Docstoc

ISP Focusing Audit – Document 1

Document Sample
ISP Focusing Audit – Document 1 Powered By Docstoc
					    Document 3 - Guidance on Writing the RAP and Blank RAP Proforma




                                                                                                  TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Guidance on writing and reviewing RAP

Induction to the RAP

A RAP is a focused document that describes how the use of additional resources linked to
specific actions (processes) will raise attainment and accelerate progress.

The structure of such a document is consistent with conventional school improvement
plans in that it has clear objectives linked to success criteria. Each success criterion is
measurable and lists the appropriate evaluation tool to be used to measure change and
determine success. The arrangement s for monitoring the work of the plan are detailed
and set out an expectation that the activities required to achieve the objectives have been
carried out within the timescale identified.

The plan should be constructed with the following principles in mind:

   The success criteria relate to the outcomes of the action, not the quality of the action.

   The success criteria should be set form the objectives, not the actions.

   The success criteria must be measurable and therefore care must be taken to select
    the correct evaluation tool that can measure quantitatively or qualitatively.

   The actions should define processes, not just specific activities for individuals.

   The arrangements for monitoring should ensure that the processes have taken place
    and that any information is collected at the required time to support the evaluation.

There are two particular features of a RAP that distinguish it from conventional school
improvement plans. The first of these is intensity. RAPs are tightly focused on defining
specific actions that will quickly lead to accelerated progress and gains in attainment. This
requires particular types of actions, which often result in significant changes for the life of
the school. Secondly, the pace within a RAP requires the plan to be well-managed and
the outcomes form it to be sustained by effective leadership.

It is important to recognise that a RAP should be transparent and valid to all who work at
the school and should point to a standard expected of individuals and of teams. It should
provide advance warning of the evidence needed to judge successful implementation.

Finally, a RAP should always contain new and innovative ways of working to respond to
previously intractable situations.
    Document 3 - Guidance on Writing the RAP and Blank RAP Proforma




                                                                                                     TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Key Principles

In the ISP, the RAP is the key instrument to drive raising attainment. The focus for
improvement is in the classroom where the targeted action will include:

    Specific improvements in pupil outcomes;
    Developments in teaching and learning strategies;
    Improvements in the implementation of the NLNS;
    Changes to school-wide provision including development of leadership and management.

Writing RAPs

RAPs include:

    Specific, unambiguous targets related to children’s learning. progress and attainment;
    A limited number of goals and actions linked to the target in order to be achievable;
    Success criteria that are linked to and clarify the targets (identifying what exactly you are
     trying to achieve);
    Success criteria that are the means for evaluating the outcomes and benchmarks for
     development. It is important that the criteria specify the minimum standards expected over
     the phase of the RAP (although the school may aspire to a higher outcome);
    The monitoring arrangements, the timescale and who is to be involved.

Monitoring and evaluating the RAP

    The regular half-termly RAP review meeting s the formal mechanism to review the RAP.
    Ongoing progress checks will be part of the consultants’ work in schools.
    Evaluation needs to focus on the impact of the actions, not just the fact that the action is
     completed.
    Where there are concerns about impact it is important to ask for evidence of impact and
     ask challenging questions. The LAI and ISP consultant may need to act together
     relentlessly to challenge the impact in schools where the ISP is less well-established.
    LEA quality assurance mechanisms are needed to maintain a consistent approach to the
     ISP across schools and by LEA personnel.

Building sustainability

RAPs can contribute to building sustainability by:

    Establishing the process of the RAP and its review as routine and reliable;
    Ensuring that all staff and children are included in the Rap cycle of audit, setting targets,
     actions and evaluation;
    Making sure that the RAP is ‘visible’;
    Clarifying through the targets the expectation that all pupils can achieve higher standards
     and that the failure of any one pupil is unacceptable;
    Using the success criteria to show how all staff and children are involved;
    Indicating a wide range of evidence to be used in the evaluations (eg IDPs, children’s
     assessment against their targets, notes from PDMs, etc);
    Involving a wider range of personnel in the monitoring (coordinators, teacher’s peer
     coaches, pupils etc).

The RAP is the short-term operational plan to raise standards in Literacy and Numeracy
through improving teaching and learning, the conditions for learning and the school as a
professional learning community. It feeds into and is part of the longer-term and more
widespread SDP or Ofsted action plan.
                                                                    RAP Proforma
Intensifying Support Programme: Raising Attainment Plan




                                                                                                                                                          TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Priority 1: Raising attainment and accelerating    Priority Target: To ensure that by 20.... the          Priority Coordinator
progress                                           percentage of children achieving Level 4 and
                                                   above is .... % in English and .... % in Mathematics
                                                                                  Evidence (to assess
                                                        Success Criteria              achievement of      Evaluation and monitoring
       Objectives            Actions (Processes)                                                                                      Resources (Input)
                                                          (Outcomes)               objectives/success        strategies(Outputs)
                                                                                          criteria
                                                                     RAP Proforma
Intensifying Support Programme: Raising Attainment Plan




                                                                                                                                                       TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Priority 2: To improve the quality of teaching and   Priority Target: To ensure that the quality of       Priority Coordinator
learning                                             teaching is improved and expectations are raised
                                                     so that children make satisfactory or better
                                                     progress in relation to the targets set
                                                                                    Evidence (to assess
                                                          Success Criteria            achievement of        Evaluation Tools and
       Objectives            Actions (Processes)                                                                                   Resources (Input)
                                                            (Outcomes)               objectives/success          Time Line
                                                                                           criteria
                                                                     RAP Proforma
Intensifying Support Programme: Raising Attainment Plan




                                                                                                                                                         TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Priority 3: To improve the quality of teaching and   Priority Target: To ensure that the quality of         Priority Coordinator
learning                                             teaching is improved and expectations are raised
                                                     so that children make satisfactory or better
                                                     progress in relation to the targets set
                                                          Success Criteria        Monitoring Arrangements     Evaluation Tools and
       Objectives            Actions (Processes)                                                                                     Resources (Input)
                                                            (Outcomes)                    (Outputs)                Time Line
                                                                      RAP Proforma
Intensifying Support Programme: Raising Attainment Plan




                                                                                                                                                              TRAFFORD INTENSIFYING SUPPORT PROGRAMME
Priority 4: To develop the school as a sustainable   Priority Target: The leadership of English and           Priority Coordinator
learning community                                   Mathematics leads to and sustains higher
                                                     standards
                                                                                   Evidence (to assess
                                                          Success Criteria                                    Evaluation and monitoring
       Objectives            Actions (Processes)                                     achievement of                                       Resources (Input)
                                                            (Outcomes)                                          strategies (Outputs)
                                                                                objective/success criteria)

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:3
posted:8/25/2011
language:English
pages:6