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The use of CEM data for teachers of pupils with Specific Learning Difficulties

The use of CEM data for teachers of pupils with Specific Learning Difficulties. Intro. How and Why. Baseline Context Predictions Yr 9 Options Motivation Measure individual progress School Review including staff performance. To add a different perspective. O Extreme Outliers

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The use of CEM data for teachers of pupils with Specific Learning Difficulties

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  1. The use of CEM data for teachers of pupils with Specific Learning Difficulties

  2. Intro

  3. How and Why • Baseline • Context • Predictions • Yr 9 Options • Motivation • Measure individual progress • School Review including staff performance

  4. To add a different perspective

  5. O Extreme Outliers X Outliers

  6. How and Why • Baseline • Context

  7. Diagnostic tests Clinical Evaluation of Language Fundamentals (CELF-4) UK Harcourt Assessment Peabody Picture Vocabulary Test (PPVT) Test of Reception of Grammar Phonological Assessment Battery GL Assessment TROG Pearson Assessment http://www.psychcorp.co.uk/Home.aspx) NFER , Vernon , WRAT4/WRAT E (level 5) WISC IV Pearson Assessment British Ability Scales GL Assessment

  8. How and Why • Baseline • Context • Predictions

  9. MidYIS Y7 Year 2010/2011

  10. How and Why • Baseline • Context • Predictions • Yr 9 Options • Motivation • Measure individual progress

  11. Individual chance graph (prior value added)

  12. How and Why • Baseline • Context • Predictions • Yr 9 Options • Motivation • Measure individual progress • School Review including staff performance

  13. http://www.youtube.com/watch?v=yrSvNZBLark

  14. When? • Beginning of Year 7 and 9 • In work with HODs to review performance & target set • In developing curriculum as part of the development planning cycle • In Leadership meetings post GCSE and at key assessment points

  15. When continued... 5. In our marketing 6. When talking to our stakeholders about the school 7. In Annual Reviews

  16. Practical advice for administering baseline tests Environment Expectations Language Visual demonstrations Timing and sequence

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