Tel No. 057 8648334 Roll No. 20118L email address: clonasleens @eircom.net Website: clonasleens.

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Scoil Bhrde, Cluain na Sl, Co. Laoise.

Principal: John OSullivan

DeputyPrincipal: Siobhn ODonoghue

School Self Evaluation Report Literacy Introduction

First Meeting held as part of our Croke Park Hours on 17/11/11 and the process has been a live issue at the school since that date. Pathway to our Plan regarding the re-energising of Literacy standards at Scoil Bhrde was plotted and pieced together. A) School Profile B) Staff Opinions and Identification of areas both of strength and those in need of further development. C) Gathering Information and Analysis of findings (i) Standardised Tests (Micra T) (ii) Parental Input (Questionnaires ) (iii) Pupil Input (Questionnaires) D) Confirmation of Standards E) School Improvement Plan (i) Aims General Aspirations Specific Targets (ii) Strategies and Tactical Approach. 1. Spelling Standards 2. Higher Order of Comprehension Strategies 3. Standard of Creative Writing F) Monitor/Evaluate/Review (i) Success Criteria and Measurable Outcomes (ii) Progress made on previously identified targets (iii) Persons Responsible and Timeframe for Actions

A) School Profile:
Rural, -catchment area extends beyond the boundaries of a small, country village into the rural hinterland of St. Manmans Parish, Clonaslee, Co. Laois. Large-scale extension project 2006-2007. The school is in a fortunate position regarding the presence of a well stocked and digitally tracked Central Library system, whilst also boasting extensive IT Resources throughout the building. A smaller selection of Library Books are housed in each Classroom. Each classroom has its own Laptop, IWB and Desktop Computer + Printer. Our IT Suite houses 23 individual workstations with an overflow of 3 more next door in the Staffroom. Enrolment is mixed/vertical from Junior Infants up to Sixth Class. (Average Enrolment 120 130)

Current Staffing 2012-2013. Teaching Principal 5 Mainstream Teachers 1 Learning Support Teacher 1 Shared Resource Teacher (Base School : SBC) 1 Full Time SNA to 3:00pm 1 Full Time SNA to 2:00pm 1 Part-Time SNA (16 Hrs)

Standardised Tests pursued Micra T (S. Infants to 6th Class) Sigma T (1st Class to 6th Class) *Note: Since the School-Year 2011-2012, we administer NRIT to 3rd and 5th Classes during the month of November. Scores are tabulated and comparisons made with attainments reached in Micra-T.

B) Staff Opinions and Identification of areas both of Strength,- and those in need of Further Development.
Through a thorough observation of our work and in-depth examination of pupil copy books etc, we have concluded that in all classes the pupils portray a solid grasp of grammar, write competently in a variety of genres and in general terms have neat, legible handwriting .Standards of Reading reflect National norms and mirror the standard bell curve with a large percentage of our readers portraying average/solid reading ability. Smaller percentages are observed at the higher and lower ends of the reading proficiency scale. However Teachers have reported concerns in the following areas: (i) Spelling standards in general written activities aside from the normal, weekly tests tend to betray carelessness and a lack of focus. Sometimes the challenge of providing a lengthy piece of written work throws the child somewhat and he/she makes spelling mistakes not normally evident in his/her weekly exercises/tests.

(ii) Standards of Comprehension beyond the normal straightforward tasks evidently pose more problems for the average child. A large percentage of pupils seem either unable or reluctant to think outside the box or read between the lines when given an assignment other than the basic recall exercise. Although part of the difficulty may lie in the childs own reluctance to think more deeply, we must also assume that some pupils may not possess the necessary skills required to ponder more thoroughly the material they are presented with. (iii) In general, all of our pupils have reached acceptable proficiency levels across a wide variety of written genres. However, Teachers reported that a larger number of children than we would be satisfied with are displaying a distinct lack of imagination and structure in what they present on paper. Among the Average to Low Average group of children, difficulties tend to arise where thought processes need to be first stimulated and then organised so that a meaningful piece of written work may follow. Teachers lessons in Literacy cater for many different learning abilities / styles and incorporate a variety of methodologies. Most pupils appear confident and motivated in their learning. All teaching is guided with reference to the Assessment Processes in place at the school. Our staff are very pro-active in using ICT across all strands of the Literacy Programme and are more than willing to further explore this area in the future. We continue to pursue a stated 2

objective that pupils would be enabled to independently use and apply ICT skills across the full Literacy Curriculum. Teachers will continue to enhance / develop their professional skills and confidence in Digital Literacy in order to provide pupils with appropriate opportunities for learning.

c) Gathering Information and Analysis of Findings.

(i) Standardised Tests (Micra-T) During the week of 17/11/11 to 24/11/11 the School Secretary gathered all the Micra T Test Scores for the years 2009, 2010 and 2011. Those scores were uploaded onto the PDST Website and a graphical portfolio of charts, tables and spreadsheets was produced. The staff analysed the results on two fronts: a) In relation to National Norms. b) In relation to the Schools own performance year on year. Note: Class Teachers themselves gather and record each childs individual performance year on year. By the time any one child reaches Sixth Class, the Senior Class Teacher is in a position to analyse a 5/6 year Summary of each individuals accomplishments. Those summaries are usually prepared by the School Secretary in October of every school-year and are kept in the Administrative Filing Cabinet. In analysing our Micra-T Scores, the staff decided to present the Data in the manner manifested on the following pages. Such presentation makes the comparative process more effective and salient. Based on our in-depth study of the information assembled, the staff have made the following conclusions:...
1) We are quite happy to recognise that we appear to be performing slightly better than Normal Distribution Figures and have noted an overall marked improvement from a Whole-School standpoint through the years 2009-2011. 2) We ve also taken note of the fact that our strength is especially noticeable at the lower end of performance, where we have less children struggling below the 16th Percentile than Normal Distribution Figures would portray. 3) While we appear to be on a par with Normal Distribution Figures for excellent performances above the 98th Percentile, we are also happy to note that we again exceed the Norms for scores between the 85th to 98th Percentile Range. 4) We recognise that most of the dynamic on our scores will fall into that mid-table section where children return Stens of 4/5//6. We would hope to at least maintain these performance levels whilst also endeavouring to push more children forward towards a higher plain. 5) Our record for scores above the 85th Percentile shows that we are outperforming those below the 16th Percentile each year. (2009 19% vs 11%) (2010 27% vs 9%) (2011 19% vs 9%) Therefore, we have significantly more pupils performing in the top Percentile Range than those in the lowest Percentile Range each year. 6) Scores in the 51st to 84th Percentile Range have shown growth each year 2009 (33%) through 2010 (36%) to 2011 (42%). Interestingly, scores in the 17th to 50th Percentile Range have shown corresponding decreases 2009 (37%) through 2010 (28%) before levelling off in 2011 (30%). This would suggest improvement and movement from the 17th to 50th PR into the 51st to 84th PR during those years.

Micra T 2009

Micra T 2010

Micra T 2011

Micra T 2009

Micra T 2010

Micra T 2011

Micra T 2009

Micra T 2010

Micra T 2011

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Micra T 2010

Micra T 2011

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Micra T 2010

Micra T 2011

Micra T 2009

Micra T 2010

Micra T 2011

(ii) Parental Input: On 13/3/13 the school circulated a Questionnaire to all parents in an attempt to ascertain their own perspectives and opinions regarding the teaching and learning of Literacy/Reading/Writing/Language at Scoil Bhride. (See Appendix .3.) When all the completed Questionnaires were returned to us, the staff carried out a detailed analysis of the information gathered. After much deliberation and reflection we have listed our conclusions below a) Perceived Strengths Parents have a very positive opinion both of the Teachers and the quality of instruction provided at the school. Parents are most impressed with and appreciative of the wide variety of resources available to their children at Scoil Bhrde. Parents appear to the taking an active interest/role in their ch ilds learning experiences. b) Areas in need of Development A small number of parents are under the false impression that P-T Meetings are limited to once a year. We therefore need to clarify that they are welcome to make an appointment to meet with us at any time to discuss/address whatever issue is preying on their mind. In truth, we are a little incredulous of this and constantly remind our Parent Body via text, the School Website and official notice that P-T Meetings can be arranged at either the Parents or Teachers behest at any time. Although almost all families attest to having a wide variety of books that their child can read in the home,- and we here at Scoil Bhrde provide large stocks in both our Class and Central Libraries,- very few children are actually brought to the Local Library by their parents. The Library in Clonaslee closed in 2011 so the only facilities in the immediate locality are to be found in Mountmellick and Tullamore. The absence of a library in our own village places the children at an immediate disadvantage in this regard. However, our staff have taken an active role in promoting an awareness of both public libraries in the area and the services they provide. It is our intention to further develop links with Mountmellick and Tullamore Libraries over the coming months/years. Some concerns have been aired regarding the quality of childrens Handwriting. We already pursue an extensive Handwriting Policy at the School and operate many motivational incentives. However, we now intend to carry out an immediate appraisal/review of the full Handwriting Programme.

Responses from our survey show general satisfaction among our Parent body regarding the work we do across the full Literacy Curriculum. Opinions received from parents in relation to the standards our pupils currently achieve directly correspond with the concrete evidence gleaned from our analysis of the Standardised Test Scores. (iii) Pupil Input In April 2013 we circulated a Questionnaire among 1st, 3rd and 5th Class pupils. (Appendix 4) Those in the younger classes were aided in completion of same by our Learning Support and Resource Teachers, along with some welcome co-operation from our Sixth Class. The pupils were very eager to carry out this exercise for us and, as a whole, responses were very positive. (Appendix 5) After an in-depth analysis of the results, the staff wish to note the following: Pupils report having wide access to a variety of books/reading material both at home and in school. 10

They regularly use the Library and IT facilities at Scoil Bhrde to further enhance their literacy skills and are obviously very enthusiastic about utilising the unique resources available to them here at SBC. An over reliance on sounding out difficult words and looking at the picture for clues,rather than using higher order strategies to decode/decipher them has been noted. Already, Teachers are developing key approaches such as reading back or reading on in order to combat this over-reliance and the habit some pupils have of simply skipping or giving up on difficult words. Extensive lists of sight-words taken from noted programmes such as those assembled by both Dolch and Fry, are prepared in each classroom and pupils work through these continually throughout the school-year, thereby creating a bank of words that require far more than simply sounding them out or reverting to a phonetic approach. Given that a larger percentage of pupils than we would be comfortable with report that they would either move on/ignore a word they dont particularly understand or ask someone else for its meaning, the staff are committed to promoting more Reference and Dictionary-work within their own classrooms. The vast majority of children in the older classes have become independent readers and relate that the bulk of their reading has become silent rather than oral. Whilst accepted as a natural progression we would still like to encourage more oral or even shared reading among this group,-particularly at home with their parents. With this in mind, each teacher has resolved to prepare a prompt index for parents which lists many varied strategies for promoting oral reading among children at home. The obvious key is that parents would maintain an active role in both listening to and/or sharing the reading experience in this regard.

D) Confirmation of Standards
We at Scoil Bhrde would consider ourselves to be comfortably operating in the Average to Slightly Above Average Category of National Literacy Standards. We feel that we are doing reasonably well in the area of Literacy, but are confident that we can still address the areas identified as needing further development which are noted in Section .B. of this Document.

E) School Improvement Plan

i) Aims General Aspirations Specific Targets ii) Strategies and Tactical Approach 1. Spelling Standards 2. Higher Order Comprehension Strategies 3. Standard of Creative Writing
i) Aims General Aspirations

1) To foster amongst all our pupils a genuine enjoyment and love of reading. 2) To enhance each pupils ability to communicate more effectively through Oral and Written Language. 3) To promote a recognition of the importance of Oral and Written Language in all its forms. 4) To develop an increased awareness of the importance of Digital Literacy and to provide opportunities for our pupils to experience and explore this particular branch of the Curriculum more thoroughly. 11

Specific Targets 1) To develop cognitive ability and enhance the capacity of each child to clarify thinking processes through Reading, Writing and Oral Language. 2) To maintain and improve upon the standards we have already set with particular reference to performances in the Mid Percentile Ranges.ie. 17th to 50th PR and 51st to 84th PR. 3) To attempt to reduce further the numbers of children we have performing at or below the 16th Percentile.
ii) Strategies and Tactical Approach

1) Spelling Standards a) Pre-Spelling activities are carried out in our Infant Classes. Letter sounds/blends are introduced in a fun and interactive manner. The methodology used is founded upon the Onset and Rhyme technique. Our Teachers use both the Jolly Phonics and Sounds in Action (Folens) programmes to lay the foundation for future success in Phonics, Spelling and Reading. We continue to use the Sounds in Action programme up to and including Third Class. It is a matter for the individual Teacher in First/Second Class as to whether or not we persist with the Jolly Phonics scheme on a whole-class basis during those particular years. However, we do find the programme very useful for children of all ages in the Resource and Learning Support areas. b) Formal Spellings are introduced from First Class upwards through the school. Throughout these years, the children will be given lists of Spellings to learn and they will be tested on same at the end of every week. At Scoil Bhrde, we follow the My Spelling Workbook Programme which is produced by Prim-Ed Publishing. A multi-sensory, phonetic approach is pursued using the Look; Say; Trace; Cover; Write; Check method. An instructional guide regarding how to co nduct this approach at home is provided for all parents by each Class Teacher at the beginning of every school year and is re-inforced at the annual Parent-Teacher Meetings held in midFebruary. (This same approach is also outlined/explained on the inside front cover of each pupils own class workbook.) The associated interactive CD that accompanies every class level further enhances the learning experience by presenting activities in an exciting childcentred fashion. c) Spelling Tests are administered at the end of every week. Individual scores are recorded and progress monitored by each Class Teacher. Mixed-ability groups are put together as Spelling Teams in each of the classes First to Sixth. Team scores are registered/displayed on a chart in the classroom. Competitions are run on a termly basis. ie. Halloween; Christmas; Easter; Summer. Teams are changed around at the beginning of each new term so that a fresh start is made with the commencement of every new competition. It is hoped that this competitive element, conducted in part from a team perspective, would motivate the children into making greater efforts. d) Teacher-guided methods for Differentiation are provided in each class. Suggested approaches may include the following... Less volume for the less able. ie. Shorter lists of spellings to learn. Alternative lists that would prove slightly easier for the less able child to learn. e) In an effort to give the children ownership of what they learn, the staff at SBC has decided on the following... 12

 Each child from 1st to 3rd Class will choose one personal spelling of their own each night Monday through Thursday so that by Friday they will have 4 of their own words to add to the Test List. The Class Teacher will provide the guidelines/rules that determine the assembly of these personalised lists. (ie. No less than letters ; No more than letters; Source; Difficulty etc) In 4th, 5th and 6th Class we will be encouraging the children to choose two personal spellings each night Monday through Thursday so that by Friday they will have 8 of their own words to add to the Test List. Again, the Class Teacher will outline the parameters /criteria with which each childs personalised list is to conform. Words chosen must be relevant to the learning experience and challenging to the childs own individual ability. Each child will write down the words from his/her own personal list 3 times every night Monday through Thursday as part of the Homework Programme. In the Middle/ Senior Classes (3rd, 4th, 5th and 6th), the Teacher may also consider asking the children to put the words from their own personal lists into sentences on the Thursday night as part of their Homework Schedule.

2) Higher Order Comprehension Strategies We, the staff of Scoil Bhrde, recognise that the teaching of reading needs to include a range of comprehension strategies. Comprehension Strategies can be defined as the mental processes that good readers use to understand text. These strategies need to be explicitly taught. Research has shown that teachers who model and explain effective comprehension strategies help students become strategic readers.

The Reading Puzzle (as cited in Concannon-Gibney & Murphy, 2010, p.128).

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In this model of reading, equal status is given to all components. The puzzle cannot succeed unless all components participate. It acknowledges that reading does not take place in a reading vacuum but is hugely influenced by the personal perspectives and socio-cultural environment of the reader. The Reading Puzzle calls for reading pedagogy at all levels, from the Junior to Senior classroom, to recognise and implement the four segments in a more holistic manner with explicit attention given to the development of comprehension. Students here at Scoil Bhrde need to know what strategies to use, how to apply them, and why they are useful in order to become self-regulated learners. The teacher is the first model of these skills for the developing reader. Strategies are especially important for struggling readers who may not recruit and apply strategies as effectively as other more proficient readers. The more proficient readers can act as model in a paired reading context. Reading Comprehension requires complex thinking, specific strategies, and motivated reading. Just like other reading skills, comprehension takes years to become fluent and automatic. Therefore a school-wide approach to the explicit teaching of specific strategies is necessary from the early years right through the pupils primary schooling.

What do we aim to teach?

The diagram below illustrates the 3 levels of comprehension, ranging from the lower order literal type to the higher order evaluative type.

It is envisaged that we take an annual cyclical approach to the explicit modelling and explaining of each of the strategies beginning with the lower level literal type. Model 1 Term 1 Literal Term 2 Inferential Term 3 Evaluative 14

Model 2 When following Building Bridges of Understanding the strategies are as follows: 1. Prediction, (September) 2. Visualisation, (October) 3. Making Connections, (November) 4. Questioning, (December) 5. Monitoring Comprehension Clarifying, (January) 6. Monitoring Comprehension Declunking, (February) 7. Determining Importance, (March) 8. Inference, (April) 9. Synthesis, (May). At Scoil Bhrde, we have decided to pursue Model 2 as and from September 2013. It is also the intention of the staff to intertwine the strategies most suited to non-fiction reading with other subject areas e.g. SESE where the text lends itself to certain specific strategies. For example, strategies such as skimming and scanning, comparing, determining importance, synthesising and summarising and paraphrasing can all be demonstrated and explained effectively through the use of various non-fiction texts. In this way the pupils mastery of these strategies is greatly enhanced via a wide range of text genres.

How do we aim to teach comprehension?

Initially all strategies are taught individually using a shared text to provide an interesting and authentic context. The teacher guides and assists students as they learn how and when to apply the strategies. In the early stages this is achieved through explicit instruction with much guidance from the teacher. However, the long-term goal is that children will be enabled to apply the strategies independently to suit their purposes as they encounter a range of text genres. Children are enabled to achieve this through a gradual release of responsibility as outlined below.

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Model for teaching Comprehension Strategies

Before starting a reading lesson the teacher plans for comprehension through considering the following questions:

Think Aloud is the technique which allows the teacher to make implicit thinking process explicit for pupils, allowing them to improve their comprehension by understanding how and why a reader uses certain strategies. Using think aloud the teacher reads a passage, stopping periodically to unlock his/her brain for the pupils by verbalising what is going on in his/her head as they apply a strategy. Think aloud is most effective when used as part of a Read Aloud session.

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Steps for using Think Aloud: 1. Select appropriate text for the strategy. 2. Review the reading and decide where to stop, to explicitly explain your thinking process. 3. Before reading, identify the strategy you will use to the class. Clearly explain what the strategy is and why it is useful. This will allow the pupils to more easily identify the strategy when you use it. 4. Read the passage and model the identified strategy using Think Aloud. 5. After the Read Aloud session, identify the strategy and discuss how it was used. Conduct a debriefing session allowing pupils to review where the strategy was used and how it was useful at that particular point. 3) Standard of Creative Writing. a) At Scoil Bhrde, we endeavour to expose our pupils to the various different genres and styles of text/writing as listed below:... * Discussion * Report * Recount * Poetry *Narrative *Explanation *Procedural *Persuasive

We also provide the framework to analyse these text-types so that the children may then be encouraged to develop such styles in their own Creative Writing. Although we consult numerous sources in these areas, the staff have expressed preference for making particular reference to the programmes specified below: Exercise Your English (Edco) Reasons to Write (Edco) Teaching Writing Skills (Prim-Ed) b) From September 2013, each child from Senior Infants up to Sixth Class shall write into his/her own Free- Writing Copy every single day. The purpose of this initiative is to provide the pupils with an opportunity to express themselves freely and without the fear or apprehension of being judged. As such, the Teachers will not correct this work they will simply read and stamp it for the child. We would hope that such an exercise promotes confidence among all the children and that their powers of communication would be enhanced over time. The staff have decided to devote the last 15 minutes before Homework/Tidy-up time at the end of every day as being the best time to set aside for this activity. The only precondition the Teachers shall employ will be to instruct each individual child to choose an alternative idea/stimulus from the Class Brain-Storming Card/Chart on the different days of the week. This one prerequisite ensures variety in the finished product. Each Class/Teacher shall come up with their own Brain Storm Card/Chart at the beginning of the new school year. The Chart will be displayed in the Classroom and the corresponding Card will be reproduced and laminated on an A4 sheet. It shall then be inserted into the back of the childs own Spelling Workbook for easy reference/access. An example of such a card/chart is shown below. 17

Interview with a Star

Recipe Film/Book Review

Crossword Design

T.V Schedule

e-Mail

Poem

Quiz Free Writing Copy Postcard Freedom of Expression Wordsearch Design

Story

Text Message

Letter

Menu

Shopping List

Jokes

Diary Entry: Self Someone in the News

Newspaper Headline & Article

Greeting Cards

An Advertisment

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c) At Scoil Bhrde we wholeheartedly acknowledge the need for guided Self-Assessment, as

an essential component of the writing process. At the beginning of every new school year, each Class/Teacher will piece together a Good Writers Checklist which will form the basic tool for self-evaluating any piece of writing carried out throughout the rest of the year. A chart-size copy of this checklist is constantly displayed in the classroom and referred to by both pupils and Teacher. An A4 copy of same is kept on the reverse side of the Free -Writing Brain Storm Card already mentioned in Section 3 (b). (This is laminated and kept in the childs Spelling Workbook.) Teachers will regularly ask pupils to take out this card and use the hints/suggestions contained therein to appraise their own work. The children are thereby afforded the opportunity to subconsciously plan an edit and redraft of the piece of writing. d) Constructive Feedback is facilitated from Second Class onwards by splitting each class up into Writing Partners who then engage in a Pair Review exercise. Every effort is made to pair a child of Middle/Average ability with another child of either Low or High ability. (ie Middle Low and Middle-High Pairs). Children are encouraged to read their own work to their partner before then swapping journals/copies so each can silently read and appraise the others work. Pairs can then engage in a brief discussion as to how eachothers work might be improved upon for re-drafting. By the time any-one pupil sits down to edit and redraft an earlier piece of work, he/she may now do so backed up by a wealth of knowledge and information gained through Self-Evaluation and the Pair Review. e) Great fuss and attention will be afforded each childs own Creative Writing Copy. Those copies are only to contain final re-drafts ie. the childs very best efforts on any particular topic / genre. (First drafts etc can be done elsewhere eg Exercise Copies or a dedicated First Edition Copy) All Creative Writing Copies will be stored in a visibly prominent place in the classroom and the collection itself will be treated almost like a Class Treasure. Teachers will foster great pride amongst the pupils regarding their own unique anthology of writings. To that end, Teachers may even consider storing copies in a Treasure Chest which is then exhibited in a pronounced and eye-catching area of the classroom. f) In a further attempt at fostering individual and collective pride in the childrens work, each Teacher will display samples of work in prominent positions both in the Classroom and on School Notice Boards on an ongoing basis. Displays will be altered and reorganised on a regular basis as an additional motivational strategy.

g) At the end of every term, each class will produce their own Official Book of Creative Writings. The book will contain a sample of writing from every child in the class. The child himself/herself will choose what he/she considers his/her own best work over that period of time and then re-draft it onto the special pages provided by Teacher. All individual contributions to the book will be Handwritten. When complete, the books will assume pride of place in each classroom and will greatly contribute to the growing confidence and self-esteem among all pupils. It is up to each individual Teacher to decide if they wish to produce a Class Book of Creative Writings every month as opposed to doing so at the end of every term. However, it is School Policy that the Book be put together at the end of term at the very least. (ie. Halloween, Christmas, Easter, Summer)

G) Monitor/Evaluate/Review

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The area of the Literacy Programme weve chosen to implement from September 2013 is to formally instruct the children in the use of the 9 Comprehension Strategies outlined in Section E.2. of this School Improvement Plan. In doing so, we will be following the Building Bridges of Understanding Programme. (i.) Success Criteria and Measurable Outcomes: Children will begin to demonstrate observable improvements..... To identify and describe what strategy theyre using; how to use it; explain why it is useful; outline when its best to implement that particular strategy. (Each Class Teacher will prepare a checklist in this regard as part of the termly report on progress made c.f. Appendix .9.) To master each strategy via a wide range of text genres suitably chosen from recommended lists by each Class Teacher. To become purposeful, active, self-regulated readers who are in control of their own Reading Comprehension. (ii.) Progress made on Previously Identified Targets: In general terms we will continue to analyse our Micra-T scores on two fronts. a) In relation to National Norms b) In relation to the Schools own performance year on year. In doing so, we plan to address points 1-6 noted at Section .C. Gathering Information and Analysis of Findings and also parts 1-3 noted at Section .E. School Improvement Plan. These points will be addressed in the immediate aftermath of scores being gathered and charted in June each year. (See Appendix .10. for a report on how our scores for 2012 measured up to our analysis and the aims weve set out in Section .E. Specific Targets) In October of every School Year, our School Secretary prints off a Summary of each individual childs standardised Test Scores in advance of Official P-T Meetings. These summaries are analysed by Class Teachers on an ongoing basis and help us to track any unusual dips/rises in performance. (See Appendix .11. for a full, class by class, summary/comparison of each pupils performances during his/her time spent with us at SBC) From May 2013, the staff have decided to specifically select groups of Tracker Children based on attainment reached in the most recent Micra-T Tests . One child from the following 4 levels in each class to be selected and assessed using the Drumcondra Primary Reading TestRevised. Standard Score 110-119 (Sten 7 / 8) High Average Standard Score 100-109 (Sten 6 /7 ) Solid Average Standard Score 90-99 (Sten 4 / 5) Average Standard Score 80-89 (Sten 3 / 4) Low Average

These four groups represent approximately 82 % of all scores recorded and present the greater opportunity for movement. (either up or down the scale) Particular focus will be directed upon the Reading Comprehension Stens achieved by each Tracker Child in this Test. Monitoring progress will be ongoing by individual Teachers using the May 2013 scores as the baseline for all subsequent conclusions. In 2013, we will choose Tracker Children from 2nd to 4th class (12 children) In 2014, we will test Tracker Children from 2nd to 5th Class. (16 children) For all ensuing years we will test Tracker children from 2nd to 6th Class (20 children)

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Evaluation of progress will take place each May with a review of our approach to follow in June. A brief report on our findings will be drawn up each June. Subsequent planning will be founded upon year on year comparisons. (iii.)Persons Responsible and Timeframe for Actions All Teachers to engage in the Instruction of the 9 Comprehension Strategies as and from September 2013. Teachers to monitor observable improvements over time and to prepare a brief report on the outcomes at Halloween, Christmas, Easter and Summer. (cf .Appendix 9) Yearly analysis of Micra T Scores is to be prepared by Mr. OSullivan and Miss Parkinson before 30th September of each new School Year. Consult the analysis 2009-2011 as our baseline point of reference. Class Teachers to analyse individual pupil summaries of Standardised Test Scores achieved (Micra T). These are prepared in October of every School Year by our School Secretary in advance of upcoming annual P-T Meetings. Tracker Children (Drumcondra Primary Reading Test-Revised) - Chosen by Class Teacher and the Learning Support Teacher . - Tested by the Learning Support Teacher and the Resource Teacher in May. Scores retained in the Staff Room Filing Cabinet amongst all other Tests Results. - Progress evaluated by all Staff. We will consult the initial scores achieved as the baseline reference point for all subsequent tests. - All staff will contribute to the brief report prepared on each Tracker Group in June. (Half Page per group will suffice)

Completed May 2013-05-28

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