Practical strategies to intervene successfully and creatively to ensure data analysis supports pupil progress

Jacqui O’Connor

Points to consider

Your headline results

Senior Leadership Team

Capacity for leadership roles

OfSted / Local Authority

Your administration of data

Current data systems in terms – collection, analysis

4 years ago:

New SLT

OfSted satisfactory

Headline results poor

Intervention scheme not working

No Data Manager or tracking systems

Local Authority ‘scrutiny’

Currently

OfSted good with outstanding features

3 year trend of best results ever

Local Authority – no need for support

Data Manager in post with excellent systems embedded and development ongoing (intervention scheme being scaled down)

Where we started: Key Stage 4 Intervention greatest public results most quickly…

The big picture: our KS4 intervention scheme

Developed alongside Sir John Rowling, London Challenge and PiXL

Every child matters- but some matter more than most

In our small school we have to focus our efforts on what can produce the best effect for the school and students

Student, school, staff and parent partnership essential

What we wanted to achieve Short Term

Headline figures to support recruitment

Results that bucked our RAISE Online trend

Keep Local Authority scrutiny at bay

Medium/Longer Term

Subject Leaders and staff that can manage data and tackle underachievement without the need for specific intervention (basically needed to do myself out of a job)

Students who know where they are, where they should be and what they need to do to improve

Serious about Success scheme

Supporting the key marginal students to get 5A*-C

a) Student motivation (with parents)

b) Subject support

c) Spread of subjects

The data Su

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En

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11 T

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En

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Math

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Rep

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Exam

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11

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GC

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Passes A

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Gcse P

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No

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5 A-C including English and Maths B3 C2 C2 C2 C2 9 9 3 12 Yes Yes C

B3 B2 A3 A3 A3 9 9 2 11 Yes Yes A*Total/Percentage 59G Less than 5 A-C including English and MathsC3 D3 C2 C2 E2 4 5 0 4 Yes Yes D y

C1 C2 E2 U D1 4 5 0 4 Yes F B y

Total/Percentage 2F 5/5+ A-C including English only C2 C2 D2 D2 E3 6 8 2 8 Yes No D

C3 D1 E1 B2 5 7 2 7 Yes No

C1 C1 D1 D1 5 7 2 7 Yes No B

C3 C3 D1 D2 D1 5 10 0 5 Yes NoTotal/Percentage 12E Less 5 A-C including English only C1 D1 E3 E2 E2 C2 4 7 0 4 Yes No D y

C3 E2 D2 D1 D1 3 7 0 3 Yes No U y

C3 C3 D3 2 6 0 2 Yes No E y

C3 D2 D2 E1 D3 E1 1 6 0 1 Yes No B y

Total/Percentage 4D 5/5+ A-C including Maths only D3 D3 B3 C3 C2 6 8 3 9 No Yes B

D3 D3 C1 B3 B3 C1 8 10 0 8 No Yes C

D1 E1 C1 C3 E2 C2 5 7 0 5 No Yes UTotal/Percentage 11C Less than 5 A-C including Maths onlyD2 D2 B3 D2 C2 3 7 0 3 No Yes C y

D3 D3 C3 D2 D1 2 6 0 2 No Yes D y

E2 D3 C1 D1 D1 1 5 0 1 No Yes y

D1 D3 C3 D1 1 5 0 1 No Yes C y

Total/Percentage 6B 5/5+ No English and Maths D2 D2 E2 C1 2 4 7 9 No No D

D2 C2 D1 D2 D1 5 9 2 7 No No A

D2 D2 F1 1 3 6 7 No No DTotal/Percentage 13A Less than 5 No English and Maths D1 C2 E1 D3 U 2 6 2 4 No No D y

D2 D2 E3 0 4 4 4 No No y

G2 E3 E2 E1 0 1 4 4 No No y

D3 E1 D3 0 3 0 0 No NoTotal/Percentage 28

0 0 0 0

Entries 143 143 134 91 81 11 11 11 39

A-C Paases 77 70 77 51 51 11 10 8 26

Percentage % 54 49 57 56 63 100 91 73 67

10%

21%

8%

4%

9%

3%

43%

1%

Exam Cycle (main aim)

Realistic mock exam

Insist on revision lists

Set revision homework period

Standardised marking

Moderated

Spot-check each teacher’s work(consider other schools for one-person departments)

Question Level Analysis

RS QLA

Staff on board (strategy b)

War room – pictures, bookmarks

Motivational (and embarrassing) staff meetings

Praise plus (Gold Hat, postcards)

Meet with subject leaders, teachers

Cross-fertilisation across subjects

Force accountability

Leading to consistency of experience for the students in each subject

What do you do now?

Pre- and post- mock exams?

Before the mock exams Key aim

Night Club for targeted students

Study skills support

Evening classes/Saturday mornings?

Strategy a

Motivation SAS scheme

Strategy b

External staff for tuition

Strategy c

Does every student have to sit every exam they’re entered for?

Night Club

Nightly revision in 2 slots 4 – 5.30 / 5.30 – 7 Teachers paid to staff it Not taught session but supporting and

instilling good revision habits 4 weeks up to mock exams Food break (we provided this, parents asked

to contribute) Contributed to SAS scheme

Suggested night club diet 1st “quarter” - on computer, including useful

websites (bitesize/subject specific but NOT those silly games that only give you one question every 10 minutes)

2nd “quarter” (until around 5.30) – working at desks or on computer but no games at all (e.g. a piece of coursework that needs to be typed up)

3rd “quarter” (after food break – actively talk to them about their work and then settle them)

Final “quarter” (final 30 mins is always trickiest) please walk around keeping them on task and

Of course it’s also useful to have individual one-to-one chats for 5 minutes to give them a break and re-motivate them.

PICTURE Underlined

CAPITALS

unusual

rain scissors

bullet field

CAR

red nut cat

paper clock

triangle

ball

banana

sunglasses

cup

horse wife

music kersplosh dog

MONEY

green lolly circle

brother

After mock exams Strategy a

Mock results day

Gold ties, pink t-shirts, badges,

Parents information evenings for next steps

Strategy c

Use of tutor time and ‘dropped’ subjects’ time for additional qualifications

Traffic Highlights

SAS motivation scheme

5 teams of 6 students

Student and adult team leader (doesn’t matter their position in the school just WHO matters to the students)

Weekly prizes (vouchers) for top 3 students and all in the best team

Points for “Attitude to learning”

Points mean prizes

Can also target “working at MTG”

After mock exams Strategy b

SAS / Going for Gold/ A2L

Staff walkabout visits with lists

Coursework cut-off (just because it’s called a controlled assessment…..) – is it at the right grade?

Tracking fortnights – REAL data evidence

Other data – more day to day and tracking than last minute intervention

Subject Specific support – for all year groups

week Year 10 exams

w/c …

Item on calendar

Who else needs to act

Actual action by Subject Leaders/Teams

-7 20/2 Agree with team the exam papers to be used (standardisation) and draw up the revision list

-6 27/2 List collation and pass out to team

-5 5/3 “Exam t/t & revision list given to students”

Reminder notes at appropriate SL meeting

Calendar JSY

Standing Agenda item and picked up by SAR/DSI

JCO - text

Ensure every subject teacher has issued the list (or central collation and one list in tutor trays (AWo)

Text parent regarding exams

-4 12/3 Consider sharing resources so the revision independent learning and marks for students to learn from are consistent

-3 19/3

-2 26/3 “Revision independent learning”

Calendar JSY

Weekly Standard SRe

AWo if central exams

Ensure papers are copied and kept securely (especially if exams are in classrooms)

-1 16/4 (after East

Agree mark scheme and marked paper sampling procedure (moderation)Include appropriate Year Group in GEM/check Fronter to ensure subject

teachers are carrying out agreed actions re independent learningAgree date to return papers, feedback and run analysis with students (KS4

Subject response to data Column explanation

Surname

Forename EAL

Looked

After

SEN

Status Ethnicity FSM

Class

TG Gender

A

RS

Predicted

Subgrade

B

RS

Final

MTG

C

RS

difference

D

RS

Class

Effort

Year 11

Spring

E

RS Ind

Learning

Effort

Year 11

Spring

A – Predicted Subgrade – what you, the subject teacher, input

B – Final MTG – Fischer Family Trust minimum target grade (end

KS4)

C –Difference between predicted subgrade and Fischer Family Trust

D – Teacher input Class effort

E – Teacher input Homework effort

Subject response to data Throughout this PowerPoint RS is used as an example

Columns are explained on the next slide but you should be aware of

the following explanation of calculations. All of this assumes useful data: rigid assessment criteria and agreed

methods to produce subgrades need to be in place

1. Difference calculations are carried out using points 2. Each subgrade = 2 points 3. One grade = 6 points e.g. A student whose FFT MTG is C whose predicted subgrade is a B2

is up 3 subgrades and so would have a score of 6 (green) e.g. A student whose FFT MTG is C whose predicted subgrade is a D3

is down 4 subgrades and would have a score of -8 (red)

Groups - RAGging

White – difference of 0 or 2 Trevor

Green - Positive differences of 4 or higher (i.e. a student 2 clear subgrades above their MTG) Peter

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Year

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FC

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Year

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Peter X1 F 11X/Re1A2 B 6 5 5

Robert X3 M 11X/Re1B1 A -4 3 3

Sara X2 F 11X/Re1C3 C -2 3 3

Trevor X4 M 11X/Re1C1 C 2 4 4

Groups - RAGging

Red – difference of -4 or lower Robert

Amber – difference of -2 who is within one subgrade of their MTG Sara

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Year

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Peter X1 F 11X/Re1 C2 D 6 5 5

Robert X3 M 11X/Re1 B1 A -4 3 3

Sara X2 F 11X/Re1 B3 B -2 3 3

Trevor X4 M 11X/Re1 C1 C 2 4 4

Action – whole class level Subject leaders/SLG line managers

Any class with more than 10 (Autumn) 6 (Spring) and 4 (Summer Term) red students needs closer scrutiny by the subject leader

Any class with more than 15 (Autumn) 10 (Spring) and 7 (Summer Term) red students needs closer scrutiny by the relevant SLG Line Manager

Whilst actual support will depend on the scrutiny and subsequent diagnosis the scrutiny should include Interview with subject teacher to consider teaching

methods and possible gaps in subject knowledge Lesson observation with this group Additional book monitoring Planner checks of students to check actions in terms of

behaviour and organisation are being carried out Small student focus group to gain students’ perceptions of

issues

Attached please find Year 9 History Current Sublevels analysis – numbers & percentages of Reds per class are as follows: 9XGA 8(27%) 9XGB 14(52%) 9YG1 26(84%) 9YGA 17(59%) 9YGB 17(63%) Please discuss the actions you plan to carry out from the last 3 slides with your SLG line manager.

Action – whole class level Subject leaders/SLG line managers

Teachers to support individual students: for red underachievement 4 points or more down

Points 1 – 3 to occur within 2 weeks of the data being made available 1. SL to ask team to consider:

All elements of the course, e.g. if one component is artificially lowering the predicted grade

Skills set (e.g. essay writing rather than subject knowledge) Topic weakness Effort Other reasons

2. SL to provide subject specific diagnostics (usually at the same time as the grade gathering session) and solutions for each possible problem

3. Teacher to provide written feedback on what is planned for each red student Pairing up with ‘green’ students Changing seating plan Priority marking (in other words take their book in more frequently) Strategies to include the student in class discussions (for example

planned targeted questioning, strategic pairing up during group work) 4 weeks after the intervention has started any student who has not

responded to intervention should be referred to the subject leader – parents should be informed at this stage [subject leader standard letter].

Teacher Green Individual students: for green ‘over’ achievement 4 points or more up

Individual students: for green ‘over’ achievement 4 points or more Points 1 – 2 to occur within 2 weeks of the data being made available

praise postcard sent home by teacher

plan regarding differentiation and coasting avoidance passed to subject leader

What would you like to do with those classes and teachers with loads of Greens?

How often does your school collect data?

What actually happens as a result of that data collection?

Pastoral intervention

Tutors in action

Year 11 For Assembly Withdrawal Week Commencing 26th March 2012

Effort data

Class and Independent Learning Effort Levels The range 1 to 5 is used, where 5 is the highest possible effort and 1 is a serious cause for concern. Class Work Effort 5 = Exceptional effort, always focussed on raising achievement; attentive, with frequent contributions to class. 4 = Good effort, consistently working to raise achievement; attentive and positive in class. 3 = Adequate effort with some attempts to raise achievement; usually attentive but lacking consistent application 2 = Insufficient effort with little interest in producing better work; lacking engagement in class 1 = Poor effort with little attempt to work; a generally negative attitude in class. Independent Learning Effort 5 = Exceptional effort, always focussed on raising achievement; always responsible and conscientious, showing resourcefulness and resilience when difficulties are encountered 4 = Good effort, consistently working to raise achievement; generally responsible and conscientious, seeking guidance when necessary 3 = Adequate effort with some attempts to raise achievement; occasionally conscientious but lacking consistent application 2 = Insufficient effort with little interest in producing better work; lacking personal responsibility or care 1= Poor effort with little attempt to work; no sense of personal responsibility

Tutors Withdrawal from House Assembly date will be published in the Calendar and in the Weekly Standard. You will have this time to sit with tutees to review Effort Levels.

The Data Manager will put in Tutor trays:

A summary for each of your Year 11 tutees showing their previous, current and average effort levels and predicted grades

An effort review form to be completed by students

Ask students to enter Name, Year and tutor group on Review form

Ask them to transfer Average scores and grades, both previous and current, and differences from Summary section of Effort summary form

(see next slide) Ask them also to think about the “Learning” bullet points listed on the effort review form

During withdrawal, students reflect on the data.

When you sit with them:

go through the questions & answers – especially what help they need

if average effort for classwork or independent learning has gone down, identify which subject(s) has caused this and ask what it is about that subject that has caused effort to deteriorate

if average effort for classwork or independent learning has gone up enquire what it is about a subject that has led to improved effort

Action Green greens get praise postcards

(as long as Difference columns are also Green as we’re not rewarding students whose effort has dropped – so no postcard in this example)

Action

Red Reds

Head of House support sheet with appropriate targets

Summary

Ave

C/W

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Ave

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/L

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4.6 4.7 A A* 2.9 2.7 B A* RED RED RED RED None

Action

GREEN/AMBER GREEN/RED AMBER/RED AMBER/AMBER

RED/AMBER RED/GREEN AMBER/GREEN

For the above combinations, you have a mixture of approaches open to you:

1. support sheet – link targets to subjects/effort/equipment as discussions develop

2. contact home

3. additional conversations each week during tutor times

4. mark to watch at next review

Av

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3.88 3.88 C B 4.00 3.75 C2 B GREEN AMBER GREEN RED None

Heads of House

You will be notified of all students on RED/RED for current Classwork/Independent Learning effort

Within 1 week of receipt, you must confirm to the Data Manager which students you are already dealing with

SLG will then discuss the students not currently being supported by Heads of House

SLG For any students not dealt with by Heads of House but instead to be supported by SLG, the letter in next slide is to be sent to parents (you can chose to insert/delete sections according to the information which will be provided by the Data Manager – example below)

Student A

Ave

Predicted

vs. FFT

B

No of

Detentions

C

Predicted

Grade

English

D

Predicted

Grade

Maths

E

No of

Alerts

John -4.9 12 F E 30

Jane -3.2 6 D D 15

Ben -1.9 2 C D 2

Month Year

Dear

You should recently have received a copy of Student Name’s Year 11 report which gave information regarding effort and attainment for each of his subjects.

The school is concerned that his effort grades are low and that on average they are less than satisfactory. As a reminder – effort grades are not based on Student Name’s ability, we would expect any and all students to be receiving grades of 4 or above in all subjects; any effort grade below 3 is a cause for concern.

The reason for writing is that Student Name is in the bottom 15% of students in his year group for effort levels and unless Student Name significantly improves his effort levels he is very unlikely to achieve his full potential. It is absolutely essential for his future success that Student Name gets into very good study habits now – with maximum effort in every class lesson and determined focus and effort on home learning activities at home.

See column A in previous slide (for those who are underperforming)

Consistently high effort is a very important factor in academic success and his report indicates that Student Name is not achieving at appropriate levels.

See column B in previous slide (for those with high number of detentions etc.)

It is also clear from the high number of detentions and alerts received that Student Name’s behaviour and organisation are a concern.

Student Name has recently met with SLG to discuss the above concerns and resolve any issues that may prevent him from improving in these areas. SLG will be in contact in the first few weeks of May to invite you to a review meeting with Student Name ; Mr Nelson, his Head of House, will also be present.

contd.

Contd.

It is now very much up to Student Name to improve his/her effort – particularly in any subjects where his/her present effort grades are lower than 3. I am sure that you also wish to support Student Name as s/he tries to improve his effort (and organisation/behaviour). You could consider these strategies:

Effort – put in every case

Reviewing and discussing his/her classwork each evening

Encouraging him/her to ask relevant questions in class

Asking him/her to teach you about one or two of the topics s/he has studied during the day

Praising and encouraging him when s/he shows you work of an appropriately high standard

See column C and D - 2 slides back

Check levels of literacy and numeracy particularly, for those where predicted grade in En/Ma is below C

Ensure s/he does some reading and basic maths work each evening

See column E - 2 slides back

Organisation/alerts

Ensuring s/he checks his/her planner and packs his/her school bag in the evening; for your convenience I have enclosed a copy of the school equipment list in with this letter

Thank you for your support; I trust Student Name will rise to the occasion and I look forward to hearing good news from your follow-up meeting with SLG.

Yours sincerely,

School Equipment List (to be sent for students who have received Alerts for organisation

1. Essential kit

This kit covers all the essential equipment:

2. Sketch book

A 92 page hardback A4 sketch book is essential for every student.

· Ink or roller ball pen ∙ 12” (30 cm) ruler

∙ Pencils (2B, HB, 2H) & sharpener ∙ Protractor

∙ Coloured pencils ∙ Compass

∙ Coloured pens ∙ Set Square

∙ Glue stick ∙ Pencil case

∙ Scissors ∙ A3 plastic wallet

∙ Eraser · Calculator

Guidelines for SLG in preparation for meeting with parents

SLG to

Bring copies of data being discussed in a format fit for everybody to see (especially important if it’s not report data)

Obtain (from Attendance officer), review and bring a copy of punctuality/attendance report

Bring a HOH support sheet blank ready to set up targets

Meeting discussion to include:

review of concerns and trigger point for this meeting

praise for something

low effort as the no.1 reason for “failure”

any additional issues (punctuality, particularly low on En/Ma, not meeting FFT etc.)

restate school’s expectations, values

restate school’s care for the student as an individual

a chance for student and parent/carer to talk and air concerns BUT effort is one of those things that (whilst subjective on teacher’s part) is difficult to argue against.

prompts for discussion and feedback from parents

pick best 2 subjects – what is it about them that means effort/achievement is going so well

pick worst 1 subject – what is it about that

Thinking about other data you collect in school Detentions

Classroom visits

Lesson observations

Average No of Detentions per SEN Type

Independent learning

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12/9

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Ma H

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w/c

12/9

Au

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Sc H

wk c

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12/9

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En

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w/c

19/9

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011

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19/9

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n 2

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Sc H

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w/c

19/9

Au

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n 2

011

En

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26/9

Au

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Ma H

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26/9

Au

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011

Sc(K

S3)/

Bio

(KS

4)

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6/9

D1 Y X Y N L Y A

D1 Y L N Y A Y A X

D1 Y Y Y Y P A

D1 Y Y Y A L Y

D1 Y Y Y Y Y Y N Y Y

D1 P N P A Y A

D1 X X Y L Y Y Y Y

D1 A P Y Y P P N A

D1 X X Y Y Y Y Y Y

D1 Y Y Y Y Y N Y N Y

D1 Y X Y Y L Y Y

D1 Y Y X X Y Y X

D1 Y Y Y Y Y Y Y

D1 Y L Y Y Y Y Y Y Y

D1 P L P P Y A X

D1 Y N Y Y N Y L X

D1 Y Y Y Y Y Y Y X

D1 X Y Y Y Y Y Y Y Y

D1 X Y L Y Y L Y Y N

Putting it all together

Using data to establish trends and whole school policy

Next steps?

Jacqui O’Connor achieveclarity@hotmail.co.uk