IYF TRANSITION PROJECT Transition Project Learning Network Workshop 3 IYF Transition Project

IYF Transition Project

IYF TRANSITION PROJECT

Transition Project Learning Network Workshop 3

LOGIC MODEL: Programme Planning Template

INPUTS OUTPUTSActivities Participation

What we invest

StaffVolunteersTimeMoneyMaterialsEquipmentTechnologygroups oragencieswe work with

What we do

SessionsOutreach

NetworkingTraining

Recruitment

Who we reach

YoungPeopleStaffSessionalWorkersVolunteers

SITUATION

What the short term results are

Learning

AwarenessKnowledgeAttitudesSkillsOpinionsAspirationsMotivations

Action

BehaviorPracticeDecisionsPoliciesSocial action

What the ultimate impact(s) is

Conditions

Social Economic Civic Environmental

OUTCOMES-IMPACTShort Medium Long-term

What the medium term results are

LOGIC MODEL: IYF Transition Project


What we invest

Staff, MoneyTime

KnowledgeLearning Space

What we do

Learning Network LOGIC MODELINGx 3

Site by Site Support x 6

Back Up Support web site

Who we reachStaff in Each site x8

SITUATION


Learning Action


Conditions To have improved the effective transfer of children form primary to post primary education in Ireland



Staff delivering programmes

Deliver pilot models x 4

YP on programmesX 70

Evidence Streams,

Working models,

Resource Bank,

Skills Share,

Have a funded and resourced transfer programme for YP leaving Primary school

SITUATION


What we invest


What we do

Learning Network

Site by Site Support


Who we reach

Staff in Each site

SITUATION


Learning


Action



Conditions




Logic Modeling

Staff in Each siteSessional

System:

System Outputs:

Policy Actual and Emerging:

Young People:

Emerging Practice Framework:

Informing Policy and Practice:


Systems

Pre School

Primary

Post Primary

The free Pre-School Year scheme Under the scheme, all children aged between 3 years 2 months and 4 years 7 months in September of the relevant year are entitled to a free pre-school year of appropriate programme-based activities in the year prior to starting primary school. (2010DCYA)

The primary education sector includes state-funded primary schools, special schools and private primary schools. The state-funded schools include religious schools, non-denominational schools, multi-denominational schools and Gaelscoileanna (Irish-medium schools). Although children are not obliged to attend school until the age of six, almost all children begin school in the September following their fourth birthday. Nearly 40% of four-year-olds and almost all five-year-olds are enrolled in infant classes in primary schools (sometimes called national schools). Primary education consists of an eight year cycle: junior infants, senior infants, and first to sixth classes. Pupils normally transfer to post-primary education at the age of twelve.

The general aims of primary education are:To enable the child to live a full life as a child and to realise his or her potential as a unique individualTo enable the child to develop as a social being through living and co-operating with others and so contribute to the good of societyTo prepare the child for a continuum of learning

The post-primary education sector comprises secondary, vocational, community and comprehensive schools (750). Secondary schools are privately owned and managed. Vocational schools are state-established and administered by Education and Training Boards (ETBs), while community and comprehensive schools are managed by Boards of Management of differing compositions.Post-primary education consists of a three-year Junior Cycle (lower secondary), followed by a two or three year Senior Cycle (upper secondary), depending on whether the optional Transition Year (TY) is taken.Students usually begin the Junior Cycle at age 12. The Junior Certificate examination is taken after three years. The main objective of the Junior Cycle is for students to complete a broad and balanced curriculum, and to develop the knowledge and skills that will enable them to proceed to Senior Cycle education. The Senior Cycle caters for students in the 15 to 18 year age group. It includes an optional Transition Year, which follows immediately after the Junior Cycle. TY provides an opportunity for students to experience a wide range of educational inputs, including work experience, over the course of a year that is free from formal examinations.During the final two years of Senior Cycle students take one of three programmes, each leading to a State Examination: the traditional Leaving Certificate, the Leaving Certificate Vocational Programme (LCVP) or the Leaving Certificate Applied (LCA


Systems Pre School

Primary

Primary Curriculum 1999

Post PrimaryTransition Year 1994LCA 1995

Pre SchoolEarly StartFree Pre school Year, Various funded AP initiatives

Primary

SCP/HSCLNEWBDEIS

Post PrimaryNEWBSCP/HSCLDEIS

YouthReach/CTC


Systems Outputs

Pre School

Primary

Secondary



Systems Outputs

Pre School

Primary

Secondary



Systems Outputs

Pre School

Primary

Secondary


Systems Outputs

Pre School

Primary

Secondary



Systems Outputs

Pre School

Primary

Secondary

1.75% of Total 2.10% of Transfer


Systems Outputs743 School 2004


Systems Outputs


Systems Outputs:

Pre School

Primary

Secondary

Share of 15-year-old pupils who are at level 1 or below of the PISA combined reading literacy scale

Drivers of change


Systems Outputs

Pre School

Primary

Secondary

Drivers of change


Systems Outputs

Pre School

Primary

Secondary


Informing Policy And Practice

.

International studies have found that streaming results in very different educational and social experiences for students attending the same school. Students allocated to lower streams experience very different learning processes, with lower academic demands and less emphasis on the kinds of discussion based approaches which facilitate achievement (Applebee et al., 2003; Oakes, 1990, 2005). As a result of being labelled in this way, many students develop very negative views of their own abilities (Hansell and Karweit, 1983), resulting in some instances in the development of an anti school culture (Lacey, 1970; Hargreaves, 1967).‐

• A significant number of young people make the transition to second level ‐education with literacy levels that make it difficult for them to engage fully with the curriculum (Smyth et al., 2004).

•Student attendance is higher where young people experience positive relations with their teachers and those teachers have high expectations, and where staff are more involved in school decision making (Smyth, 1999).‐ Negative interaction with teachers and peers is also associated with early school leaving (Byrne and Smyth, 2010).

• There is persistent inequality in educational outcomes: young people from working class backgrounds have lower scores on literacy and numeracy tests, ‐achieve lower exam grades at both Junior and Leaving Certificate levels, and are more likely to drop out of school before reaching the Leaving Certificate (Cosgrove et al., 2010; Smyth, 1999; Smyth et al., 2007; Byrne and Smyth, 2010).

• There is a mismatch between the more teacher centred methods ‐used in second level schools and the more active methods which ‐young people find engaging (Smyth et al., 2007, 2011).• The pace of instruction in many second level classrooms does not ‐match student needs (Smyth et al., 2004), with less use of differentiation (that is, tailoring teaching approaches to meet the range of abilities in the class) than desirable in some settings (DES, 2007, 2008).

• The exam focused nature of the system has had the effect of ‐narrowing the range of learning experiences to which young people are exposed and has focused both students and teachers on ‘covering the course’ or ‘teaching to the test’ rather than achieving deeper understanding (Smyth et al., 2007, 2011).


Young People


Young People


Young People


Young People


Young People


Young People


Young People


Young People


Young People


Young People

Summary Almost all 13-year-olds had made the transition to second-level education and were broadly positive about their school. However, important gender and social background differences had emerged in relation to school engagement. Boys had more negative attitudes to school, and were more likely to misbehave at school and to experience negative interactions with their teachers than girls. Those 13-year-olds from professional/managerial, high-income and highly educated households had more positive interaction with teachers, lower levels of misbehaviour and more positive attitudes to school. These gender and social background differences are of policy concern, given the importance of school engagement for longer-term achievement and retention.


Systems Pre School

Primary

Primary Curriculum 1999

Post PrimaryLCA 1995TY 1994

Pre SchoolEarly StartFree Pre school Year, Various funded AP initiatives

Primary

SCP/HSCLNEWBDEIS

Post PrimaryNEWBSCP/HSCLDEIS

YouthReach/CTC

Child and Family Agency

Junior Certificate 2014

Youth AffairsJuvenile Justice

Free Pre school Year, Various funded AP initiatives

Family Support AgencyChild protection and welfare services of the HSENEWBNEWBHSCLSCP Transition Programme


Systems

Transition Programme

Continuity

Supports Engagement

Facilitates Dialogue

Re enforces Behaviour

Connects withFamily

Supports Learning skills

Maintains quality Peer Groups

Connects withSchool System

Adds value &Cost effective Information

KYS Stepping Stones Aisling TRANSFERSOLAS STEP UP CIYTWISE OTRT

LOGIC MODEL: IYF Transition Project


What we invest

Staff, MoneyTime

KnowledgeLearning Space

What we do

Learning Network LOGIC MODELINGx 3

Site by Site Support x 6


Who we reachStaff in Each site x8

SITUATION


Learning Action


Conditions To have improved the effective transfer of children form primary to post primary education in Ireland



Staff delivering programmes

Deliver pilot models x 4

YP on programmesX 70

Evidence Streams,

Working models,

Resource Bank,

Skills Share,

Have a funded and resourced transfer programme for YP leaving Primary school

Response

Results

Evidence

SITUATION


What we invest


What we do

Learning Network

Site by Site Support


Who we reach

Staff in Each site

SITUATION


Learning


Action



Conditions




Logic Modeling

Staff in Each siteSessional

System:

System Outputs:

Policy Actual and Emerging:

Young People:

Emerging Practice Framework:

Informing Policy and Practice:


Policy Actual and EmergingOutcomes for children NEWB “One Plan One Child”

Outcomes for childrenImprovement in Punctuality (A)Improvement in Attendance (A)Reduction in suspensions (A)Reduction in expulsions (A)Improvement in Readiness to learn (P)Improvement in behaviour (P)Reduction in bullying others (P)Reduction in Withdrawn and non-engaged behaviour (P)Improvement in Social interaction with peers/staff (P)Improvement in self-esteem and emotional awareness (P)Improvement in test scores and attainment levelsAttendance at agreed clubs or groups (P)Home Tuition being provided (P)

Access to and use of additional services such as alcohol/drugs services (P)

Successful transition from home to first school place (R)

Transfer from class to class successful (R)Transfer from primary to post primary successful (R)Mainstream education placement secured after an alternative provision (R)

Child moved from mainstream to alternative provision (R)

School place secured for a child who has none (R)Sitting the Junior or Leaving Certificate exams (R)

Other

Time frame4 weeks6 weeks8 weeksTerm16 weeks24 weeks2 Terms1 School YearOne Off

ProviderSchoolHSCLSCPEWOOTHERStudentParent/Carer

AL Alternative Learning Centre


Informing Policy And Practice

There is significant evidence of the need to change junior cycle provision.

For example, a significant number of first-year students do not make progress in English and Mathematics.

A number of second-year students disengage from their learning and in many instances, do not reconnect.

The experience of many third-year students is dominated by preparation for the Junior Certificate examination where the emphasis is on rote learning and on rehearsing questions for the examination.

Minister of Education and skills 2012


Policy Actual and EmergingIn addition to literacy and numeracy skills, there are six other key skills required for successful learning by students across the curriculum and for learning beyond school.

These key skills are:1. Managing myself2. Staying well3. Communicating4. Being creative5. Working with others6. Managing information and thinking.

Managing myself · Knowing myself· Making considered decisions· Setting and achieving personal goals· Being able to reflect on my own learning· Using digital technology to manage myself and my learning

Staying well· Being healthy, physical and active· Being social· Being safe· Being spiritual· Being confident· Being positive about learning· Being responsible, safe and ethical in using digital technology

Communicating· Listening and expressing myself· Performing and presenting· Discussing and debating· Using language· Using number· Using digital technology to communicate

Being creative · Imagining· Exploring options and alternatives· Implementing ideas and taking action· Learning creatively· Stimulating creativity using digital technology

Working with others· Developing good relationships and dealing with conflict· Co-operating· Respecting difference· Contributing to making the world a better place· Learning with others· Working with others through digital technology

Managing information and thinking· Being curious· Gathering, recording, organising and evaluating information and data· Thinking creatively and critically· Reflecting on and evaluating my learning· Using digital technology to access, manage and share content

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Values of CYPOur values in relation to children & young people:We believe all children and young people should:

– be treated with dignity and respect – enjoy rights as individuals including to be heard and

to be active participants in society – have loving families and supportive communities – have an education that meets their needs and

supports them in achieving their full potential– be both protected from harm and enabled to

exercise own autonomy and independence. – be both protected from harm and enabled to

exercise own autonomy and independence.

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Five national outcomes for Children and Young People

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Comprehensive Reform of Children’s Policies and ServicesOutcomes for Children and Families

Practice Reform

- Children First Handbook- National business processes roll out- Alternative Care Handbook- Threshold policies

Operational Reform

- Out of hours- NCCIS- Resource Allocation Model- Reform around National High Support and Special Care

Organisational and institutional reform

- Child and Family Agency and local organisational arrangements- Children’s Services Committees (County level Interagency structures)- Managed Interfaces with health, education, justice etc

Policy development and cross sectoral strategy

- Children and young peoples policy frameworks- Early years strategy- Children’s strategy- Youth strategy- Children First guidance

Constitutional and legislative reform

- Children’s referendum- Children First- Wider review of child law

Evidence•Taskforce

- International research and best practice

•“What works best in Child Support”

research

Experience•Child deaths•Ryan Report,

Roscommon report•Etc

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Child and Family Agency

– Child welfare and protection services currently operated by the HSE including family support and alternative care services.

– Child and family related services for which the HSE currently has responsibility including pre-school inspections and domestic, sexual and gender-based violence services.

– Services relating to the psychological welfare of children/families

– The Family Support Agency– The National Educational Welfare Board

SCP, HSCL as well as NEWB

will encompass:


Model Name: Outcomes

: Outcomes (Results)– Gains in knowledge and skills– Changes in attitudes– Changes in behaviour– Organisational development







Documents

IYF TRANSITION PROJECT Transition Project Learning Network Workshop 3 IYF Transition Project