Hai's Inspired Goals and Objectives for 'Success Factor' PDF

**Hai's Inspired goals and objectives for 'Success factor'** **SCHOOL:** **Inspired Professional Standard 5 *-*** *Assessment, monitoring and interventions* *'Make accurate and productive use of summative assessment to secure student progress'* **Preamble** - Make use of CAT4 data collected for...

**Hai's Inspired goals and objectives for 'Success factor'** **SCHOOL:** **Inspired Professional Standard 5 *-*** *Assessment, monitoring and interventions* *'Make accurate and productive use of summative assessment to secure student progress'* **Preamble** - Make use of CAT4 data collected for Year 9, with a focus on the quantitative reasoning data to track and improve student's summative achievement in mathematics. To then track students' progress with data collected in-class from placement quizzes, cycle tests, class tests, semester exams throughout the year. To make use CAT4 reports for classroom teachers to group students more effectively when working on collaborative investigation tasks. **Specific:**\ Utilize CAT4 (GL's Cognitive Abilities Test) data, particularly the quantitative reasoning scores, to monitor Year 9 students\' summative mathematics achievement. Leverage in-class data from quizzes, cycle tests, class tests, and semester exams to track ongoing progress. **Measurable:**\ Compare CAT4 quantitative reasoning data with results from class tests and semester exams, ensuring a minimum 10% improvement in students' summative scores over the course of the academic year. **Achievable:**\ Work with classroom teachers to group students effectively using CAT4 reports, focusing on collaboration in tasks to improve understanding and engagement. Implement bi-weekly assessments to measure ongoing progress. **Relevant:**\ The goal directly supports improving student achievement in mathematics through structured assessments and targeted interventions based on data from CAT4 and classroom activities. **Time-Bound:**\ By the end of the academic year, review student progress quarterly (at the end of each term) and implement necessary interventions, aiming for measurable progress in each cycle. This SMART goal focuses on accurate and productive use of assessment data to drive student progress in a measurable and time-bound way. **FACULTY:** **Preamble** - At AIS, students' are initially introduce to the concepts of writing a mathematical IA in the second half of Year 12 and get to complete and submit it toward the end of the first term of Year 13. This is quite a daunting prospect for most students and especially so for standard level students in both AA and AI. I feel there is a need to better introduce the concepts of IA earlier in the lower years, so that students are better prepared to tackle the mathematical rigor and writing skills required to do the research and complete a mathematical project that meets IB requirements and hence get higher scores. My initial focus will be with Year 9 and in particular looking at the second half of May and early June (right after the Checkpoint Exams). We can select questions (or parts of questions) from the bank of question papers from CIE IGCSE Paper 6 'investigation and mathematical modelling' for the extended international mathematics past papers. The questions from these papers are generally guided investigations or mathematical modelling that will have an accompanying CIE mark scheme for ease of Year 9 teachers grading. **Specific:**\ Introduce the concepts and foundational skills for writing a Mathematical Internal Assessment (IA) in Year 9 by incorporating questions from CIE IGCSE Paper 6 on \'investigation and mathematical modelling\' after the Checkpoint Exams (May to early June). This will help prepare students for the mathematical rigor and writing required in Year 12 and 13 for the IB IA. **Measurable:**\ By the end of Year 9, students will complete at least two guided investigation tasks or mathematical modeling exercises from CIE past papers, with 75% of students demonstrating improved problem-solving and writing skills, as measured by teacher assessments using CIE mark schemes. **Achievable:**\ Work collaboratively with Year 9 teachers to select appropriate investigation and modelling questions from CIE Paper 6 past papers and provide clear rubrics for both teachers and students. Ensure that students receive timely feedback on their performance to help them improve. **Relevant:**\ This goal is aligned with the need to better prepare students for the IB IA by introducing them to the relevant concepts earlier, helping them develop the necessary mathematical and writing skills progressively over the years. **Time-Bound:**\ The first introduction of IA-related tasks will occur during the second half of May and early June, with initial assessments completed by the end of the school year. A follow-up review will occur in Year 10 to measure the long-term retention and preparedness of students. This goal ensures that students start building the skills they need for a successful IA early on, easing their transition into Year 12 and improving their performance. **PERSONAL:** **Preamble** - To investigate the possibility of Year 9 students also doing the accompanying GL Progress test in maths (PTM) in the future (in the first term) to set a more accurate baseline. Class teachers can then get access to a more detailed report analysing key dimension of learning and providing a question-by-question breakdown to help identify those students who may need extra support and in which areas. The PTM data collected can be viewed together with the CAT4 data to give a broader picture of students and anticipate their learning needs. **Specific:**\ Investigate the feasibility of implementing the GL Progress Test in Mathematics (PTM) for Year 9 students in the first term to set a more accurate baseline for their mathematical abilities. Utilize the detailed PTM reports to identify areas where students need extra support and integrate this data with CAT4 results for a comprehensive analysis. **Measurable:**\ Determine feasibility by assessing logistics, teacher preparedness, and budget requirements for administering the PTM at the start of Term 1. Aim to analyze PTM data for 100% of Year 9 students and use it to identify at least 15% of students requiring targeted interventions in key mathematical areas. **Achievable:**\ Collaborate with school administration and Year 9 teachers to introduce PTM testing. Provide training on how to interpret PTM reports and integrate them with CAT4 data, ensuring the data can be used effectively to support teaching and intervention planning. **Relevant:**\ This goal supports the school\'s aim of improving student progress in mathematics by providing a more accurate baseline and detailed feedback on learning dimensions, enabling teachers to offer more targeted support from an early stage. **Time-Bound:**\ Conduct initial research and discussions this year of the upcoming academic year, with the goal of implementing the PTM in Year 9 at the start of the first term. Analyze the data and provide reports to class teachers within two weeks of completing the PTM. This goal sets a clear timeline for evaluating the use of the PTM and ensures it is aligned with the school\'s objectives of improving student outcomes in mathematics. Top of Form Bottom of Form