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Getting to know the materials: Using the P scales

Getting to know the materials: Using the P scales. Ann Fergusson University of Northampton. Complementary materials. Using the P scales + DVD Planning, teaching and assessing the curriculum for pupils with learning difficulties: * General Guidance * Developing Skills.

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Getting to know the materials: Using the P scales

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  1. Getting to know the materials: Using the P scales Ann Fergusson University of Northampton

  2. Complementary materials • Using the P scales + DVD • Planning, teaching and assessing the curriculum for pupils with learning difficulties: * General Guidance * Developing Skills

  3. Assessment • Celebrating achievement! • P scales - one part of assessment process • Range of assessment tools – fit for purpose • Evidence of learning and responses • Best fit approaches • Professional dialogue - is key

  4. Pupil profiles • Often uneven profiles • Expectations will vary according to age and prior attainment • Progress is not one dimensional

  5. Linear and Lateral progress • Identify progress within a P level • Need to look for all forms of progress • Informed by a range of assessment processes and tools • Planning, teaching and assessing the curriculum for pupils with learning difficulties  guidance and tools

  6. General Guidance • Acknowledges diversity • Guidance - learning opportunities • Frameworks - planning for progression - recognising attainment

  7. Recognisingattainment • Encounter • Awareness • Attention and response • Engagement • Participation • Involvement • Gaining skills and understanding

  8. ACTIVITY Getting to know Ethan: • Baseline assessment • Information from all those who know him • Find some starting points for planning

  9. Maximising learning and progress: 1 Influential factors: holistic view • priority needs, • developing skills and teaching approaches • Evidence of progress

  10. Skill development Breadth of curricular content Contexts for learning Variety of support Range of teaching methods Negotiated learning Application of learning to new settings Strategies for independence Planning for progression

  11. ACTIVITY Moving on: Lauryn • How do her responses vary between contexts? • What influences these differences? • Reflect on evidence from different settings

  12. Maximising learning and progress: 2 Influences: contextual factors • Vary teaching – pace, style, approaches • Motivating and meaningful • Using and transferring skills • Getting ready to learn • Contexts for learning

  13. Progress within a level • Establish key cross-curricular, functional skills • Skills for learning and thinking • Personal and other priorities • Range of opportunities - to broaden contexts of learning and to enable lateral progression • Consistency of staff responses

  14. Discussion • share interpretations and judgements - responses and progress • identifies context-specific /influential factors - learning and responding • enables progress to be more effectively identified and planned • promotes consistency in responding to learner

  15. Progression Guidance Project Education Show March 2009

  16. Aims To familiarise delegates with the Progression Guidance Project, particularly; • Purpose, structure, content • Process and principles • Linked initiatives • Electronic professional development module • Using data to make judgements about progress.

  17. Progression 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.

  18. The progression guidance has been developed as part of the response to commitments made in: • The Children’s plan 2007 • To 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 progressing • that 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.

  19. The SEN Progression and RAISEonline: Principles April 2008 High expectations are key to securing good progress Age and prior attainment, as opposed to primary need, are used to inform expectations of pupil progress Moderation is key to improving the reliability of teacher assessment

  20. Comments on the revised principles March 2009 High expectations are key to securing good progress Accurate assessment is essential to securing and measuring pupil progress Age and prior attainment are the starting points for developing expectations of pupil progress

  21. HMI 2004: Judging Achievement – Year Groups Ofsted developed some initial judgements about progress as; • Inadequate • Satisfactory • Good • Outstanding

  22. Using the data • The Progression Guidance is not intended to replicate this • The data in this guidance will support schools, LAs and SIPs to develop their own skills to be more able to evaluate progress and set targets • The 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.

  23. Available data

  24. DRAFT

  25. DRAFT English KS1 to KS2 matrices 1 level progress 2 levels progress 3 level + progress

  26. DRAFT

  27. DRAFT

  28. DRAFT

  29. Introduction and overview Determining good progress Understanding national & local data Evaluating school performance Informing teaching and learning Setting targets Resources Section The effective use of data to support the evaluation of progress and outcomes for pupils identified as having SEN/LDD

  30. Using data to inform teaching & learning In 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. DRAFT ePD Click on the links to find out more information

  31. Using data to inform teaching & learning: Pedagogy for All Whole school pedagogy It is helpful to consider this professional knowledge as four interrelated domains. DRAFT ePD 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.

  32. Using 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. DRAFT ePD 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) For further information about Assessment for Learning go to : AfL primaryAfL secondary

  33. Using data to inform teaching and learning: Improving subject knowledge DRAFT ePD Let’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. 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?

  34. Filming: 5 schools • Mainstream secondary • Mainstream primary • Special SLD/PMLD • Special ASD • Special non-maintained BESD

  35. Talking Heads • Overview: Sue Hackman • Local and national data: Chris Beek • Evaluation school performance: Adrian Percival • Determining progress: Philippa Stobbs • Setting Targets: Tony Mulhearn

  36. Local authorities will receive notification of the publication of the Progression Guidance 2009-10 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. http://nationalstrategies.standards.dcsf.gov.uk/inclusion/specialeducationalneeds

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