Aims PM • To reflect on last years HGIOPs • To revisit outcomes • Introduction to literacy framework – reading and writing
Reflection
Successes of this years HGIOP Projects • Clear knowledge of evidence based approaches to raising attainment. • Use of a variety of tools to identify gaps and gain a holistic view of children. • Strong evidence of moderating coverage of the tracker for TIG. • Evidence of LPAs developing professional learning of colleagues within settings. Meeting the challenges of undertaking a new role . •
Professional Learning (1.2) All 100% 100% Majority Majority 80% 73% 73% Majority 64% 60% Less than Half 45% Less than Half 40% 27% 20% 0% Cascading Info Peer Working Modelling Coaching Moderation Questionnaires
Family Learning (2.5) Partnerships (2.7 ) 100% 80% Majority Majority Majority 64% 64% 64% Less than half 60% 45% 40% **Few 20% 9% None 0% 0% Family Learning Information Learning Home links Questionnaires Promotion of Sessions Sessions Conversations New Partnerships
Analysis All 100 % Almost All 100% 91% 80% Majority 64% Majority Majority Majority 55% 55% 55% 60% Less than half 45% 40% 20% 0% Policies/Other Framework Building Working Collaboration Tracking POLLI guidance capacity parties/focus progress groups
Leadership of Change Almost All Almost All 100% 91% 91% Most 82% Most 80% Confidence 73% 64% 60% 40% 20% 0% Reflected against Enhanced Leadership Confidence Professional Sustainability Standards Skills Development
Learning points… • Analysis of 'direct observation' and 'peoples view's' to track progress • Collaborative working with other LPAs - cluster working and use of POLLI • Learning Conversations • Family engagement • Tracking Progress - 'on track' judgements
Role of the LPA GIC Additional Funding Key role of LPA Measuring Impact Family Leadership Collaboration Self Sustainability Learning of Learning Evaluation Cycle.
Taking Action
Taking Action Taking action 1 : high-quality universal provision Realising the Ambition (2020) How Good is our Early Learning and Childcare
Taking Action Taking action 2 : identifying the ‘gap potential’ How effectively do you use the GIRFEC tools for identifying the ‘gap potential’? Source: via web http://www.gov.scot/Topics/People/Young-People/gettingitright/national- practice-model/resilience-matrix
Taking Action Taking action 3 : effective targeted intervention Effective targeted interventions in ELCC need to: Interventions for equity • Be chosen carefully to address the main framework area of concern. • Have a strong evidence base with proven success. • Be developmentally appropriate for children’s age and stage. • Support play-based learning and early learning pedagogy.
Outcomes
Closing the Gap: What’s Your Story? Implementation Intent Impact
Step Action Identify your attainment gap. 1 Intent Is this related to poverty? Identify the barriers to learning Areas that could be considered are: learning and teaching; family engagement; 2 aspirations; early development; language skills; home life; stress, anxiety, lack of confidence Evidence of Need for Child(ren) limited specific and identified as progress more having ‘gap within targeted potential’ universal support / approaches intervention
Cognitive Lags What gaps might be evident: What we can do: • Build core skills – literacy, • Language acquisition numeracy and health & wellbeing • Vocabulary • Use assessments, including • Literacy observations, to find out where children are • Motor skills • • Numeracy Provide research based support • Social skills • Build capacity of staff through professional learning
Baseline Assessment – Outcome 1 Main Measure LfA Talking and Listening Tracker 1 Supporting Tools • Children's conversational styles • 6 stages of communication and language development • Listening and Talking grid • Benchmarks • Phonological awareness tracker • Leuven Scales • GIRFEC - My World Triangle
Baseline Assessment • Sitting underneath the professional judgement would be evidence drawn from: – Learning journals and stories, – POLLI – day to day observations – wall displays – information from home Direct Observation – big books – focussed observations – Moderation conversations with keyworkers and SLT
Outcomes Step Action Identify what is working already and how do you know – have you looked at 3 research and practice on the National Improvement Hub (NIH) and the Scottish version of the Education Endowment Fund’s Teaching and Learning Toolkit. What is your baseline telling you? Define the change you want to see 4 This is your outcome – who is the target group? By how much? By when? To plan meaningfully for change, we need to build clear, measurable outcomes
Examples To ensure that for a targeted group of children, attainment of listening and talking tracker 1 increases from 20% to at least 60% by June 2021. To ensure that a targeted group of children increase attainment in early level tracker 1 reading by around 40% by June 2021. To ensure that a targeted group of children increase attainment in early level tracker 1 writing from 30% to 60% by June 2021.
Outcome 1 - Listening and Talking Outcome : To ensure that a targeted group of children increase attainment in early level tracker 1 listening and talking by around % by June 2021. Measure: Listening and Talking early level tracker 1 Supporting Tools: o GIRFEC (My World Triangle) o Children’s Conversational Styles o 6 Stages of communication and language development
Evidence
1.2 and 2.5
Three main kinds of evidence • Direct observation – what you and others can see, hear, smell, taste, feel • Peoples’ views - what people say or write • Quantitative – what can be quantified, counted, measured “ the way in which individuals and settings explore their progress, development and practice to identify what has improved and what still needs to improve. It is a way of using evidence to assess achievements and success and areas that still need action.”
Evidence Professional Cascading Info Analysis Policies/other guidance Learning (1.2) Peer Working Framework Modelling Building Capacity Coaching Working Parties/Focus Moderation Groups Questionnaires Collaboration Tracking Progress POLLI Family Family Learning Sessions Leadership of Reflected Against Learning (2.5) Questionnaires Change (1.3) Standards Partnerships Information Sessions Personal Enhanced Leadership (2.7) Learning Conversations – Reflection Skills Children/Parents Confidence Homelinks Professional Development Promotion of New Sustainability Partnerships
• Identify opportunities for early mark making in your establishment: Could you take some photos of interesting mark making tools to post into the chat for next session. • Begin to identify gaps and gather baseline data in reading OR writing for your second outcome.
Framework
Accessing the Framework • GIC tile • LEL Blog https://blogs.glowscotland.org.uk/gc/gccleade rsofearlylearning/
Framework: Key Messages
Framework: Key Messages Consistency of Show progression learner Support Planning experiences Support Practitioner Help to track Support tracking of Knowledge and coverage of CfE progress Understanding Assist implementation of Identify Cross the moderation curricular links cycle
Important Information and User Guide Contents • Purpose • Trackers • Supporting Guidance • Tracker Points to Consider • Making Links • Progression • Definition of Texts
Task • Find GIC tile and locate framework • Go to LEL Blog and locate framework When you have access to the framework, let us know in the chat section within teams.
Trackers – Overview CfE Level • There are trackers for each CfE level – Early, First and Second Tracker relevant to progress stage through level • Within each level there are trackers for each area of Aspect of Literacy and English Literacy and English – Reading, Writing and Listening and Talking Tracker • Early Level – Trackers One and Two • First Level – Trackers One, Two and Three • Second Level – Trackers One, Two and Three
Trackers – Overview continued Literacy and Stage of CfE Level English Organisers progression through level Links to Experiences and Outcomes Links to click for supporting guidance Aspect of CfE Literacy and English
Supporting Guidance – Important Points • Clicking on a hyperlinked organiser, e.g. ‘Enjoyment and Choice’ will take you to useful further explanation of the progression points. • You will also be given guidance on possible barriers to learning, additional resources, links within Literacy and English and across other curricular areas. • In addition, there are links to useful resources and notes made of the level and organiser appropriate benchmark/s.
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