Intervention across KS3 and KS4 Helen Bulbeck Or the difference between the ‘what ifs’ and the...
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Transcript of Intervention across KS3 and KS4 Helen Bulbeck Or the difference between the ‘what ifs’ and the...
Intervention across KS3 and KS4
Helen Bulbeck
Or the difference between the ‘what ifs’ and the ‘so whats’.
Preparing the ground . . .
To establish a network of professionals – a collaborative learning community
To support you with developing an effective intervention plan for underachieving students in your school
To review intervention resources To seek the difference that makes the
difference
Teachers as researchers
It is virtually impossible to create and sustain over time conditions for productive learning for students when they do not exist for teachers.
Sarason 1990
Learning and performance Watkins, C. 2001 Learning about Learning Enhances Performance. School Improvement Network Research Matters No.13. Institute of Education, University of London.
Learning Belief that effort leads to
success Belief in one’s ability to
improve & learn Preference for challenging
tasks Derives satisfaction from
personal success at difficult tasks
Uses self instructions when engaged in a task
Performance Belief that ability leads to
success Concern to be judged as
able, concern to perform Satisfaction from doing
better than others Emphasis on normative
standards, competition & public evaluation
Helplessness: evaluate self negatively when task is difficult
The project design
Focus Education, not training Use of inspector bookended support County and school level review and
evaluation – not the same as inspection
How?
In the LA . . . District model – 11 ‘pathfinder‘ schools September 12th launch Autumn 07/Spring 08 – support with access
and development Summer 08 – share good practice with other
schools within the district We will support the professional development
of the school intervention team
Desirable outcomes?
An engagement continuum – from isolation to collaboration: what constructs and T&L approaches do we have as a profession to grow a group of students?
AfL processes and materials that make the review and evaluation of intervention possible
Management tools for spreading the culture in one classroom across a department (e.g. coaching materials, departmentally generated ped packs, electronic handbook)
Monitoring tools: how can we monitor the quality of intervention and evaluate its impact? How can students’ be involved in this process (e.g. structures for questionnaires, skills audits, interviews)
What is intervention?
Quality first teaching for all - ECM Wave 1 – inclusive, quality first teaching
for all Wave 2 – W1 + additional programmes
for targeted groups Wave 3 – additional, highly personalised
interventions for groups and individuals
Data
points the way – but it can’t go with you tells you who – but you have to know
the how offers a benchmark of success – but
children just seek success
Lest we forget the good news . . .
Good use of intervention programmes Standards are rising and conversion
rates from level 3 are showing a rising trend
What helps?
Careful selection of target group Programmes which serve particular
objectives Short, well focused sessions Follow through Proper resourcing High expectations
However . . .
Less than half of students achieve GCSE C+ in English and mathematics.
Schools are not doing enough to improve literacy and numeracy skills of students who start year 7 with English and mathematics results that are below average (Ofsted)
Some students find it hard to apply what they learn in intervention programmes in their mainstream work and so the learning is not embedded
The long term costs . . .
Truancy Exclusion Reduced employment opportunities Poor health e.g. depression, obesity Involvement in crime
So what’s different?
Particular focus on key students Led by SLT Intervention team Based on the ‘Waves’ model Identified in the school plan – whole school
model Building intervention capacity through CPD Not time limited programmes
Funding
Additional £200 per pupil for new Y7 cohortContinued funding for current Y7 into Y8Additional £60 per current Y8 pupil to enhance Y9 support progsSupport for schools serving areas of deprivation (defined byIMD): 3 levels of funding based on 5+A*-C (incl En/Ma):£135,000, £67,500, £13,500.New funding for all schools based on IMD/FSM (approx £1 million
across schools)More able - £170 per pupil whose marks place them in the top
10% of LAIntervention for KS4 - £200 per pupil (based on those below L5 in
Eng and Maths in 2006 KS3 tests).
What might intervention look like?
In school . . . Web based curriculum planning tool Designed to support teachers Covers reading and writing Uses ‘identify, design, tailor and review’
model Progression maps underpin this
What might this look like?
In schools . . . Identify funding and resources for intervention
including the school intervention team Establish the intervention team Plan a customised intervention training package Begin to access training Begin to use aspects of intervention training e.g.
progression maps, KS4 Study Plus
What might this look like?
In teaching Concentrates on misconceptions, gaps
weaknesses Builds in ‘model – try – apply – secure’ Motivates learning with pace, dialogue Involves pupils Has high expectations Creates a settled and purposeful atmosphere
An effective intervention plan
Identifies under-performers Pinpoints need Uses resources effectively Translates catch up learning to long
term progress Is flexible Results in genuine catch up
Study Plus
Level 4/low level 5 students who, without support, will not reach C grade
5/6 term programme in an option block, instead of a GCSE course
Modular approach Exemplar study units for planning support Linked to progression maps Training programme
Unlocking barriers
How can we know that the progress and well being of every child is as we would wish it to be?
How can we answer this question?