Top Tips for Middle Leadership Team

Analyse by battery (using Group Report for Teachers);

• How does this year’s intake compare with the national distribution?
• How does it compare with previous years’ intake in school?

Consider the Student profiles.

• How are the group’s verbal and spatial biases spread?
• How might these impact on students’ learning (and progress) across the curriculum?
• What UDL adjustments may be required for this cohort?

Disseminate key data/information to stakeholders to:

• Inform teaching and learning decisions, strategies and interventions.

Look at student profiles.

• Consider context/other evidence where results are not as expected.
• Identify students with discrepancies (between batteries and/or between ability and attainment) and/or those, verbal or spatial biases
• Use GL Data Dashboards and CAT4 and Strategies for Learning to help develop and implement strategies for learning.

Analyse the performance indicators.

• Compare to existing indicators in use. Are there any unexpected differences and why might they exist?
• Would an increase in levels of support and/or attention result in gains?

PT Series, NGRT and PASS customers:

Triangulate CAT4 data with NGRT, PTE, PTM and PASS to develop a rounded view of a learner's ability, attainment and attitudes to learning