Tracking in Secondary Schools

1
Tracking in Secondary Schools

• Pete Bull
• Senior School Improvement Adviser
• School Improvement Service
• pbull_at_cfbt.com Tel [phone]

2
Tracking 1 How frequently?
B
A

• We plan to collect assessments six times a year
  at the end of every half-term. Progress checks
  will be sent out to parents after each round of
  tracking. One round will produce a report.

• We plan to collect assessments three times a
  year. Progress checks will be sent out to parents
  after each round of tracking. One round will
  produce a report.

or
3
Tracking 2 Targets
B
A

• End of key stage targets are set for all subjects
  at KS3. Suggested targets are provided based on
  core subject targets. Subject leaders produce
  their own targets following baseline assessments.

• End of year targets are set for each year at KS3.
  End of year targets from core subjects are used
  for foundation subjects to ensure rigour of
  assessment.

or
4
Tracking 3 What to collect?
B
A

• We will ask teachers for an assessment of whether
  pupils are on track towards their end of key
  stage target by using
• (on track), (ahead), - (behind target)

• We will ask teachers for an estimate of the
  current level at KS3 and the predicted grade at
  KS4, based on work done so far.

or
5
Tracking 4 What to collect?
B
A

• We will just collect assessments based on
  progress towards targets.

• We will use the opportunity to collect other
  information
• Effort A-D
• Homework A-D
• Classwork A-D
• Motivation A-D
• Behaviour A-D

or
6
Tracking 5 Detail
B
A

• We will ask teachers to enter assessments as
  follows
• KS3 split levels e.g. L4\5
• KS4 split grades e.g. C/D

• We will ask teachers to enter assessments as
  follows
• KS3 Sub-levels
• KS4 whole grades (no splits)

or
7
Tracking 6 Identification
B
A

• We will score pupils according to their
  on-target scores and produce a rank order for
  each year. Those most ahead of targets will be
  rewarded we will intervene with those most
  behind.

• We will score pupils for effort across all their
  subjects and produce a rank order for each year.
  We will reward those at the top and intervene
  with those at the bottom.

or
8
Tracking 7 Progress Reports
B
A

• Parents will receive a grid showing
• Targets
• Current levels / predicted grades
• Whether pupils are on target, ahead of target or
  behind target in each subject.
• Effort

• Parents will receive a grid showing
• Targets
• Whether pupils are on target, ahead of target or
  behind target in each subject.
• Effort

or
9
Tracking 8 Progress Reports
B
A

• The year head receives a full list of assessment
  grades. Copies are sent to subject leaders.
  Tutors receive individual progress check copies
  and class lists of assessment grades. Tutors talk
  to the pupil during registration / tutor period.

• The year head receives a full list of assessment
  grades. Tutors receive individual progress check
  copies. Tutors have time for mentoring the
  pupils.

or
10
Tracking 9 Reports
B
A

• Teachers are not all happy with using ICT so a
  mixture of hand written and word-processed
  comments are produced on pro-forma grids.
  Students collate the reports for tutors.

• Reports are produced using the management
  information system. Comments are entered direct
  or cut and pasted from Word. Comments contain a
  few sentences on progress and some suggestions
  for improvement.

or
11
Tracking 10 Timing of reports
B
A

• Reports are staggered in the second and third
  major terms of the year to avoid overload.

• We feel that reports ought to be produced at the
  end of the year for all students except those in
  year 11 and 13.

or
12
Tracking 8 Administration of Reports
B
A

• Since the workload reform our admin staff proof
  read typed comments entered by staff and follow
  up late staff. There is no collation required.

• Since the workload reform our admin staff enter
  data, photocopy and collate reports. Tutors are
  called on to chase up late staff.

or