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Re-Integration Readiness Scale: Enhancing School Reintegration Success

Learn about the Re-Integration Readiness Scale (RRS) which assists in assessing successful school reintegration potential for pupils excluded from mainstream schools. The RRS comprises 71 items across 8 sub-scales, providing insights into self-management, learning skills, literacy skills, and attitude. By creating a visual profile and setting a success criterion, educators can better support pupils' transition back to mainstream education. Explore how RRS scores can inform tailored support to help pupils engage in learning and feel secure. Feedback from staff highlights the RRS as an imperfect mirror that aids in refining support strategies for pupils' academic and emotional well-being. Reliability and validity measures demonstrate the RRS's effectiveness in evaluating pupils' readiness for reintegration. Discover how this valuable tool can transform the reintegration process, making it less daunting for students and educators alike.

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Re-Integration Readiness Scale: Enhancing School Reintegration Success

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  1. The Re-Integration Readiness Scale (RRS)‘An imperfect mirror’ Dr John Ivens Headteacher and Educational Psychologist 4th European conference – Child and Adolescent Mental Health in Schools

  2. The RRS, why is it helpful?http://media.routledgeweb.com/files/education/download/chalbehavmain.pdf • Another point of reference based on the teacher’s experience of the child’s behaviour • The experience is presented graphically • Re-presents the teacher’s knowledge of the child • Gives classroom-based ‘vital signs’ • Takes some of the heat and anxiety out of trying to reintegrate a child

  3. The RRS, what is it?http://media.routledgeweb.com/files/education/download/chalbehavmain.pdf • A teacher-informed measure for assessing the potential for likely successful school reintegration amongst pupils excluded from mainstream school. • The items are largely based on observable behaviours with relatively low inference • 71 items across 8 sub-scales • Author: Jane McSherry

  4. The RRS sub-scaleshttp://media.routledgeweb.com/files/education/download/chalbehavmain.pdf • Self Management of Behaviour • ‘Does not leave the room without permission’ • Self & Others • ‘Is able to work in a team’ • Self Awareness • ‘Can ask for help’ • Self Confidence • ‘Is happy with self’ • Self Organisation • ‘Can work alone without constant attention’ • Attitude • ‘Is prepared to work in lessons’

  5. The RRS sub-scaleshttp://media.routledgeweb.com/files/education/download/chalbehavmain.pdf • Learning Skills • ‘Will try to start a task on his/her own’ • Literacy Skills • ‘Is willing to spend time working out the instructions’

  6. The RRS success criterionhttp://media.routledgeweb.com/files/education/download/chalbehavmain.pdf 71 items Each item is scored as: 1(Is never able to fulfil this criterion) to 4 (Almost always fulfils this criterion) Minimum total = 71 Maximum total = 284 ‘A score of 200 or above would suggest a pupil was potentially ready for mainstream education’

  7. The RRS – creating a success criterionhttp://media.routledgeweb.com/files/education/download/chalbehavmain.pdf 71 items Each item is scored as: 1(Is never able to fulfil this criterion) to 4 (Almost always fulfils this criterion) Minimum total = 71 Maximum total = 284 8 sub-scales with 4 to 13 items ‘A score of 200 or above would suggest a pupil was potentially ready for mainstream education’

  8. The RRS – creating a visual profilehttp://media.routledgeweb.com/files/education/download/chalbehavmain.pdf 71 items Each item is scored as: 1(Is never able to fulfil this criterion) to 4 (Almost always fulfils this criterion) Minimum total = 71 Maximum total = 284 8 sub-scales with 4 to 13 items ‘A score of 200 or above would suggest a pupil was potentially ready for mainstream education’

  9. Pupil A – Reintegration Readiness Scale (T1)

  10. Pupil A – Reintegration Readiness Scale (T2)

  11. Pupil B – Reintegration Readiness Scale (T1)

  12. Pupil B – Reintegration Readiness Scale (T2)

  13. ‘…needs a mainstream curriculum… he can manage one. Takes the fear out of taking a student from a mental hospital’ ‘[An] imperfect mirror’ ‘RRS can get worse as pupils recover’ ‘Overall knowing their RRS scores enables us to adapt our support so they can engage in their learning and feel safe and secure doing so Feedback from staff

  14. Just an imperfect mirror? Reliability: • α .99 (n279) (likelihood that the items measure the same underlying construct) • Inter-rater reliability: • 85% (n27) average agreement across the sub-scales Validity • r.44 (n82) Academic attainment (WRAT) with RRS Total • r.43 (n73) CGAS with RRS Total • r.34 (n82) unhappiness (HLM) with RRS Total

  15. An imperfect mirror helping us to check what we thought we saw

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