Managing SEN: Monitoring and Evaluation – Gathering Evidence: Making Judgements

1. Managing SEN: Monitoring and Evaluation – Gathering Evidence: Making Judgements Day 1

2. Timetable 9:00 - 10:00 Overview 10:00 - 10:45 Data analysis 11:00 - 11:20Coffee 11:20 - 12:20 Lesson observation 12:20 - 1:10Lunch 1:10 - 2:10 Work sampling 2:10 - 2:20Tea 2:20 - 4:00 Action planning

3. Aim of the Course: To further develop skills in monitoring and evaluating the effectiveness of SEN provision To provide practical opportunities to carry out SEN self-evaluation relevant to your school

4. What is Monitoring and Evaluation? • Monitoring is gathering information about actual practice. • Evaluation is placing some value on that information. i.e. • what is it saying about quality and standards? • Is it worthwhile/ effective? • Is it adding value to the learners’ experience?

5. It should be: • Manageable • Purposeful • Focused • Based on appropriate strategies • Systematic • Participative • Valid • Measured against success criteria • Used to maintain / develop good practice

6. Why do schools need to monitor and evaluate? • Because there’s no point to all your hard work if it isn’t helping pupils to make progress • Because if it is others can learn from you • Because if it isn’t you will want to change things • Secure inclusion in school profiles of those who make small steps progress • Demonstrate accountability • Demonstrate value for money and value added • Performance management

7. Principles • Focus on: learning and teaching standards and progress leadership and management • Informs school development planning cycles / target setting • Used as evidence of successes and to identify new developments

8. Cycle for School Self-improvement

9. Establishing a Manageable and Purposeful System

10. What gets in the way of monitoring and evaluation?

11. Strategies • Analysis of documentation • Observation • Interviews/questionnaires • Analysis of data • Work sampling • Audit of resources • Analysis of environment • Evaluation of professional development

12. Establish agreed judgement criteria JUDGEMENT CRITERIA The Monitoring and Evaluation Process FOCUS Decide upon the group to be focused on Agree the most appropriate people to carry out the monitoring WHO Choose an appropriate strategy for gathering reliable information Set a realistic timescale STRATEGIES TIMESCALE Gather information using agreed strategy / strategies IMPLEMENTATION Evaluate the outcomes against the agreed judgement criteria EVALUATION Develop a plan of action for improvement to be implemented ACTION

13. Data • What do you understand by the term ‘data’? • What is the practice in your school in terms of collecting data for pupils with SEN? • What does your school collect this data for? Why?

14. Focus for Data Analysis • Individual pupils with SEN • Pupils with SEN within a year group • Area of need e.g. GLD or SpLD • Placement on SEN record ie SA, SA+, St • Groups receiving specific support e.g. spelling group, intervention programme

15. What data is available to measure progress? • P/NC/GCSE levels at end of year /key stage (test/teacher assessment) • Group/individual Standardised test scores, such as reading and spelling, repeated at appropriate intervals • Criterion referenced assessments (e.g.initial sounds, high frequency words) • IEP targets met • Behaviour checklists (e.g. QCA) • Percentage of pupils gaining accreditation at end of Key stage 4 • Exclusions (number and length of fixed term arrangements) • Attendance figures • Progress demonstrated as a result of an intervention programme • Levels of attendance at extra curricular activities • Level of inclusion in lessons (% of time in classroom)?

16. Questions for Data Analysis • Are pupils making progress? • Are they making expected progress? • Are some pupils making more progress than others? • Are pupils making progress in some areas but not others? • Is progress consistent over time? • Is there a relationship between the amount of progress made and the amount of support given? Why?

18. Data Analysis Work in pairs to: • Analyse data using key questions • Form an evaluation • Use the Evaluation/Action sheet to summarise your evaluation and decide on action you as SENCO will take.

19. Coffee

20. Lesson Observation is… • Part of a professional dialogue to support and develop effective practice • Support for development given by a sympathetic colleague • A process by which even the most competent teachers can learn

21. Lesson Observation is not… • A one way conversation where comments are conveyed from observer to observee • A formal evaluation that can be used for performance management review • A process only relevant to inexperienced teachers

22. Good Practice in lesson observations • Follow protocol on p106 ‘Advice on Supporting Staff through the observation process’ • Follow guidance on lesson observations (in pack) • Remember when recording, try to link effect of teaching to learning Cause leads to effect on (what teacher does) (link verb) (learning/achievement/attitudes/ behaviour)

23. Lesson Observation • Whilst observing the lesson, complete the observation form by following the aide memoire • With a partner, discuss: - Effective practice observed. Choose 3 points to highlight and record on Evaluation/Action sheet. - 2 or 3 areas for development and record on Evaluation/Action sheet. - How will you, as SENCO, support these actions? Again, record these on the Evaluation/Action sheet.

24. Lesson Observation -Feedback • In threes, decide who will be • the teacher of the lesson (see card for personality type!) • the senco feeding back • the observee. • Role play the feedback. • Observer to take notes in relation to the skills used by the senco and give feedback at the end.

25. Good communicators... …Check the listener understands …Know what they want to say …Explain why they want to say it …Give examples …Choose the time to say it …Summarise points …Keep to the point …Use verbal and non-verbal cues …Are good listeners

26. Lunch

27. Work Sampling • In pairs, study the work sampling monitoring form and choose 3 key questions from it to focus on. • Monitor your work samples focusing on the 3 questions you have chosen. • Use the Evaluation/Action sheet to summarise your evaluation and decide on action you as SENCO will take.

28. Tea

29. Ofsted Self evaluation form (SEF) (replaces S4 form) • Summative document drawn from the school's own rigorous self evaluation • School grades its work on a four point scale • Sense form will be aligned with this

30. SEF SEN SEF School M and E SEN M and E SDP SEN Action Plan

32. Card Sort • Sort cards into two piles • Those that you are confident about making a judgement on • Those you are less confident about making a judgement on

33. Extended task • Based on ‘what you need to know’ Choose your focus for monitoring and evaluation • Decide on most appropriate method of carrying out M&E: -Work sampling, lesson observation, data analysis

34. Support • With your buddy: • Swap phone numbers • Arrange a date to phone/meet • Identify what you will have done by the time you next meet

35. Day 2 • Share findings of monitoring and evaluation work • Examples of good practice • SEF form • Other forms of monitoring • Practical tips for managing monitoring and evaluation