Transcript Lessons learned from Signature - welbni.org

Lessons learned from Signature,
Delivering social change
PRIMARY
Outline of the day
9.30-10.00- Session 1- Background on the Signature project
Success story
10.00-10.30- Refreshments
10.30- 12.00- Session 2- Good practice-7 quality indicators
Interview about good practice
12.00-1.00- Lunch
1.00-1.30- Session 3- How to manage successful Intervention
1.30- 2.30-Session 4 – Lessons learned in Literacy and Numeracy
Practical ideas
2.30- 3.15- Session 5- Implications for your school
Final evaluation
Objectives for the
course
 To show the good practice of The OFMDFM
Signature project from primary and post-primary
sectors
 To share the strategies which have been most
effective in raising pupil achievement in English
and Maths at the expected levels of attainment
 To use the experience of the Signature teachers to
disseminate good practice to other teachers
In 2012 the OFMDFM announced a Delivering Social Change
Signature Project on improving literacy and numeracy. The
aims of the Signature/ NISPLAN project have been :
• to increase the number of pupils in primary schools
achieving at the expected level or above at the end of
Key Stage 2 in English, Mathematics and Irish;
• to increase the number of young people in post-primary
schools, achieving a grade C or above in English and
Mathematics by the time they leave school, and
• to provide employment opportunities for 270 recently
graduated teachers.
Ethos of intervention
 Count, Read: Succeed messages
 What is intervention?
Schools monitored pupils’ progress regularly and used
this information to refine the planning of intervention.
 by the teacher as part of the programme
 by a coordinator to gain an overview of the
progress made
 by a senior leader to evaluate the effectiveness of
the intervention
The 5 “things” that the class or subject teachers will do
to raise standards in literacy and numeracy are, in order:
1. provide high-quality teaching for all
pupils;
2. address underachievement as soon as it
emerges;
3. address continuing underachievement
with support from other staff in the
school;
4. address continuing underachievement
with support from outside the school; and
5. meet the needs of pupils after a nonstatutory assessment through the SEN
framework.
C,R:S, p33
OFMDFM Signature Project
Success of intervention
Collaborative Approaches
Intervention teachers worked closely with the class teachers
to plan what should be taught and how, and were prepared to
adapt the materials and approaches to meet the pupils’ needs.
Such approaches included concentrating on building pupils’
confidence, tackling common misunderstandings and
providing opportunities for pupils to apply what they had
learned.
Who?
Who?
• Targets
• Targets
group(s)
group(s)
What?
What?
• Needs
• needs
Really?
Really?
• Digging
• Digging
deeper
deeper
• Questioning
• Questioning
How?
Sampling
How?•• Sampling
• Impact?
• Impact?
Now
Now
what?
what?
• Review
• Review
•• More
More
help?
help?
Background to Signature





Who is being trained?
Who is involved?
Who is leading/ managing it?
Outline of training
Overall messages from those involved
Teachers Appointed




225.4(FTE) – OFMDFM
32.4(FTE) – DE
2(FTE) – by schools
260.7(FTE) – Appointed Overall
300 individual teachers employed
 208 – Seconded Teachers (1 days training)
 73 – Centrally Recruited (5 days training)
Overall Data – From Website
 3042 – Primary Pupils Supported
o 1561 – Literacy
o 1402 – Numeracy
o 79 – Irish

6658 – Post Primary Pupils Supported
o 3023 – English
o 3635 – Mathematics
P o s t P rim a ry C R S u p p o rt 2 0 1 3 /1 4
Sign a tu re
C la sse s Su p p o rt e d
P u p ils Su p p o rte d
T e a ch e rs Su p p o rt e d
255
2305
186
P rim a ry C R S u p p o rt 2 0 1 3 /1 4
Sign a tu re
C las se s Su p p o rte d
P u p ils Su p p o rt e d
T ea ch e rs Su p p o rt e d
89
767
73
O ve ra ll C R S u p p o rt 2 0 1 3 /1 4
C la sses Su p p o rted
T o ta ls
344
P u p ils Su p p o rted
3072
T each ers Su p p o rted
259
Numeracy
16
60%+
15
70%+
11
Level 4
94%
73%
Literacy
14
60%+
12
70%+
11
Level 4
86%
79%
Based on schools who provided results
6+ pupils – 94% Numeracy
6+ pupils – 86% Literacy
7+ pupils – 73% Numeracy
7+ pupils – 79% Literacy
Comments from Monitoring
“Discussions with class teachers have highlighted an
increase in confidence for children when attempting
numeracy work. Children are enthusiastic about the
withdrawal lessons and always participate well. All
children receiving intervention support have
successfully been awarded a Level 4 in numeracy and
so have achieved their target.”
Comments from Monitoring
“Establish greater contact with parents including face to face
meetings with the parents of targeted pupils.”
“High level of participation from students during in-school sessions
Student, parent and teacher questionnaires carried out in January
indicated marked improvement in student self-esteem and attitude
towards learning and exams. Parent meeting provided valuable
and positive feedback. Teacher records in regular English lessons
indicate improved marks and anecdotal evidence from English
teachers noted how much more positive students were about their
English. Improved controlled assessments, attendance at after
school sessions are positive and students are actively seeking help
and support, even out of normal lesson time.”
Comments from Monitoring
“Therefore after one full term (the second term) with the
Signature Project pupils I feel better equipped to express
opinions on the work covered and discuss the level of
progress of individual pupils. Initially, it was decided to raise
the profile of reading within the cohort of pupils. I wished to
make reading a regular, enjoyable experience which
embraced a lifeskill element. The concept of reading in one's
spare time became a pivotal aim. Reading became a time
filler, a life skill and a hobby all in one. My sense of drive
ensured that I convinced my pupils of the importance of the
art of reading which could enrich their life experiences.
Trying to work with a spread of reading ability throughout
the cohort provided direction and purpose.”
What works well
Close collaboration and team teaching with class teacher
helped my inexperience
Good balance of withdrawal and team-teaching
Team-teaching to get to know the pupils initially and
throughout the programme to gain an insight of how they
are achieving in class
Pupils during withdrawal can concentrate more
Active strategies and practical approaches to problem
solving
VAK approach
Class teacher introduced the learning. Small group tutorial
helped the children to deepen their understanding
Personalised learning
What works well





Continuous assessment, reflection and evaluation
Daily challenges
Celebration and rewards
VCOP and super sentences
Sharing targets with pupils - provided children with
ownership of their learning.
 Safe environment led to ‘have a go ‘ attitude
 Meetings for parents about how to support your child
Challenges overcome
 Settling in to one or more new schools
 Timetabling- for withdrawal and weekly meetings with
teachers – especially when some of the teachers were
part-time
 Regularly meeting with groups - either being used for
subbing or children being needed elsewhere
 What to do in the afternoons (mornings is the best time
for lit /num work.
 P7 pupils did not have enough time to improve. Next year
should be better
 Behaviour of some children in the group
Challenges overcome
 Knowing the standard of level 4 Worked closely with the
teacher and used the guidance given
 Lack of parental support
 Wrong target group
 School not knowing enough about the project
 Realistic target-setting
 Showing improvement. Used class tests and adapted CCEA
tasks to track children
 Attendance
 Perception of intervention
 use of ipads, practical work and small treats helped.
 Attitude of boys and/or P7 pupils
 Timetables had to be looked at and confidence/relationships
developed
Success story
 Tanya from St Matthew’s
Primary School, Belfast
Session 2
Quality indicators for successful
Intervention
pupils
parents
7 quality indicators
Collaboration &
Communication
teachers
Effective
Signature
intervention
leadership
Monitoring
&
evaluating
planning
pupils
• Correctly identified,
• data used effectively,
• moved in and out of intervention,
involved in their learning,
• setting targets.
teachers
• chosen well- either recruited by
WELB (CR), or appointed by
their school on secondment (S)
or to fill the Backfill post (BF)
• equipped to know what to do
• plan appropriately
• use a variety of strategies
• tailor intervention to suit pupils
• track their pupils’ progress.
•
leadership
supportive of the aims of
Signature, at HOD level, at SMT/
Principal level and as teachertutor;
• set clear direction, plan
intervention carefully and
integrate the Signature teacher(s)
into plan for school improvement
• promote the Signature
intervention model as a legacy for
the school.
planning
• appropriate and flexible at all
levels• classroom work is tailored and
adapted
• timetables are suitable
• allowing for monitoring and
evaluation of the strengths
and weaknesses of the model
used
• ongoing assessment is used
throughout.
Monitoring
&
evaluating
ACTION PLANS are detailed and
real, recorded online and
regularly reviewed and adjusted;
school tracking and pupil targetsetting are used.
parents
involved from the
beginning and kept
informed of progress.
Discussion
Evaluate how far these indicators
are evident in your school
Session 3
Interview with successful
practitioner
Session 3
Interview with successful
practitioner: managing Signature
Session 4
Lessons learned : successful
intervention strategies for English
and Maths
Good practice in English
 Understanding the levels
 Linking to teaching, assessment and tracking
 Resources: VCOP, Pie Corbett, Literacy shed, Sue
Palmer,
 Activities: super sentences, visualisation
Super Sentences
Seven ways to change a sentence:
 Add words
 Drop in chunks
 Add at the beginning
 Add at the end
 Reorder or change words
 Add a simile
 Special effects
Super Sentences :
eg. “The bird flew down the road.”
Add words
The tiny bird flew down the busy road.
Drop in chunks eg ing/ed
The bird, struggling against the wind, flew slowly
down the road.
Add at the beginning
Struggling against the wind, the bird flew slowly
down the road.
Add at the end
The bird flew down the road, its wings flapping
slowly.
Re order or change words
Down the M1 flew the small green parrot.
Add a simile
Screeching like a barn owl, the tiny bird flew down
the road
Special effects
Flapping furiously, the bird flew down the busy
bypass.
Super Sentences (Activity)
eg 2 “The man ran into the shop with his dog.”
Add words
Drop in chunks eg ing/ed
Add at the beginning
Add at the end
Re order or change words
Add a simile
Special effects
Good practice in Maths
 Understanding the levels
Session 5
Implications for your school
Any questions?
The Legacy of the project
… the true measurement of success (of Signature) will take me far beyond the
End of Key Stage. It will be judged in value added results, life forming habits
that go beyond simple test scores. It is not just about their ability to
use/develop important literacy skills across the curriculum. It is about
continuing to use these skills and habits in real life situations. This in itself
requires self-confidence and understanding. I am confident that this will
happen for some of my pupils. Increasing this percentage is not only a
personal goal but an overall aim shared by the school.
I am also confident that our End of Key Stage 2 results will improve next year
and beyond. For the most part the work that continues on a daily basis has
been worthwhile and enjoyable for all concerned. The challenge still remains,
“To work hard, express ourselves clearly, listen to others, to feel valued and
thus to succeed”.
Barrie McGowan – Good Shepherd Primary School- ( taken from Year 1 Monitoring form)
Final evaluation
nisplan.welbni.org