Guidelines, DES, 2011)

Use simple words Questionnaires Avoid words which are not precise in their meaning Questions should be as short as possible Do not ask multiple or leading questions Keep the number of questions to 5-10 Use a variety of question types Pilot and review

Sample questionnaire for students Page 59 Insert your own url here

58 Sample student questionnaire

Sample questionnaire for parents

Focus Groups Subject/programme departments Link teams - workshops in Sept... Carefully planned Max of 6-8 participants Small number of defined topics discussed Agreed time period Guided by interview or discussion schedule Supportive of participative discussion Skilfully managed by a facilitator (School Self-evaluation Draft Guidelines, DES, 2011)

What comes next? Half day on site support from inspectorate next year. Full day workshop in first term of next year. Thorough review of literacy & numeracy before setting targets. Schools will be given some time after September to gather info and therefore SIP not be expected to be drawn up for a few months after this.