Presentation on theme: "Getting to know the materials: Using the P scales"— Presentation transcript:
1Getting to know the materials: Using the P scales Demonstrate the content and key messages from the materials themselvesWelcome comments and sharing of experiencesSession will put assessment firmly within the planning, teaching and assessment cycle.focus on P1-3 and other new aspects, but often applicable across the range.Ann FergussonUniversity of Northampton
2Complementary materials Using the P scales + DVDPlanning, teaching and assessing the curriculum for pupils with learning difficulties:* General Guidance* Developing SkillsFocus on the 2 sets of updated materialsInterdependent – complement each otherBoth planned to be used flexibly…pick & mix!P scales – look at aspects of the written guidance and see some examples of the teacher reflections and pupil case studiesP,T & A – highlight 2 of the booklets specifically.Previous experience shown not as familiar as subject booklets
3Assessment Celebrating achievement! P scales - one part of assessment processRange of assessment tools – fit for purposeEvidence of learning and responsesBest fit approachesProfessional dialogue - is keyMust not lose sight of acknowledging achievements,partic at P1->3Schools will have or develop a battery of assessment toolseg specialist schedules to help identify early responses as potentially affective communicative modes, routes to plan and map early cognitive development, functional assessments to clarify sensory needs and preferencesRoutine observations/assessments and sharing information are also keyUsing P scales for Assessment p….
5Pupil profiles Often uneven profiles Expectations will vary according to age and prior attainmentProgress is not one dimensionalLearning of this pupil group often presents as a ‘spiky’ profiles … number of reasonsSchool example of Maleeha p….– attainment varies P2 P5Maleeha** ** Maleeha case study
6Linear and Lateral progress Identify progress within a P levelNeed to look for all forms of progressInformed by a range of assessment processes and toolsPlanning, teaching and assessing the curriculum for pupils with learning difficulties guidance and toolsProgress is often context-specific – hence the uneven profilesWe need to be clear about when and where attainment and progress is being madeThen we can actively plan for opportunities to develop range of contexts
7General Guidance Acknowledges diversity Guidance - learning opportunitiesFrameworks- planning for progression- recognising attainmentGeneral Guidelines - offer support for bothThis guidance is cross-curricular in nature.Responds to the diverse populations and uneven profiles2 frameworks, that can be used for either planning or assessment
8Recognising attainment EncounterAwarenessAttention and responseEngagementParticipationInvolvementGaining skills and understandingPartic valuable for P1-3 to look at progress WITHIN a P levelCharts the progress into developing anticipatory skills and intentionality – once this emerges, pupils are able to predict what’s going to happen/understand expectations & then able to be more actively involvedWidely used for a number of more subjective/qualitative assessments and observations of eg Int Int** Lauryn – showing diff levels of respondingACTIVITY-sheets
9ACTIVITY Getting to know Ethan: Baseline assessment Information from all those who know himFind some starting points for planning
10Maximising learning and progress: 1 Influential factors: holistic viewpriority needs,developing skills and teaching approachesEvidence of progressOngoing assessment key to develop most effective ways to enable learning and progress to be madeWhat are the essentials – pre-requisites to learning?## Developing skills bklt:Holistic needs – therapeutic and otherComfort for learning,- positioning, access, lighting levelsBehaviour for learning - working with others, turn-taking, attention span** Getting ready to learn
11Planning for progression Skill developmentBreadth of curricular contentContexts for learningVariety of supportRange of teaching methodsNegotiated learningApplication of learning to new settingsStrategies for independenceHANDOUT:Skills/curricular - NC and other; new skills, established skills, emerging skillsContexts – here incl the 1:1, paired work, sm gp, whole class progressionAlso – learning environments.eg specialist room v classroom, familiar v new etcSupport – from staff (which- regular/familiar, less predictable), peers, by equipmentNegotiated – tolerance levels, duration, contextGeneralisation - established skills but developing confidence/fluency** Contexts for LearningACTIVITY- sheets
12ACTIVITY Moving on: Lauryn How do her responses vary between contexts? What influences these differences?Reflect on evidence from different settings
13Maximising learning and progress: 2 Influences: contextual factorsVary teaching – pace, style, approachesMotivating and meaningfulUsing and transferring skillsGetting ready to learnContexts for learningOngoing assessment key to develop most effective ways to enable learning and progress to be madeWhat are the essentials – pre-requisites to learning?## Developing skills bklt:Holistic needs – therapeutic and otherComfort for learning,- positioning, access, lighting levelsBehaviour for learning - working with others, turn-taking, attention span** Getting ready to learn
14Progress within a level Establish key cross-curricular, functional skillsSkills for learning and thinkingPersonal and other prioritiesRange of opportunities - to broaden contexts of learning and to enable lateral progressionConsistency of staff responsesMaterials include 3 case studies of pupils who are on the cusp of progressing from P3 P4They have very different strengths, needs and interestsCase studies show a ‘snapshot’ on 1 dayDo not necessarily show the path leading to this – short term ( as before, eg physical preparation) or long term ( time taken to get to this point)
15Discussionshare interpretations and judgements - responses and progressidentifies context-specific /influential factors - learning and respondingenables progress to be more effectively identified and plannedpromotes consistency in responding to learnerDiscussion is a vital part of the processBy shared understanding, shared goals and approaches we are giving learners a greater chance of successStaff too benefit from this opportunity – particularly new or less experienced
16Progression Guidance Project Education Show March 2009
17AimsTo familiarise delegates with the Progression Guidance Project, particularly;Purpose, structure, contentProcess and principlesLinked initiativesElectronic professional development moduleUsing data to make judgements about progress.
18Progression Guidance Project Between April 1st 2008 and July 2009 the Department for Children Schools and Families (DCSF) are working in collaboration with the National Strategies to develop progression guidance for pupils with SEN/LDD including those working below level 1 of the National Curriculum.
19The progression guidance has been developed as part of the response to commitments made in: The Children’s plan 2007To spend £18 million over the next three years to improve the quality of teaching for children with special educational needs, including;better data for schools on how well children with special educational needs are progressingthat professionals need better information to understand what constitutes good progress for children identified with different types of educational needs, which can also form the basis of evidence-based discussions, support and challenge about each school’s performance in this area with Ofsted and School Improvement Partners. (not sure where this one’s from)The Children’s Plan One Year On: a progress report (2008);to provide better data for schools on how well children with special educational needs are progressing.
20Talk to the flow chart.Start with the orange column – really emphasise the consultationThe purple boxes detail the products - self explanatory but good to note the link to the new OfSTED materials and the alignment of this work with OfSTED. Janet Thompson, HMI is on the project board and the RAISE working group.The blue boxes detail the links. Very important for people to understand the involvement of OfSTED, QCA etc
21The SEN Progression and RAISEonline: Principles April 2008 High expectations are key to securing good progressAge and prior attainment, as opposed to primary need, are used to inform expectations of pupil progressModeration is key to improving the reliability of teacher assessment21
22Comments on the revised principles March 2009 High expectations are key to securing good progressAccurate assessment is essential to securing and measuring pupil progressAge and prior attainment are the starting points for developing expectations of pupil progress22
23HMI 2004: Judging Achievement – Year Groups Ofsted developed some initial judgements about progress as;InadequateSatisfactoryGoodOutstanding
24Using the dataThe Progression Guidance is not intended to replicate thisThe data in this guidance will support schools, LAs and SIPs to develop their own skills to be more able to evaluate progress and set targetsThe data, as always, is only the beginning of the story…..It’s how we use it to inform teaching and learning to ensure achievement for all.
25Available data 1. KS1 to KS2 P level data 1.1a English 1.1b Reading 1.1cWriting1.2aMaths1.2bUsing &Applying1.2cNumber1.2dShape& Space1.3aScience1.3bScientific Enquiry1.3cLife Processes1.3dMaterials1.3ePhysicalPropertiesKS1 to KS2 ‘W’ – Level 51.4a English1.4b Maths2. KS2 to KS3 P level data2.1a English2.1b. Reading2.1c. Writing2.2a Maths2.2b.Using&Applying2.2c.2.2dShape&Space2.3a2.3b2.3c2.3d2.3eKS2 to KS3 ‘W’ to Level 82.4a English2.4b MathsKS3 to KS4‘W’ to GCSE (No P scaleinformation)3.1a English3.1b Maths4. KS2 to KS4 ‘W’ to Level 54.1a English4.1b MathsTwo data sets:1. P level data gathered from a variety of sources…… collection2. National data for 2007 from ‘W’ onwardsAvailable data
26DRAFT NB For the purpose of the analysis a progress level equates to: L3 upwards -Whole levelsKS1 ----L1-2 -Sub levels between 1c and 2KS2--- L1- Sub levelsP Whole P levelsP P scale sub levels
27DRAFT English KS1 to KS2 matrices 1 level progress 2 levels progress
28Ranges for converting APS back to Point scoresWhole & sub levelsRanges for converting APS back toP scales/levels0.5P1i>=0 and <0.60.7P1ii>=0.6 and <0.80.9P2i>=0.8 and <11.1P2ii>=1and <1.21.3P3i>=1.2 and <1.41.5P3ii>=1.4 and <1.62P4>=1.6 and <2.43P5>=2.4 and <3.44P6>=3.4 and <4.45P7>=4.4 and <5.46P8>=5.4 and <6.47L1c>=6.4 and <89L1b>=8 and <1011L1a>=10 and <12DRAFT
30DRAFT MATHS KS2 ( 2004) to KS3 ( 2007) KS2 prior attainment KS3 LQ KS3 Median resultUQP1(i)P1(ii)P2(i)P3(i)P2(ii)P3(ii)P4P5P6P7P8L1CL1B
31Understanding national & local data Introductionand overviewDetermining good progressUnderstanding national & local dataEvaluating school performanceInforming teaching and learningSetting targetsResources SectionThe effective use of data to support the evaluation of progress and outcomes for pupils identified as having SEN/LDD
32Using data to inform teaching & learning DRAFT ePDUsing data to inform teaching & learningClick on the links to find out more informationIn this section we will explore some of the key principles relating to teaching and learning for pupils identified as having SEN/LDD. We will also consider how data is used to inform the quality of teaching and learning for these pupils within mainstream schools, special schools and PRUs.A Pedagogy For AllAssessmentImproving Subject KnowledgeEvaluating InterventionsIn addition to numerical data there is also an acknowledgement that there needs to be a broader evidence base for the collection of ‘data’ for those pupils who do not make linear progress or for those who are making very small steps of progress. For example for some pupils evidence of progress will need to be gathered through observations, filming of engagement in activities etc. When using data in this sense we also assume the use of this broader evidence base.
33Using data to inform teaching & learning: Pedagogy for All Whole school pedagogy DRAFT ePDIt is helpful to consider this professional knowledge as fourinterrelated domains.Quality First Teaching (QFT) is the entitlement for all children including those identified as having SEN / LDD.It is important that mainstream and special schools and PRus access current resources in the development of effective whole school pedagogy.These can then be used as a sound and proven base on which to build more individualised and targeted practice.These to go into Resources sectionTeaching repertoire of skills and techniques:Subject and curriculum knowledge:Teaching and learning models:Conditions for learning:– Click here responsesSpecific SEN / LDD linksSEN / LDD teaching and learning:Learning and teaching for children with special educational needs in the primary years:Leading on Intervention:Maximising Progress: ensuring the attainment of pupils with SEN:Inclusion Development Programme:
34DRAFT ePDUsing data to inform teaching and learning: Assessment: The 2020 Vision Report saw the analysis and use of data as a key area for development. It focused, in particular, on assessment for learning.This National Strategies flow chart illustrates the importance of assessment in identifying pupils and determining and evaluating the impact of curricular targets and provision on their progress.Schools use a variety of assessment data to identify which pupils are not making sufficient progress based on their age and prior attainment.Accurate assessment is a vital component in developing an understanding of how pupils are progressing and in planning teaching and learning.Reflections…….( see notes)When considering this cycle it may be useful to ask the following questions with the focus on the inclusion of pupils identified as having SEN / LDD;Is this cycle of practice the remit of all staff in both mainstream, special schools and PRUs?Is this cycle part of the SLT discussions about attainment and progress for all pupils?Is this cycle divorced from the whole broader curriculum and limited to setting targets in IEPs?What criteria are used to inform judgements about whether a pupil is underachieving?For further information about Assessment for Learning go to : AfL primary AfL secondary34
35Using data to inform teaching and learning: Improving subject knowledge DRAFT ePDLet’s have a closer look at how a variety of schools use data to improve subject teaching………….At XXX school (a secondary special school for pupils with complex needs) ‘staff’ assess progress using National Curriculum levels (and sub-levels) in relation to different attainment targets. They began by tracking progress in core subjects, then moved on to Foundation subjects. This helps teachers to identify patterns in progress across the curriculum.ACADEMIC YEARSCIENCE SEPTEMBER BASELINE LEVELSSCIENCE END OF YEAR TARGET LEVELSSCIENCE FIRST ASSESSMENT LEVELSSCIENCE SECOND ASSESSMENT LEVELSYEAR 9 SCIENCE COHORTAT1AT2AT3AT4LEVELPUPIL A3a4b4cPUPIL B4a5c5bPUPIL C2a3cPUPIL DPUPIL E2b2cPUPIL F3bPUPIL GPUPIL HPUPIL IPUPIL JPUPIL KAnswers: You may have noticed the following patterns -(We have also provided some brief background information to assist interpretation. This is information that the school would have about individuals)Pupil C remains static across the board, no progress made due to deteriorating behaviourPupil F shows marked loss in areas assessed due to break-up of family and removal into carePupil G has made less than expected progress due to prolonged illness and hospilisationPupils D and I are in the same teaching group and would be expected to have very similar progress but Pupil D is progressing a little more slowly due to his deteriorating Duchenne muscular dystrophyPupil K seems to have lower target levels than may be expected, especially in Sc1- his autism hampers oral work, dislikes handling things, reluctant to discuss and give explanations/reasons, finds the abstract difficultIn general, Sc 3 seems to be emerging as an aspect of the curriculum that requires further investigation and perhaps attention within the school or subject improvement plan. The school’s Head of Science says that if these were real patterns, she would explore the following issues in order to determine what needs to be done: “more difficult concepts? resourcing? teacher expertise?!!” (The explanation marks are because she teaches most of the pupils for Science herself...)Emerging issues can then be addressed through changes to teaching content or subject plans for individuals, classes or departments.What patterns can you see beginning to emerge?What do you suggest the school should do as a result?35
39Local authorities will receive notification of the publication of the Progression Guidance Booklet in June and will be able to order the booklet on behalf of their schools. The guidance booklet, alongside all the other materials will be available on NSonline by mid July.