Joint Subcommittee Study Public Transit Northern Virginia 2024
Overview of SJ 28, a joint subcommittee analyzing public transit needs in Northern Virginia. Examining funding challenges, COVID-19 impacts, and strategies for sustainable growth of transit systems.
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Effective Improvement Planning to Close the Gap Using improvement methodology from the Children and Young People Improvement Collaborative to lever whole school commitment to closing the gap
Children and Young Peoples Improvement Collaborative (formerly RAfA) at Liberton. Context of Liberton High School 2015 2018 Recap of CYPIC (RAfA) Improvement Methodology Using Driver Diagrams & PDSAs to plan universal improvement to raise attainment at whole school and teacher level Using Driver Diagrams & PDSAs to set aims and plan targeted interventions to close our gap.
Our Whole School Improvement Priorities 2015 Our Whole School Improvement Priorities 2015 - -2016 2016 1.1 Raise attainment and wider achievement all pupils all levels. Increase challenge throughout the BGE Whole school consistent approach to Higher Order Literacy Skills Key Adult Time (tracking & monitoring, coaching, wider achievement 2.1 & 5.3 Improve Learners Experiences and Meet Their Needs Challenge - Higher Order Literacy Skills Challenge Open ended tasks Effective use of ICT to transform learning experiences Pupil Led Learning Effective differentiation, use of ASN data and role of PSAs 5.1 Curriculum Challenge - Higher Order Literacy Skills Challenge Open ended tasks including homework STEM Senior Phase Wood Commission recommendations, DSYW Equalities
Improvement themes for faculty / Whole School Change Ideas Depth & Challenge Pupil led learning Open-ended homework Consistent high quality feedback HOTS Questioning Extended writing, moderation and assessment Contribute to literacy & numeracy immersion programmes Use numeracy booklets Moderation with benchmarks Mastery (Maths) Key Priority OIs Themes HGiOS 4 Improvement in children and young people s attainment/achievement, particularly in literacy and numeracy. 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 3.2 Attainment in literacy and numeracy 3.2 Attainment over time Closing the attainment gap between the most and least disadvantaged children and young people. 1.3 Developing a shared vision, values and aims relevant to the school and its community 2.3 Quality of teaching 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning 3.2 Equity for all learners 3.2 Attainment over time Implement 1 in 5 top tips Monitor attainment vs SIMD Develop targeted support for SIMD 1- 3 in BGE Consistent high quality differentiation Pupil led target setting Implement PEF plan
Improvement themes for faculty / Whole School Change Ideas Key Priority OIs Themes HGiOS 4 Improvement in children and young people s health and wellbeing. 1.1 Ensuring impact on learners successes and achievements 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 2.1 Arrangements to ensure wellbeing 2.4 Targeted & universal support 2.3 Planning, tracking and monitoring 3.1 Wellbeing Mental Toughness (Growth mind set and motivation) Relationships for learning Track wider achievement Contribute to profiling S1-S6 Audit contribution from each faculty Pupil led HWB projects HWB curricular map produced Rights Respecting Schools accreditation Mental Health 1stAid course Identify key measures Improvement in employability skills and sustained, positive school leaver destinations for all young people. 1.1 Analysis and evaluation of intelligence and data 1.3 Strategic planning for continuous improvement 2.2 Skills for learning, life and work 2.3 Quality of teaching 2.6 Collaborative planning and delivery 3.3 Increasing employability skills Implement recommendations from the Career Education Standard Explicit reference to skills in Lis & SCs Promote subject related careers STEM IDLS
Driver Diagrams Driver Diagrams Aim statements STAN (Specific, Timed, Aligned and Numeric) Primary Drivers Key system factors which will contribute to moving the outcome aim Secondary Drivers A number of elements of the associated primary driver. They can be used to create projects or a change package that will affect the primary drivers and ultimately the outcome aim and then .. your change ideas The ideas you will take forward as tests with PDSA tests directly supporting delivery of the drivers
2015 - 2016 2016 - 2017 2017 - 2018 To raise attainment to 30% 5+ @level 5 in S4 25% 3+ @level 6 in S5 50% 3+ @level 6 in S6 Improve Positive Destinations to >95% By Aug 2016 Priority 1 Priority 2 Priority 1 85% of S3 achieved level 3 in Literacy and Numeracy. 40% of S3 achieved level 4 in writing. 85% of S3 achieved level 3 in Literacy and Numeracy. 60% of S3 produce a level 4 piece of writing in subjects other than English. 60% of SIMD 1-3 achieve Level 4 in Literacy and in Numeracy by the end of S3 (May 2018) 30% of S4 gain 5@5 60% of S5 gain 1@6 25% of S5 gain 3@6 All pupils in SIMD 1-3 will have a certificated Wider Achievement award by the end of S3 (May 2018) 65% of S4 gain Literacy and Numeracy at level 5 To ensure that, by June 2017, at least 85% of S3 learners will have produced written pieces at third level assessing LIT3-22a, LIT3-28a & LIT 3-29a and at least 40% of S3 learners will have produced written pieces at forth level assessingLIT4-22a, LIT4-28a & LIT 4-29a Priority 2 50% of S4 gain 5@5 60% of S5 gain 1@6 25% of S5 gain 3@6 To raise attainment in S4 within SIMD 3 to an average tariff score above 275 by August 2017 To raise attainment in S4 within SIMD 3 to an average tariff score above 300 by August 2018
Secondary Drivers (Illustrations/features of Highly Effective Practice) Primary Drivers (QI themes) Change Ideas AIM Priority 1&2 Consolidate HOTs, depth, Challenge and pupil led Learning through self-evaluation And bespoke CLPL 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 1.3 Developing a shared vision Teacher led self-evaluation Clear attainment data S1-S6 (Literacy & Numeracy) Introduce tracking system Priority 1 85% of S3 achieved level 3 in Literacy and Numeracy. 40% of S3 achieved level 4 in writing. Comprehensive tracking system Develop targeted intervention SRA, SEAL, SIMD3 (S1-S4) QA Calendar including Pupil Voice Parents views Feedback from partners SCE Sept Dec triangulated with pupil voice and L&T DMs Faculty IPs on 365 QA calendar for SLT 30% of S4 gain 5@5 60% of S5 gain 1@6 25% of S5 gain 3@6 2.3 Learning and engagement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning Collegiate learning culture Priority 2 SCE with next steps and CLPL Implement 1 in 5 top tips To raise attainment in S4 within SIMD 3 to an average tariff score above 275 by August 2017 Introduce assessment and moderation in writing in almost all subjects S1-S3 Clear focus on depth, challenge Pupil led learning, AiFL Robust assessment and moderation 3.2 Attainment in literacy and numeracy 3.2 Equity for all learners 3.2 Attainment over time Write and implement assessment and Moderation procedure for all faculties.
Secondary Drivers (Illustrations/features of Highly Effective Practice) Primary Drivers (QI themes) Change Ideas AIM Priority 1 SCE Sept Dec triangulated with pupil voice and L&T DMs Faculty IPs on 365 QA calendar for SLT 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 1.3 Developing a shared vision Tracking, monitoring and reporting Performance data S1-S6 S3 Writing moderation, assessment and reporting Qualitative data from SCE, pupil voice, and self-evaluation QA Calendar focussing on target groups Measures from scaled up PDSAs Priority 1 New reporting format, moderation and revised KAT procedures. Revised tracking data. 85% of S3 achieved level 3 in Literacy and Numeracy. 60% of S3 produce a level 4 piece of writing in subjects other than English. Scale up Motivation PDSAs 2.3 Learning and engagement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning 65% of S4 gain Literacy and Numeracy at level 5 Pupil led learning High quality feedback Differentiation Writing assessment and moderation process Literacy / Numeracy interventions (SRA/ SEAL, etc.) Key adult support Consolidate assessment and moderation in writing in almost all subjects in S3 focussed On HOTS 50% of S4 gain 5@5 60% of S5 gain 1@6 25% of S5 gain 3@6 by August 2018 3.2 Attainment in literacy and numeracy 3.2 Equity for all learners 3.2 Attainment over time Implement differentiation Strategies from Circle resource Shared understanding of aims Celebration of success Review of equity interventions
Measures from PDSA 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Week 1 Week 2 Week 3 Week 4 Week 5
From August 2017 Prelim vs Exam Results 75 70 65 Percentage 60 55 50 45 40 35 30 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 Students Prelim Exam
Scaled up Teachers in other departments around the school are implementing this change idea within their classes to help increase motivation and attainment. Spread The change idea that I implemented has been shared with other secondary schools in the local authority who were interested in the idea From April 2017 30 Prelim 1 vs Prelim 2 25 20 15 10 5 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 Prelim 1 Prelim 2
PDSA in ML testing the effectiveness of lesson starters. From April 2017
Secondary Drivers (Illustrations/features of Highly Effective Practice) Primary Drivers (QI themes) Change Ideas AIM Priority 1&2 Consolidate HOTs, depth, Challenge and pupil led Learning through self-evaluation And bespoke CLPL 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 1.3 Developing a shared vision Teacher led self-evaluation Clear attainment data S1-S6 (Literacy & Numeracy) Introduce tracking system Priority 1 85% of S3 achieved level 3 in Literacy and Numeracy. 40% of S3 achieved level 4 in writing. Comprehensive tracking system Develop targeted intervention SRA, SEAL, SIMD3 (S1-S4) QA Calendar including Pupil Voice Parents views Feedback from partners SCE Sept Dec triangulated with pupil voice and L&T DMs Faculty IPs on 365 QA calendar for SLT 30% of S4 gain 5@5 60% of S5 gain 1@6 25% of S5 gain 3@6 2.3 Learning and engagement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning Collegiate learning culture Priority 2 SCE with next steps and CLPL Implement 1 in 5 top tips To raise attainment in S4 within SIMD 3 to an average tariff score above 275 by August 2017 Introduce assessment and moderation in writing in almost all subjects S1-S3 Clear focus on depth, challenge Pupil led learning, AiFL Robust assessment and moderation 3.2 Attainment in literacy and numeracy 3.2 Equity for all learners 3.2 Attainment over time Write and implement assessment and Moderation procedure for all faculties.
Secondary Drivers (Illustrations/features of Highly Effective Practice) Primary Drivers (QI themes) Change Ideas AIM Priority 2 Breakfast Club in partnership with Sainsbury s Measures in place to identify the gap S1 S4. All staff aware of where the gap is and plans in place in all faculties Assessment of need audit SIMD/Lit & Num/ASN/CfE levels all tracked Effectiveness of Pathway 1-4 interventions tracked 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 1.3 Developing a shared vision At Risk and Bridging the Gap groups set up S1-4 Assessment of need Personalised interventions Priority 2 60% of SIMD 1-3 achieve Level 4 in Literacy and in Numeracy by the end of S3 (May 2018) Cultural capital / rich curriculum / wider achievement Mental toughness (G mindset, motivation, grit etc) Response to failure (culture) Pupil led learning High quality feedback Differentiation 50 things to do before 15 wider achievement project. 2.3 Learning and engagement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning All pupils in SIMD 1-3 will have a certificated Wider Achievement award by the end of S3 (May 2018) Assertive mentoring in S4 for BtG group To raise attainment in S4 within SIMD 3 to an average tariff score above 300 by August 2018 Implement findings from; 1 in 5 Mental Toughness Learning without limits TPSR All improvement plans focussed on measures and change ideas to deliver equity QA Calendar planed to collect measures at key stages in the year. 3.2 Attainment in literacy and numeracy 3.2 Equity for all learners 3.2 Attainment over time
Where is our gap? S4 Data from 2015 Numbers 4-7 Mean Comp Tariff Score 1-3 4-7 SIMD 1-3 8-10 8-10 62 34 19 196 290 323 Liberton HS Rank City of Edinburgh 19/23 225 9/23 280 13/23 346 950 882 1426 Liberton is 17/23 based on mean SIMD Based on average tariff points for best five qualifications
SIMD 1-3 S4 Data from 2015 Number of pupils in SIMD area Mean Comp tariff score SIMD 1 2 3 Total 1 2 3 Mean Liberton HS 14 8 40 62 204 234 185 196 Rank 14/23 12/23 20/23 City of Edinburgh 423 223 310 950 217 215 240 225 Our gap lies in SIMD 3
Who are we talking about from last year? List of names Who are we talking about this year? List of names Who are we talking about next year? List of names
Attainment vs Deprivation Comp Tariff Points 400 Mean tariff points of 340 in each SIMD 300 200 SIMD 1 -10
Secondary Drivers (Illustrations/features of Highly Effective Practice) Primary Drivers (QI themes) Change Ideas AIM Priority 2 Breakfast Club in partnership with Morrisons Measures in place to identify the gap S1 S4. All staff aware of where the gap is and plans in place in all faculties Assessment of need audit SIMD/Lit & Num/ASN/CfE levels all tracked Effectiveness of Pathway 1-4 interventions tracked 1.1 Analysis and evaluation of intelligence and data 1.2 Children and young people leading learning 1.3 Strategic planning for continuous improvement 1.3 Developing a shared vision At Risk and Bridging the Gap groups set up S1-4 Assessment of need Personalised interventions Personalised pathways - SCQF Priority 2 60% of SIMD 1-3 achieve Level 4 in Literacy and in Numeracy by the end of S3 (May 2018) Cultural capital / rich curriculum / wider achievement Mental toughness (G mindset, motivation, grit etc) Response to failure (culture) Pupil led learning High quality feedback Differentiation 2.3 Learning and engagement 2.3 Quality of teaching 2.3 Effective use of assessment 2.3 Planning, tracking and monitoring 2.4 Targeted & universal support 2.4 Removal of potential barriers to learning 50 things to do before 15 wider achievement project. All pupils in SIMD 1-3 will have a certificated Wider Achievement award by the end of S3 (May 2018) Assertive mentoring in S4 for BtG group To raise attainment in S4 within SIMD 3 to an average tariff score above 300 by August 2018 Implement findings from; 1 in 5 Mental Toughness Learning without limits TPSR All improvement plans focussed on measures and change ideas to deliver equity QA Calendar planed to collect measures at key stages in the year. 3.2 Attainment in literacy and numeracy 3.2 Equity for all learners 3.2 Attainment over time
SIMD 1-3 S4 Data from 2016 Number of pupils in SIMD area Mean Comp tariff score SIMD 1 2 3 Total 1 2 3 Mean Liberton HS 8 4 39 51 224 294 232 236 Improvement from 2015 + 20 + 60 + 47 Rank 7/23 3/23 12/23 City of Edinburgh 423 223 310 950 229 245 260 244 Mean tariff score for SIMD 3 for 2017 = 232 Our gap remains in SIMD 3
Challenge Questions Are all staff clear about what raised attainment looks like in terms of data? Are all staff clear about what closing the gap looks like in terms of data? To what extend does rich data inform your improvement planning? How confident are staff about making judgements about the success of a change in approach?
