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Level 3 - Integrated Assessment

Level 3 - Integrated Assessment. Liz Gajjar Principal Educational Psychologist. Planning processes: National Legislation and Guidance. ASL Act - 2004 & 2009 (new Code of Practice) GIRFEC Development of processes ongoing (e.g. Single Child’s Plan) HMIe Expectations.

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Level 3 - Integrated Assessment

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  1. Level 3 - Integrated Assessment Liz Gajjar Principal Educational Psychologist

  2. Planning processes: National Legislation and Guidance • ASL Act - 2004 & 2009 (new Code of Practice) • GIRFEC Development of processes ongoing (e.g. Single Child’s Plan) • HMIe Expectations

  3. Planning Processes:Moving from Level 2 to Level 3 Pupil may have an IEP (Level 2) Support is required from another agency Following referral to this agency - if further (joint) assessment is required School organise an Integrated Assessment Meeting (IAM)

  4. Level 3 Planning Process The Integrated Assessment Meeting could decide: • An IEP alone could support this pupil (back to Level 2) • An Integrated Plan should be developed (Level 3) • A CSP should be opened (Level 3 - n.b. CSP assessment Tool should be used) At Level 3 All pupils will have an IP and/or a CSP. They will also have an IEP.

  5. What is an IP (Integrated Plan)? • At the IAM those attending carry out a joint assessment working through the IAM proforma and using the GIRFEC Tools (My world Triangle, Resilience Matrix, Well-being Wheel)

  6. Integrated Plan: IAM Proforma 14.

  7. Too many meetings called IAM’s ? • Schools should continue to have other multi-agency meetings e.g. IEP reviews, CSP reviews, annual reviews. Ongoing meetings to discuss educational progress or adjust strategies. • The main purpose of such meetings is not to undertake full assessment. These meetings should be recorded and minutes/note of meeting put in the PPR. • To ensure clarity with colleagues in other agencies (and to avoid additional paper work) they should not be referred to as Integrated Assessment Meetings or minuted on IAM proformas

  8. School calling an IAM • Invite only those professionals currently involved • HT or HT’s representative will be the Lead Professional (this could be changed at the IAM - if it is agreed another person could take this role)

  9. Children who are Looked After (at home or away from home) • If a pupil is looked after then the Social Worker is always the Lead Professional. Where there is a need for further joint assessment which may lead to changes in the current LAC Plan for the child, this should be done as part of the LAC Planning Process. • Schools should continue current good practice e.g. can continue to invite social workers to meetings in school to discuss ongoing issues which relate to the Looked After pupil’s education.

  10. Scenario 1 • Emma is looked after at home and is the subject of a home supervision order. Recently she has not been attending school regularly and she is beginning to fall behind with her work. She has also been very quiet and withdrawn in class. When her attendance is good she is coping well and she does not have learning or behaviour difficulties. • School should invite SW and parents to a meeting in school to discuss Emma’s this further - the meeting could also agree if any-one else needs to be involved (including Emma in all or part of the meeting as appropriate). A note should be taken of the meeting and filed in Emma’s PPR.

  11. Scenario 2 • Billy lives at home with his mother and younger brother. Recently his behaviour has given cause for concern. He has also has been charged with two offences. He has support from Social Policy staff (a Youth Justice Team worker and a worker from the CYPT). Attendance has been poor and the DHT thinks he is mixing with an older peer group in the community. She feels further multi-agency assessment would be helpful to pull together an Integrated Plan for Billy at this time. • School should call an IAM and invite parents, pupil and professionals currently involved

  12. Scenario 3 • John is Looked After and currently lives in one of the residential houses in West Lothian. His attendance in school is poor and he has been involved in offending in the community. When in school he follows an alternative curriculum and has additional support, he also has support from CYPT and a Youth Justice worker. He has been excluded on a number of occasions, and when in school, staff have increasing difficulty in managing his behaviour. • John will have a Looked After Child’s Plan. The Designated Staff Member for LAC or another appropriate member of school staff should contact the SW. A meeting should be called to include the carers, SW and other involved professionals. John should be invited to all or part of the meeting.

  13. SORG • If referral to CRG/SORG required - pupil will be at level 3 and there will be a history of assessment, intervention and joint work to support the pupil. • IAM/LAC documentation should be included in the referral papers.

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