This presentation outlines a whole-school approach to monitoring and tracking progress and achievement. It advocates for a systematic approach based on shared vision, values, and aims. Key aspects include planning curriculum to ensure breadth and depth of learning, using a variety of evidence of learning, interrogating data to plan interventions, and engaging in quality improvement processes like moderation and self-evaluation. The goal is to have a manageable, proportionate system that supports learning.

1. Monitoring and Tracking
Progress and Achievement in
the context of 5.1
(appendix 2)
Supporting the development of effective
monitoring and tracking
May 2014
Louise Turnbull – Head Teacher, LVPS
This presentation should be read in conjunction with the following Professional
Learning Resources from Education Scotland:
• Assessing progress and achievement overarching paper
• Monitoring and tracking progress and achievement in the broad general
education
• Taking a closer look at the National Assessment Resource
• Curriculum for Excellence Workgroup on Tackling Bureaucracy

2. Monitoring
and tracking
Vision
Values
Aims
Systematic
Approach
Curriculum
and
Planning
Learning
and
Teaching
Evidence
of
Learning
Interrogation
of
Data
Quality
Improvement
Processes
Moderation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation

3. Systematic
Approach
Systemic whole school system based on shared vision, values and aims
Manageable
Proportionate
Fit for Purpose
Shared understanding of
what you are monitoring
and tracking and for what
purpose.
Shared expectations and
agreement on what to do
with the data collected.
Examples of whole school systems might include:
• Attainment or Tracking meetings
• Identifying highest and lowest 20% in core curricular areas
• Focussing on planned interventions for individuals and
evaluating the impact on learning
• Professional dialogue: pupil-pupil, pupil-teacher, teacher-
teacher, teacher-SMT, teacher-parents

4. Monitoring and tracking
learning experiences to
ensure breadth, depth and
coherence.
Monitoring and tracking
breadth, challenge and
application.
Curriculum
and
Planning
Monitoring and tracking Experiences and Outcomes to ensure breadth and depth of
learning and entitlement to Broad General Education.
•BGE tracking systems – OTWL or own school system.
•Medium term planning meetings between class teacher and member of senior
leadership team.
•Collaborative planning across levels using bundles of E&Os.
Using the significant aspects of learning to monitor and track how much,
how well and rate of progress of individuals.
Ensure progression with a
level as well as across a
line of development.
Flexible, progressive
progression pathways for
curricular areas

5. Learning logs Profiling
Metacognition – Learners
understand their learning
Learning
and
Teaching
Self and peer assessment
Active learning approaches
Dialogue with pupils on their learning
IMPACT ON LEARNING
•What impact have we had?
•How do we know?
Assessment evidence
Wider achievement
Target setting & next steps
Holistic approach to developing the whole child
GIRFEC approach to raising attainment and achievement
Identifying key
features of
effective learning

6. Evidence
of
Learning
Proportionate
Valid
Reliable
Pupil and teacher collected
Related to planned learning
Formative assessment
Summative assessment
Diagnostic assessment
Self assessment
Peer assessment
Teacher assessment
Individual, paired and group work
Pupil work, learning logs, profiling
Range of evidence to show progression in learning
WRITE
DO
MAKE
SAY

7. Clear Rationale based on shared vision and values, principles and practices
papers and design principles.
Interrogation
of
Data
Developing shared
understanding of what
we mean by evidence
and what data to keep
Recording and retaining
evidence of latest and
best to evidence
progress
Analysing and interpreting a range of data to support professional
judgements
Using the data to plan interventions and next steps
Creation of actions plans for individuals
e.g. Adaptive testing, pupil work, observations, reflections on learning
Process of learning not just product

8. Balance of support and challenge
•Professional dialogue and
reflection on learning
•Individual feedback on planning,
practice and curriculum
Focus on IMPACT on pupil learning
Quality
improvement
Processes
Evaluating pupil learning –
focus groups and
discussion of work/
learning/targets
Collective feedback of whole
school strengths and areas for
development.
Professional Dialogue which supports and challenges learning
Processes involving all:
•Classroom observations
•Peer observations
•Learning walks
•Monitoring planning

9. Moderation
Involvement of pupils, parents,
staff and partnerships
•Questionnaires
•Focus groups
•Pupil Council/Parent Council
•Regular dialogue
Assessment and moderation within and across cluster
Support and challenge staff in making judgements about learning, progress within
and achievement of a level.
Use of NAR flow chart to
support moderation
processes
Collegiate working to
moderate and validate
learning

10. Monitoring
and tracking
Vision
Values
Aims
Systematic
Approach
Curriculum
and
Planning
Learning
and
Teaching
Evidence
of
Learning
Interrogation
of
Data
Quality
Improvement
Processes
Moderation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation Self-evaluation Self-evaluation Self-evaluation Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation
Self-evaluation