MidYIS in a Secondary Context Supporting the Evolution of CfE

Derek BrownHead Teacher

Oldmachar Academy

MidYIS in a Secondary Context

Supporting the Evolution of CfE

“People at the top of any organisation like to think that they are, metaphorically, on the summit of a mountain in perfect visibility. They’re wrong, of course; in fact there’s mist of the way down. Organisationally, you’re lucky if you can see clearly into even just the next level down. After that it’s pure murk as a rule.”

Iain Banks Transition

The value of MidYIS It supports my efforts to evaluate my school It helps me build a picture of learners’

needs It helps me track progress over time It is woven into the fabric of all we do to

develop our school I can rely on it – but I use it carefully

• High correlation between UPSA and No. of Highers passed

• Low correlation between MidYIS and No. of Highers passed.

“It also can be helpful for a school to collect comprehensive, though confidential data about itself, or with trusted peers so it can work out where and how to improve.”

MDY UPS Col A Prd Pre Col B Prd PreCol C

Prd PreCol D

Prd Pre Col E PrdPre

HrsOT

1 108 39 fre6 2 2 eng6 2.92 5 che6 2.6 3 mat6 2.8 3 hum6 2.5 5 5 5

2 108 31 eng6 5.1 6 che5 3.67 4 mat5 2.8 5 art6 3.6 2 hum6 5.3 6 3 3

3 114 37 phy6 2.9 9 eng6 3.49 4 mat6 3.5 8 mst6 2.9 1 che6 3.3 6 5 3

4 106 35 phy6 3.5 6 eng6 3.9 6 mus6 2.8 3 mat5 -1   che6 3.9 2 4 4

5 108 31 eng6 5.3 8 che5 3.91 5 mat5 3 5 bio6 5.7 6 art6 3.7 3 3 2

6 115 32 eng5 3.7 5 rmp6 3.98 2 mat6 5.1 7 art6 3.5 2 hum6 4.9 7 4 2

7 100 32 eng6 4.8 8 acc6 4.1 7 mat6 5.1 8 phy5 3.7 6 mst6 4 5 4 1

8 0 29 eng6 5.9 6 prc5 2.23   mus6 3.8 4 art5 2.9 2 mst6 4.9 4 3 3

9 105 28 phy5 4.6 5 hum6 6.43 8 mat5 3.6 3 mst6 5.1 4 che6 6.6 6 3 2

10 122 34 grc6 3.4 2 eng6 4.19 7 mat6 4.3 3 phy6 3.9 5 che6 4.2 2 5 4

11 106 32 eng5 3.7 8 hum6 5 7 che6 5.2 7 mat6 5.3 10 mst6 4.1 4 4 1

12 123 34 phy6 4.1 8 eng6 4.4 4 che6 4.5 9 mat6 4.6 11 his6 3.6 5 5 2

13 104 31 che6 5.4 6 eng6 5.09 8 mus6 3.4 6 mat5 2.8   hum6 5.3 7 4 2

14 100 34 fre6 3.5 5 hum6 4.33 7 mat6 4.6 4 phy6 4.1 5 che6 4.5 3 5 4

“Test scores and other student assessments are the most commonly used instruments of educational accountability. Although we have been critical of exclusive reliance on test scores as benchmarks of student learning, there is sometimes a place for them… Other, more objective data that can be acquired… may add insight and prod the consciences of teachers who otherwise feel they are doing their best.”

Andy Hargreaves & Dennis ShirleyThe Fourth Way

Megan was selected for the school’s mentoring programme due to the fact that she had fallen below MidYIS predictions for Standard Grades at the time of the prelims

In the mentoring programme she described learning in Chemistry, where she was losing confidence

This story leant weight to her MidYIS profile

MID UPSA Bio Che Eng Geo Ger Mat I2 Mus

94 21 4 4 2 5 3 4 B

MidYIS Profile

Voc Mat NVb Skl

101 96 84 105

S4 Prelim Results

Megan may or may not have a specific learning difficulty that has been masked by her general approach to work

She certainly has a discrepancy in her learning abilities

In certain situations, her coping skills fail her and she struggles to cope, losing confidence

Megan is not atypical

Pupil Voc Mat Non V Skl MidY Bnd Notes

1 109 111 99 110 109 B Non-verbal discrepancy

2 107 107 95 106 104 B Non-verbal discrepancy

3 105 102 90 101 99 C Non-verbal discrepancy

4 103 102 93 111 101 B Non-verbal discrepancy

5 105 116 91 104 106 B Non-verbal discrepancy

6 115 101 97 111 106 B Non-verbal discrepancy

7 122 125 99 119 120 A Non-verbal discrepancy

8 95 119 86 100 102 B Non-verbal discrepancy

9 101 107 95 116 104 B Non-verbal discrepancy

10 116 120 108 126 120 A Non-verbal discrepancy

11 109 107 95 127 108 B Non-verbal discrepancy

12 124 114 101 138 120 A Non-verbal discrepancy

13 111 107 91 116 106 B Non-verbal discrepancy

14 130 132 103 116 126 A Non-verbal discrepancy

Working with Discrepancies

Recent CPD ExerciseReview of S1 Curriculum

Describing the learning of pupils in the subject areas

Describing the learning of pupils in terms of Experiences and Outcomes of A Curriculum for Excellence

Describing the learning of pupils in terms of Stages of Learning and the extent to which they can be said to be Developing, Consolidating or Secure within these levels.

Sample GroupPupil Gen Voc Mat N- Skls Ov Bd

1 M 88 112 103 109 99 C

2 F 114 85 101 109 101 B

3 M 115 94 105 120 106 B

4 F 126 125 122 111 128 A

5 M 113 114 98 119 115 A

6 M 77 77 94 90 74 D

7 M 122 106 103 77 116 A

8 F 80 106 103 110 91 C

9 F 65 79 75 90 68 D

10 M 117 108 119 86 114 A

11 F 93 84 77 105 87 D

12 M 140 117 119 146 133 A

CfE Stages of DevelopmentTo benchmark assessments for S1 – S3 we capture

each child’s profile using a 12 point scale, on the model

below.

1st level 1Developing

2Consolidatin

g

3Secure

2nd level 4Developing Consolidatin

g

6Secure

3rd level 7Developing

8Consolidatin

g

9Secure

4th level 10Developing

11Consolidatin

g

12Secure

Overview of Learners’ progressPupil MYS Lit Num ML Soc HWB Sci EA

1 99 7 8 7 5 7 8 7

2 101 7 7 7 7 8 8 7

3 106 7 5 6 5 5 8 7

4 128 9 8 7 7 7 8 7

5 115 7 10 6 8 7 9 7

6 74 4 5 4 5 4 7 7

7 116 7 9 7 7 6 8 7

8 91 6 8 7 7 5 7 7

9 68 2 7 5 3 4 6 7

10 114 8 8 6 6 6 8 7

11 87 4 5 7 5 5 8 7

12 133 9 10 7 8 5 9 7

Maths R2 = 0.6107

0

2

4

6

8

10

12

40 50 60 70 80 90 100 110 120 130 140

Mat

Linear (Mat)

R2 = 0.0696

0

2

4

6

8

10

12

40 50 60 70 80 90 100 110 120 130 140

Planning for CfE

Promoting Social Justice Raising Ambition Partnerships Work on Interdisciplinary Learning

Quality Assuring Assessment◦ Approaches to Assessment◦ Moderation◦ Work on Formative Assessment

We realised that:

Changing the mindset of a group of our learners had to be part of the plan for future school improvement

This led to the evolution of our school’s Building Learning Power mentoring programme, which will develop further in future

Tackling the Mindset Problem

Fixed ideas of intelligence Good and bad learners Learned helplessness Low self-worth Learners become risk averse

A coordinated approach to Building Learning power

A focused approach to developing skills Rooted in evidence Shared across the organisation Increased challenge and support

We need to avoid a shallow technocratic approach

We must always see the real children in the data sets and patterns of numbers

We need to use the data we can gather to help us build capacity in teachers and help students to achieve their full potential

The value of MidYIS It supports my efforts to evaluate my school It helps me build a picture of learners’

needs It helps me track progress over time It is woven into the fabric of all we do to

develop our school I can rely on it – but I use it carefully