Trackerhelp

National Curriculum 2014 - setting up for the new curriculum

This Help Card will guide you through getting ready for the new curriculum You must follow this Help Card carefully in order to set up your school's account with School PUPIL TRACKER to prepare for the new National Curriculum 2014.

SPTO throughout this document is an abbreviation for School PUPIL TRACKER Online NC2014 throughout this document is an abbreviation for National Curriculum 2014

Contents of this Help Card

Step 1: Introduction: Introduction and overview Step 2: Examine the new curriculum Step 3: Advice on how you can track pupils Step 4: Choose or edit the tracking scheme you require Step 5: Train staff on the use of the tracking scheme you have chosen Step 6: Transferring data to the new tracking scheme

We recommend downloading and using our development plan to help you make the transition to the new National Curriculum: www.spto.co.uk/documents/nc2014_sdp.docx

We recommend downloading and reading through our Frequently Asked Questions guide to National Curriculum 2014: www.spto.co.uk/documents/nc2014_faq.pdf

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Step 1: Introduction We have put together this comprehensive step-by-step guide to support you, including: 

Pointing out resources to support you in 'getting to know' the new National Curriculum 2014.



Explaining in depth the new robust and transparent tracking schemes we have created for you



Reviewing how each tracking scheme can be tailored by your school so that you can continue to track and assess pupils in detail after the removal of Level codes.



Showing you the changes we have made to support you in tracking your children across the curriculum.

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Helping you see the impact of the changes in the curriculum and assessment tracking and answering your questions.

We recommend downloading and using our development plan to help you make the transition to the new National Curriculum: www.spto.co.uk/documents/nc2014_sdp.docx

The Step-by-Step process You should log in to School PUPIL TRACKER and access the online step-by-step guide to work your way through the process of getting ready for the new curriculum. We have put together a lot of support material and guidance and there are a wide array of changes you should learn about and explore - but you have enough time to look through each step and our advice is not to rush decisions but to take your time, discuss them as a school and work through each step at your own pace.

We realise that there is a lot of information in our step-by-step guides - but we have tried to be as detailed and helpful as possible.

Please take your time - you should not rush these decisions.

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Accessing the step-by-step guide in School PUPIL TRACKER To get started, you may access the National Curriculum 2014 Set Up by going to the SET UP HELPER and clicking on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide you must follow (shown below).

The Help Card will guide you through using the step-by-step guide in School PUPIL TRACKER to set up your school's account to suit your needs in the new National Curriculum.

The Development Plan will help you introduce the new National Curriculum in your school. The Development Plan contains additional actions and links to reading materials related specifically to widening your knowledge of the new National Curriculum and discussing and making decisions about the new National Curriculum in your school.

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Step 2: Examine the new curriculum To access this step, go to the SET UP HELPER and click on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide - click on to see Step 2.

See Development Plan 2.1, 2.2, 2.3

It is important that you have an understanding of the structure and content of the National Curriculum 2014. We highly recommend that you download and read through a copy of the National Curriculum 2014 by visiting the

DFE website.

The structure of the National Curriculum 2014 The National Curriculum 2014 is structured differently for each subject. For example, there is clear guidance in mathematics about what a child should be taught and achieve in each year group; however, the objectives in reading are set out in year groups in KS1 and then grouped across Y3,4 and Y5,6 in KS2. In the cases where objectives are not specified into year groups, each school will need to decide where / how these objectives will be taught. This does not impact on record keeping in School PUPIL TRACKER, as objectives can be recorded in any order or year group.

We have also provided a visual overview of the new National Curriculum so that you can see how objectives have been structured, as the structure of each subject has bearing on what is taught and assessed in each year group.

Visual overview of the National Curriculum.

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Key features to understand about the structure of the new curriculum in relation to tracking: 

Some subjects have objectives set out as separate year group 'expectations' and other subjects have objectives grouped into KS1 [Y1,2], KS2 [Y3,4] and KS2 [Y5,6] 'expectations'.



Key Stage 2 has been 'split' into KS2 [Y3,4] and KS2 [Y5,6] to raise pace and ambition in Year 3 and Year 4.

See Development Plan 2.4, 2.5, 2.6,2.7

How will our school judge and record pupil attainment based on the new National Curriculum?

The new National Curriculum objectives can be used as the expectations for children - a child that has achieved all the objectives set out for Year 2 (and no further) would be said to be working at the end of Year 2 expectation. Other examples: 

A child who has achieved all the mathematics objectives for Year 3 would be classed as working at the end of Year 3 expectation.



A child achieving half or so of the mathematics objectives for Year 6 would be classed as working at the mid-Year 6 expectation.



A child achieving half or so of the writing objectives which are set out across Upper Key Stage 2 (Year 5 and Year 6) would be classed as working at the end of Year 5 expectation, as they are working at a point half-way through years 5 and 6.



A child achieving only a few reading objectives for Year 1 would be classed as working at the beginning of Year 1 expectation.



A child achieving all of the writing objectives which are set out across Lower Key Stage 2 (Years 3 and 4) would be classed as working at end of Year 4 expectation, as they have achieved all the objectives expected of them by the end of Year 4.

How will we see NCP / APS for groups, or see NCP / APS progress of children over time?

Choosing a tracking scheme in Step 4 will provide very similar averages and progress measures, replacing APS with Tracking Points. Tracking Points are explained below in the Step 4.

We used the APP records for our children - what do we do now?

You should use the NC2014 Record to 'tick off' children's attainment - click here for a Help Card.

Using this new record will provide an Estimated Band for each child to Auto-fill in the SHORT TERM grid (just as APP works).

Will we be able to Auto-fill the SHORT TERM grid like we do when using APP? Yes - the new NC2014 Record creates an Estimated Band which can be Auto-filled in to the SHORT TERM grid.

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Will the APP records for each child be transferred to the new National Curriculum?

Unfortunately, it is not appropriate or accurate to simply transfer judgements from the old National Curriculum to the new National Curriculum - as objectives do not map or link and the DFE has not published a correlation guide between the two curricular. Teachers will be expected to begin entering assessments about children from scratch - this is also an important mechanism of 'getting to know' the new curriculum.

Will the assessments we have saved in the CORE SHORT be transferred to the new SHORT TERM grid?

Yes - we will not alter these assessment records and they will be displayed as level-codes.

Key items for your school to consider before moving on to the next step: 

How will the new curriculum be organised and taught across school? Where objectives in the National Curriculum 2014 are organised across two year groups (e.g. in Reading KS2), discuss which objectives are taught in a year.



How will our school judge and record pupil attainment based on the new National Curriculum how will we judge whether a child has achieved an objective? You may record judgements of each objective in School PUPIL TRACKER using Working Towards / Mostly Achieved and Achieved just like the APP records. Ask yourselves whether you need to create or purchase success criteria for each objective, or is this going to be a matter for professional judgment?



How will we judge that a child is achieving what is expected of them at the end of Year 2 or Year 4 (for example)? The National Curriculum objectives can be used as the expectations for children - a child that has achieved all the objectives for Year 2 (and no further) would be said to be working at the end of Year 2 expectation.



How will our school track Year 2 and Year 6 (who are still being taught on the old National Curriculum)? Year 2 and 6 children will be tested on the old National Curriculum in 2015 - you may wish to continue to track these children using levels, which can still be entered in School PUPIL TRACKER for these children. You will still be able to access and use APP records for these children too.



Without using Level-codes or Level expectations, we will need to use a different tracking scheme with new non-Level-based codes and expectations based on the structure of the National Curriculum. Step 4 will help you by giving you options about a tracking scheme for the National Curriculum 2014.

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Step 3: Advice on how you can track pupils To access this step, go to the SET UP HELPER and click on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide - click on to see Step 3.

See Development Plan 3.1

We have offered this Step as guidance, ideas and pointers as to how you may use our system flexibly moving forward in the new curriculum. Up to now, your school will have tracked children using Levels and entered level codes such as 3A or 2C into School PUPIL TRACKER. The DFE has given your school the freedom to track in a bespoke manner, but the DFE still expects you to judge whether children are making better than expected progress and whether they are working at expected attainment.

You may continue to use Levels to track your children in School PUPIL TRACKER, but the DFE has advised that your school should use a different, more transparent mechanism to track pupils - Step 4 (the next Step) is about choosing a robust, transparent and reliable tracking scheme linked to the new National Curriculum, but before you do this, we think a reflection on the variety of options available to you is important.

What is a tracking scheme?

A tracking scheme is a choice of how you will record attainment and progress over time. When using Levels, the codes used were Level-based, such as expecting a child should reach 2B at the end of Year 2. Using Levels is a type of tracking scheme. Another tracking scheme would be to use year group-based codes - such as expecting a child should reach Y2 High at the end of Year 2 and Y4 High at the end of Year 4.

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Based on DFE guidance and School PUPIL TRACKER abilities, what are our tracking options?

Your school has six options when thinking about how you will track pupils: 1. Teachers use the new National Curriculum 2014 APP-style records built into School PUPIL TRACKER and School PUPIL TRACKER judges a child's attainment automatically and consistently (creating an Estimated Band such as Y2 High) which can be used to Auto-fill the SHORT TERM grid. Your school will need to choose a tracking scheme in Step 4 in order to track these pupils. Expected progress and ARE comparison percentages are calculated automatically.

Build up judgements in SPTO NC2014 Records*

Auto-fill SHORT TERM

Explore data

*Using new National Curriculum 2014 APP-style records built into School PUPIL TRACKER will provide auto-comments in your annual report.

2. Teachers use the National Curriculum documents themselves to judge a child's current attainment and enter the new tracking scheme codes (such as Y2 High) into the SHORT TERM grid. Your school will need to choose a tracking scheme in Step 4 in order to track these pupils and know what codes to use. Expected progress and ARE comparison percentages are calculated automatically.

Teachers judge child's attainment

Teacher fills in SHORT TERM

Explore data

3. Teachers use the National Curriculum documents themselves to make judgements about a child's attainment (for example, a child is working as expected or working 3 terms above expected or working 6 terms behind expected) and enter ARE Codes into the SHORT TERM grid. Expected progress and ARE comparison percentages are calculated automatically. Your school will still need to choose a tracking scheme in Step 4 in order to benchmark progress and attainment across school.

Teachers judge child's attainment

Teacher fills in SHORT TERM

See Section 6 in the Entering Data Help Card for details of ARE Codes: www.spto.co.uk/documents/nc2014_enteringdata.pdf

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Explore data

4. Your school purchases a set of termly / annual assessment tests that provide Standardised Scores as results. This may include any national end of year tests or Reception Baseline assessments. Teachers enter Standardised Scores into the SHORT TERM grid to track pupils. Expected progress and ARE comparison percentages are calculated automatically.

Your school will still need to choose a tracking scheme in Step 4 in order to benchmark progress and attainment across school.

Test provides Standardised Score

Teacher fills in SHORT TERM

Explore data

See Section 7 in the Entering Data Help Card for details of Standardised Scores: www.spto.co.uk/documents/nc2014_enteringdata.pdf

5. Your school continues to use Level-codes for all children - teachers enter Level-codes into the SHORT TERM grid. Expected progress and ARE comparison percentages are calculated automatically. Your school will still need to choose a tracking scheme in Step 4 in order to benchmark progress and attainment across school.

Teacher judges child's level

Teacher fills in SHORT TERM

Explore data

We do not recommend this option for non Y2,6 children as it goes against the advice set out by the DFE.

6. You may choose to mix together any of the above options in any way. For example, you may enter Standardised Scores in the SHORT TERM grid as an end of year judgement whilst also entering new tracking scheme judgements (such as Y2 High) as teacher assessments through the year.

Use any above method to judge child

Fill in any code into SHORT TERM

Explore data

You can change your mind and use different options over time; although we would recommend trying to stick to choices that are as straightforward as possible for your school to apply and understand. All these options will provide the required analysis and tracking data you will be used to working with in School PUPIL TRACKER. Page 9 This Help Card was last updated: 07/04/2014

Step 4: Choose or edit the tracking scheme you require To access this step, go to the SET UP HELPER and click on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide - click on to see Step 4.

Your new tracking scheme See Development Plan 4.1

We have now set up a new tracking scheme in SPTO for you that does not use Levels - you may adjust this scheme following the guidance in this Help Card. Your tracking scheme will become effective in SPTO from September 2014.

The tracking scheme and codes your school may use to track pupils are shown in the gold line in the chart below - these are called the Golden Codes. Your Golden Codes and tracking scheme is the back-bone to track progress across your school, but it can be used in conjunction with standardised scores and ARE Codes.

You may change this scheme or edit this tracking scheme as you require to modify the Golden Codes to suit your preferences - for example, instead of entering Y2 High , you may wish to use Y2H or Y2A. If you wish to make any amendments to the Golden Codes or choose a different tracking scheme, please click on the 'Edit your tracking scheme' button (shown above). Please see the set of examples below to examine how the Golden Codes work in action.

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Examples of how you would use the new tracking scheme:  A child who has achieved all the mathematics objectives for Year 3 would be classed at working at Y3 High.  A child achieving half or so of the mathematics objectives for Year 6 would be classed as working at Y6 Mid.  A child achieving half or so of the writing objectives which are set out across Upper Key Stage 2 (Year 5 and 6) would be classed as working at Y5 High as they are working at a point half-way through years 5 and 6.  A child achieving only a few reading objectives for Year 1 would be classed at working at Y1 Low  A child achieving all of the writing objectives which are set out across Lower Key Stage 2 (Years 3 and 4) would be classed as working at Y4 High as they have achieved all the objectives expected of them by the end of Year 4.

What are Golden Codes?

Golden Codes are the new codes your teachers may use and enter when making judgements about pupil attainment and progress. They replace Level-based codes.

I don't want to report these Golden Codes to parents - what can I report to them?

You may choose to report the Golden Codes to parents if you wish, or it may be more appropriate to give parents information such as whether a child has achieved as 'Expected' for their age, or 'Above Expected' or 'Well-above Expected' (for example). The Annual Report Writer will be updated to give you these options.

I want to use Standardised Scores or your new ARE Codes - do I need to choose a tracking scheme?

Yes, your Golden Codes and tracking scheme are the back-bone to track progress across your school; it will help you make judgements about expectations and progress on a step-by-step scale. All your Golden Codes can be used in conjunction with standardised scores and ARE Codes Why have you already chosen a tracking scheme for my school - I want to change it?

We have already chosen a scheme to support you in making choices about how to track - starting with no scheme might appear more daunting. Instead, we have chosen the scheme we feel is the easiest to learn and understand and you will be able to modify or change this scheme based on your own preferences.

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Editing the tracking scheme to create a bespoke scheme for your school Click on the Edit your tracking scheme button which

See Development Plan 4.1, 4.5

appears above the tracking scheme grid in Step 3.

You will be taken to a page of options.

Your current tracking scheme choices will be displayed at the top of the page in a green box.

Before exploring your new tracking scheme choices, please take a moment to look at the codes and options that have already been set up for you.

See Development Plan 3.4

Examples of other codes you may use to track appear in a white box below your current tracking scheme.

You may enter any of these codes in any of the assessment grids from September 2014.

Full details of all these codes can be found in this Help Card: www.spto.co.uk/documents/nc2014_enteringdata.pdf

You may choose options to the right of the list of other codes - for example whether to enter EYFS Bands as 40-60 High or 40-60H; whether to use small step PScales, such as P4A, P4C and P4E; and whether to use W-Levels as WA or W3.

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EYFS Band setting To change how EYFS Bands are viewed and entered, you can change the drop down on the right.

Example codes: 40-60 Low, 40-60 Mid, 40-60 High 40-60L, 40-60M, 40-60H 40-60 Enter, 40-60 Develop, 40-60 Secure 40-60E, 40-6D, 40-60S

P-Scale setting See Development Plan 4.4

To change how P-Scales are viewed and entered, you can tick to allow small step P-Scales: Small steps enabled - 5 steps in each P-Scale: P4A, P4B, P4C, P4D, P4E Small steps not enabled - only one step per P-Scale: P4

Note on the use of small-step P-Scales School PUPIL TRACKER has been

Previously

P4C

-

P4B

-

P4A

updated so that you may use five step

NC 2014

P4E

P4D

P4C

P4B

P4A

letters within P-Scales.

We have converted the three step P-Scales to the new five step P-Scales as shown in the grid above.

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Choosing your tracking scheme See Development Plan 4.1, 4.5

There are three tracking schemes you may choose from: Scheme

Details

1. Annual scheme

An Annual scheme uses Golden Codes based on the year group expectation a child is meeting.

Example Y2 codes

An Annual scheme is very transparent when examining a child's current attainment. It is easy to recognise where their learning sits in the National Curriculum and how far ahead or behind the child's learning is from their peers. The Golden Codes used in this scheme can be easily recognised and understood.

2. Key Stage scheme

A Key Stage scheme uses Golden Codes based on the Key Stage expectation a child is meeting.

A Key Stage scheme has a direct link to the National Curriculum subjects. All the National Curriculum subjects are organised into Key Stage blocks (KS1, KS2 Y3,4 and KS2 Y5,6). This means there is a direct link between the expected objectives a child should achieve and the Key Stage scheme codes. Although less transparent than an Annual Scheme, this can have an advantage in school when recording the attainment of lower achievers, where children who are far behind their peers cannot tell from the code exactly where their learning sits.

3. Tracking Point scheme

The Tracking Point scheme uses Golden Codes based on the Tracking Point expectation a child is meeting.

A Tracking Point scheme is a simple step-by-step set of codes that progress through school. The numbers used are also very similar to the APS system used in the previous National Curriculum and as a consequence, this may mean teachers at your school already have a good understanding of Tracking Points. It is important to note, however, that not all APS points are equivalent to Tracking Points - see the grid above and you will notice that there is a discrepancy between APS and Tracking Points up to mid Year 2 due to the expectation of 4 NCP/APS progress in Years 1 and 2 in Levels. Although less transparent than an Annual Scheme, this scheme can have an advantage in school when recording the attainment of lower achievers, where children who are far behind their peers cannot tell from the code exactly where their learning sits.

To choose a scheme or save changes to any options you have made, click on the Choose this scheme button in the heading for the chosen tracking scheme.

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Things to consider whilst making decisions about your tracking scheme See Development Plan 4.1, 4.5

It is important that your school understands the tracking scheme you use and your staff are confident in understanding the Golden Codes they are using too. Teachers need to know how the Golden Codes 'fit together' and see the whole picture across all the primary tracking scheme - this is why we show each scheme in full, including how each Golden Code links to the old National Curriculum Level-codes for a clear comparison.

Why have you given us choices with different tracking schemes?

We are giving schools a choice of schemes as different schools have different requirements and want their tracking scheme to be appropriate to them and their own use.

Can I change my choice of tracking scheme later?

Yes - you can make changes now and in the future as many times as you wish.

Each time you change your scheme, we will display your pupil assessment data in the new scheme, but please tell your teachers you have changed your scheme so they know what new Golden Codes to enter.

We wish to continue using Level-codes - which tracking scheme should we choose?

We recommend that you choose the Tracking Point Scheme if you wish to continue to use Levelcodes for all your children. You may change this choice later if you wish.

See Development Plan 4.3

Each tracking scheme uses Tracking Points - what are Tracking Points?

Tracking Points are very similar to APS, and so can be used to examine progress and attainment numerically (as an average). In a similar way to APS, there are three Tracking Points per year. The Tracking Point scale starts at Tracking Point 1, which is the first term in the first year in Nursery. This can then be counted up to Tracking Point 15 (the end of Year 2) and Tracking Point 27 (the end of Year 6). The Tracking Point numbers used are very similar to the APS system used in the previous National Curriculum and as a consequence, this may mean teachers at your school already have a good understanding of Tracking Points. It is important to note, however, that not all APS points are equivalent to Tracking Points - see the grid below and you will notice that there is a discrepancy between APS and Tracking Points up to mid Year 2 due to the expectation of 4 NCP/APS progress in Years 1 and 2 in Levels.

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Making changes to a tracking scheme to suit your school See Development Plan 4.1, 4.5

Within each scheme, you have a choice of the suffixes that build up to create each of the Golden Codes.

The example on the right shows suffix choices in the Annual scheme - you can choose one from a range of suffixes to use in your school.

Try clicking on the dot to the right of each option.

For example, you can see what the LMH suffix choice will look like by clicking on This will show you the Golden Codes used in the Annual scheme with the LMH suffix:

If you wish to use this suffix, please click on the yellow Choose this scheme button which appears in the heading for the tracking scheme.

To examine another option, try clicking on This will show you the Golden Codes used in the Annual scheme with the CBA suffix:

Again, if you wish to use this suffix, please click on the yellow Choose this scheme button which appears in the heading for the tracking scheme.

We recommend that you click down through the full list of suffix options so that you can take a look at the whole range of options you can choose from to create and use a tracking scheme that really suits your needs.

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Things to consider before moving on to Step 5 Can we continue to track in Levels?

Yes - in fact, the DFE recommends that you continue to track your Y2 and Y6 children using the old National Curriculum, however, we have removed APS and replaced APS with Tracking Points. You will still be able to find accurate APS data using an APS report.

How do you track progress or use APS without Levels?

We have introduced Tracking Points - which are very similar to APS and can be used to see average attainment and progress. There is an expectation that every child across school (even KS1 children) now make 3 Tracking Points of progress each year.

How will we track EYFS children?

You may continue to track pupil's attainment in the EYFS curriculum using Development Bands - for example, entering 40-60 High or 30-50 Mid. These can be entered directly into the SHORT TERM grid or you may continue to use the EYFS records to make individual judgements in each Aspect.

Are there any other settings I can amend to suit my school?

Yes - you may choose how progress is displayed (for example in Tracking Points or Months instead); you can now enter data for all subjects up to ten times each year (instead of six); you may use a wider range of P-Scales; you can choose higher rates of expected progress; and you can choose the expected Bands at the end of EYFS. Click on:

settings: 

Record up to ten assessments each year in all subjects or EYFS Aspects



Choose when an assessment is recorded within the annual calendar to support more detailed progress expectations

settings: 

Display progress and ARE comparisons as Tracking Points, Months or Years



Display ARE as Level-codes or your new Tracking Scheme



Choose your own school's annual progress expectation



Use a KS2 Baseline as the baseline for all KS2 progress



Choose end of EYFS expectations and how they fit in with Tracking Points

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Step 5: Train staff on the use of the tracking scheme you have chosen To access this step, go to the SET UP HELPER and click on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide - click on to see Step 5.

See Development Plan 5.1, 5.2, 5.3, 5.4, 5.5, 5.6, 5.7

It is vital that your teachers and leaders understand the tracking scheme you have chosen in Step 4.

Ideally, your teachers will need to: 

Understand the expectations for each year group by looking at the National Curriculum and exploring the objectives that must be taught and assessed in each academic year group.



See an overview of the tracking scheme you have chosen and know that the Golden Codes replace the Level-based codes.



Read through the Entering Data Help Card: www.spto.co.uk/documents/nc2014_enteringdata.pdf



If using Standardised Scores: understand how to enter Standardised Scores



If using ARE Codes: understand how make judgements using ARE Codes and how to enter ARE Codes



Understand that a child that has met the standard required at the end of autumn Y2 (for example) has met Y2 Low*



Understand that a child that has met the standard required at the end of spring Y2 (for example) has met Y2 Mid*

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

Understand that a child that has met the standard required at the end of summer Y2 (for example) has met Y2 High*



Discuss as a staff what might be needed to be achieved by a child to move from (for example) Y2 Low* to Y2 Mid*



Understand how progress is measured in Tracking Points where 3.0 = 3 Tracking Points of progress (similar to APS)**.



Understand how to enter the Golden Codes into School PUPIL TRACKER when recording pupil attainment.

Key items for your school to consider : 

Does each teacher know how to use the Golden Codes in the new tracking scheme?



Does each teacher understand what the codes represent and how to enter these codes in the SHORT TERM grid?



Has each teacher read through the Entering Data Help Card?



Does each teacher have a good understanding of how the National Curriculum objectives help to guide what each end of year expectation would be?



If your school used APP previously, does each teacher know that they must now use the NC2014 Record and that this will provide an Estimated Band for them using Auto-fill in the SHORT TERM grid?



Does each teacher understand that expected progress each year (even in EYFS and KS1) is now measured for every child in Tracking Points where 3.0 = 3 Tracking Points of progress (similar to APS)**?

* - these are the default Golden Codes and you may have altered these to suit your school. ** - you may have altered this setting in Step 4.

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Step 6: Transferring data to the new tracking scheme To access this step, go to the SET UP HELPER and click on the National Curriculum button shown on the right.

This will give you access to the step-by-step guide - click on to see Step 6.

This step will become available from September 2014.

Use this Step to convert all the data showing on the SHORT TERM grid to display as your new tracking scheme.

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