STEP 1: Context and Focus
School Improvement is the continued focus of our SSE . The Action Plan for 2018/2019 encompasses
- Embedding the practices started in 2017/18 SIP for improvement in student engagement
- Implementing strategies of best practice around homework better preparing all students to attain higher results in term and state examinations.
- Using external analysis of examinations results as evidence of work needed in this area to ensure higher participation rates in students taking higher level papers and to increase attainment grades.
- We will continue to monitor the progress of our targeted group as they move into third year. We will focus on the available data for this group and set targets with them.
- This Report takes account of the implementation and review of the targets from 2017/2018 using the six step school evaluation process.
- In September 2018, we have appointed five new teachers . We are facilitating newly qualified teachers in the Droichead programme but this also promotes staff collaboration and peer review which feeds into whole school targets.
- 2018/19 will see the continued implementation of other MLL recommendations in conjunction with the requirements of SSE 2016-2020.
- SSE is about improving teaching and learner outcomes and current SSE is based on the models in “Looking at our School” and “School Self Evaluation Guidelines 2016-2020” along with JCT Framework .
STEP 2 : Gather evidence
We continue to use the feedback in the MLL document as our focus for school improvement.
To evaluate the specific targets of last years SIP we surveyed the same cohort of students in May 2018 and first years also. This survey on questioning identified some homework practices as another area to be targeted which concurred with SSE team feedback during the last academic year.
We conducted a focus group with some students from this same target second year group .
Experiential feedback from the SSE team and data from a teachers questionnaire was also used.
Some feedback from second year parents was taken by the principal and deputy .
Analysis of examination results also give us important data.
- Second year responses in May 2018 : Similar questions to May 2017 on their experience of Learning and Teaching explored ‘what’s good, what’s difficult, and what helps’ them to learn.
When asked if over the last year they took the opportunity to answer questions out loud in class 91% said a lot, 9% said sometimes.
When asked if over the last year they had increased the amount of time they answered in class 72% said a lot, 26 % sometimes .
95% of students said their teachers often begin class with a question.
96% of students surveyed feels their teachers listen to them and helps them learn.
59% said they do homework as quickly as possible and 38% they like to make a good effort. 3% said they do both.
74% said they would like their teachers to show them how to do homework better
56% see homework as important to help their learning and prepare for exams, 44% said it is not important.
15% of students said somebody checks their homework at home with 82% said nobody checks it.
Enjoy group work and active methodologies in class – information is more memorable and relevant than learning from pages in a book
Like pair work and problem solving
CBAs – teacher gave them good direction this year
Enjoyed doing the work and generally positive about school.
- Data from Staff questionnaire and discussion May 2018 :
On Questioning:
94 % of teachers said the percentage of students who answered in class had greatly increased. ( this corroborates well with the 91 % of students who said they answered well in class)
92% of teachers said they consciously targeted some students to engage more in class all year. ( this corroborates well with 96% of students who say teachers listen to them and helps them learn. Previous figure in May 2017 indicated this was 70:30)
When asked about questioning , teachers stated the advantages included : gets students focused and engaged from the start of class, settles them into a positive learning environment, access to prior knowledge, facilitates differentiation, aids decision making, links to learning intention and self- assessment for students
When asked about questioning , teachers stated the disadvantages included : careful planning so questions are meaningful and can engage all students, difficult to apply to some subjects and /or new topics. Most effective when written on the board but can be time consuming.
Regarding teaching methodologies used to enable students to think creatively and divergently teachers included: questioning , keywords , keyword board and copies, vary the stimulus, video, practical application, fishbone, kahoot, group discussion, think pair share, random selection when questioning , targeted higher order questioning , ticket to leave, traffic lights.
On Homework :
Homework can be neglected by some (78% of teachers reported this)
Poor quality at times handed up (63 % of teachers reported this)
Teachers feedback (comments etc) not integrated in student improvement. (80 % of teachers reported this)
While consolidating work on student engagement in class teachers think that students need support on the quality of and attitude to homework. Data from student questionnaires supports this view.
When asked about Strategies used for Homework, teachers included : exemplars, checklists (e.g, FEED, PIE) verbally explain to students what the homework is, demonstration of how homework should be presented—you should…you have to….you could. Traffic lights..
- Data from Junior Certificate Examination Results 2017 :[ full document shared with BOM]
In 2014 – 54 students enrolled in Gallen CS . The results of their CAT 4 test are as follows:
Their CAT 4 scores were as follows: seventeen students had SAS (standard age scores) from 100-110, six were above 110, only one of these six scored above 120 with a score of 124.
Thirty students had SAS of 99 or less. Of these, 20 had scores in the 90s and 10 of these were in the 80s and 70s.
COMPARSION OF PARTICIPATION RATES IN HL SUBJECTS :GALLEN CS V’S NATIONAL AVERAGES
STEP 3: Analyse and make judgements
Strengths:
- There has been an excellent increase over the year in the number of students that engage more in questioning in class. Figures have improved well from May 2017(50% said they rarely answer questions in class % 50% sometimes) to May 2018 when
91% of students said they answer a lot, 9% said sometimes.
- When asked if over the last year they had increased the amount of time they answered in class 72% said a lot, 26% sometimes .
- Second year students were very pleased that teachers used different methods in classes to engage students in their learning – group work, projects, self appraisal. Oral presentations, quizzes, activities as evidenced in the student focus group.
- There was very positive feedback on the Classroom Based Assessments.
- Analysis of attainment in state exams have highlighted the subjects where we are strong in participation and attainment and the subjects that need some or a lot of improvement.
- Our results must also be read in the context of the students general ability as indicated by their CAT scores on entry to second level which we also have.
Action Plan for school improvement – Areas for Development 2018-2019:
- While consolidating work on student engagement in class, teachers said that students need support on the quality of and attitude to homework. Data from student questionnaires supports this view.
- To support the students to take ownership of and produce quality homework. { The aim here is to encourage independent learning and improve students understanding and delivery of information across all subjects leading to improved outcomes}.
- To use available data to inform target setting with third year students to afford every student the opportunity to take a HL paper in line with national norms and achieve their potential.
- To embed student engagement through the continuance of higher order questioning and using active teaching methodologies on a whole-school basis .
- To continue to focus on the whole school agreed strategies for Literacy and Numeracy.
STEP 4 : Write and share report and SIP( refer to SIP document on website)
Targets for School Improvement- Student focused with the aim to increase student engagement and improve attainment scores.
To implement a whole school strategy re homework.
Teachers
- to take a few classes during first term to show students how to complete a piece of
homework giving guidelines for each particular subject that may also include an exemplar given to each student. Teachers to explain and implement more learning and study strategies with their classes in an effort to maximise their engagement.
- to refer to the new Homework Checklist when giving written feedback to and include one/two ways they can improve on their assignment.
Students
- To implement the guidelines of teachers when completing homework.
- Taking ownership of their homework using their journal to record work in class and use the Homework Checklist as their standard.
- To follow through on the teachers suggested targets for improvement with homework.
Parents
- First to third year parents to increase the amount of times that they check on homework using page 15 in the journal as their guide.
SPECIFIC TARGETS
- To meet the target of 74% of students in first and second year who would like their teachers to show them how to do homework better.
- Aim for a decrease in the percentage of 59% students in first and second year who said they do homework as quickly as possible and increase the number from 38% who like to make a good effort.
- To increase the percentage of time parents of third years check on homework throughout the year using Page 15 as their guide. ( currently 15 %).
- To use available data to inform target setting with third year students to afford every student the opportunity to take a HL paper in line with national norms and achieve their potential
- To embed student engagement through the continuance of higher order questioning and using active teaching methodologies on a whole-school basis .
- We will aim to continue a focus on Literacy and Numeracy in our classes,
—————————————————————————————————————–
To implement the action plan for improvement in student engagement and for an increase in participation rates and attainment at higher level in certificate examinations :
- The SSE team will meet in Sep 2018 and evaluate their progress over last year and develop targets for the school that focus on school improvement. They will collate date from 2017 examinations secretary on students who dropped levels in June with parental letters etc and report to the principal.
- Each subject department will meet and use data from Athena Analytics to analyse their results and write up and implement an action plan for their subject department.
This will include strategies to ensureall students are afforded every opportunity to take higher level papers and are well prepared to do so. This will of course be in the context of students CAT 4 scores and their general ability. The school principal and deputy will meet with each subject department to check this this work is being carried out.
- A staff member will act as academic monitor who with the guidance counsellor and principal will prioritise current third year students to maintain the maximum number of students taking higher level and doing well in line with national norms.
- We will maintain junior classes as honours classes as long as possible
STEP 5 : Put Improvement Plan into action- class, subject department level and whole school
Implementation.
Target 1
August 2018 staff meeting : Revision of ideas re: homework as discussed at May meeting and draft school SIP
Sep 2018 – Principal will spend time with first to third years explaining the Homework Checklist strategy and the rationale behind it .
Sep 2018 Teachers will take a few classes to show students how to complete a piece of homework giving guidelines for each particular subject that may also include an exemplar given to each student.
Ongoing – Teachers to explain and implement more learning and study strategies with their classes in an effort to maximise their engagement.
Teachers to explain how the Checklist on page 15 of students journal can be a rubric for best practice in their subject.
Teachers to refer to the Homework Checklist when giving written feedback to and include one/two ways they can improve on their assignment.
SEE team will work on differentiation homework strategies and give feedback at planning meetings
STUDENTS: To implement the guidelines of teachers when completing homework.
Taking ownership of their homework using their journal to record work in class and use the Homework Checklist on page 15 as their standard.
To follow through on the teachers suggested targets for improvement with homework.
| Parents of all Junior Cycle students will get a letter home on these whole school targets. |
PARENTS: Third year parents will also be asked to regularly check that their child is doing homework and they may use the checklist on page 15 which will be sent home too.
Sep- Principal to discuss SSE targets with the Parents Association re homework and following that meeting to write to all parents of junior classes explaining our targets and outlining ways they can help by checking their child’s homework
Target 2
Principal presents analysis and CAT 4 data to all staff .
Academic monitor and principal meet students to set targets .
Third year students to get some guidance on study techniques
Staff will use their subject department meetings to examine results data to inform their department/ class plans in order to put in targets and plans for enabling the each student in third year maximise their potential.
School principal and deputy will meet with each subject department to look at their targets
Target 3
| .Staff will continue to focus on questioning strategies devised to give every student opportunities to be more engaged in their classes Teachers will continue to pose a relevant question at the beginning of class where appropriate . Lets Get The Question Right LETS Strategy – development from last years strategy designed to help improve the quality of student answering. Listen to the Question Enquire if you are unsure Think out your answer Share your answer The SSE team will meet in Sep 2018 and evaluate progress from last year re: school improvement and continue to explore ways to support whole school targets as listed in the SIP. |
Staff will continue to focus on questioning strategies devised to give every student opportunities to be more engaged in their classes
Teachers will continue to pose a relevant question at the beginning of many lessons where appropriate
The SSE team will meet in Sep 2018 and evaluate progress from last year re: school improvement and continue to explore ways to support whole school targets as listed in the SIP.
SSE team and senior management will model active teaching strategies to all teachers formally at planning meetings throughout the year and informally through collaboration
Target 4
Staff to continue the identified literacy strategies- using Keywords
First year English teachers to incorporate one reading class a week .
Staff to continue to use the identified numeracy strategies- “Estimate calculate, check”.
All teachers to encourage students to “guestimate”, have a go to develop independent thinking before they find the answer
Important here to reinforce problem solving skills which will align well with the LETS strategy of questioning.
Review progress of these targets at whole school planning meetings during the year.
The SIP document will outline these targets more specifically
The staff will work hard to implementing these targets supported by senior management and the BOM.