Sen Idp Ps Agpdmpupsen

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The National Strategies Page 1 of 10Inclusion Development Programme Primary/Secondary

Agenda for PDM for interpreting and evaluating progress and settingtargets for pupils with SEN

Notes to the session leader

The prompts are intended as possible examples of topics for the PDM. You will want

to make decisions about the focus and content of the session and adapt it accordingto your school priorities and to focus on pupils with dyslexia/SLCN.

There is enough material for more than one PDM, if you want to extend the time

given to a particular point of focus.

The PDM is written to be used with school staff but should be led by a leading

teacher, a consultant or a member of the SMT.

As you lead the session, keep the key messages in mind so that participants leave

the CPD session with a clear understanding of where they need to focus theirdevelopment over the period established before the first review of progress.

You may want to record relevant contributions on a flipchart as you work through the

session so that participants can use these prompts when they complete their IDPaction points towards the end of the meeting.

The PDMs are written so that they include input, activities and discussion. It is worth

including practical examples or video sequences in the training. You may wish todraw on the CPD modules for Foundation Stage knowledge in dyslexia/SLCN on thisDVD (which include video clips) or to use extracts from Learning and Teaching forDyslexic Children (DfES 1184-2005 CDI).

As you take participants through this session, note staff who are confident in this

area and could share their expertise, for example by supporting colleagues in schooland taking a leading role in co-coaching. Also note staff who are less confident and

who may need more focused support over the half-term.

Agenda for PDM: Evaluating and interpreting data

1.Rates of progress

What is good progress?

Calculation of value added.

2. How well are we doing?

Investigating individual cases

Performance by different groups

Impact from different interventions.

3. Taking action and reviewing progress

Session sequence

Notes

These notes are for guidance only and it is expected that schools will choose from

what is suggested and adapt materials to meet their own needs.

This PDM will focus on children with SEN, particularly those identified as having

dyslexia/SLCN.

00070-2008DVD-EN Crown copyright 2008


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Teaching assistants and support staff who also work with the focus children should

be included in the session(s).

This PDM is relevant to the whole school as part of its responsibility for the progress

of all children.

It is important to relate this to day-to-day Assessment for Learning opportunities

which will underpin the use of any summative data.

ResourcesTo complete all of the suggested activities the session leader will need to be familiarwith RAISEonline and have access to their own school data in RAISEonline to usefor demonstration during the PDM.

Flip charts/pens

Aim of PDM

To use data more effectively to analyse, improve and celebrate progress of individualand groups of pupils with dyslexia/SLCN to better inform planning, teaching, assessmentand the use of assessment information.

Before the PDMAll staff asked to bring assessment information for all pupils ensuring they includeappropriate assessment information on those with dyslexia/SLCN.

1. Rates of progress

Consider the

progressmade bylowest-attainingchildren

Hold a brief discussion on all pupils progress towards their targets.

Ask: which pupils are not working at age-related expectations?

which pupils are working below the level of their potential?

which pupils are unlikely to make at least one level progress?

how much progress do you expect these pupils to make?

how do you know that is good enough?

Suggested activity

Check the current underperformance by mapping these pupils on to your currenttracking form.

For pupils working at P levels use P level tracking grid using a tracking tool, e.g.

as in the NS Primary Framework tracking tools.

Ensure all pupils who entered Year 3 below level 2 are identified in this exercise

in order to track any continuing underperformance.

Ask participants in pairs to reflect on the pupils they know and identify two pupils

with dyslexia/SLCN; one they are confident is making good progress and onewho isnt, or they are unsure about.

In pairs and recording on flipcharts reflect on how they have made these

judgements, based on what evidence, what has worked well, what the barriers

are and how they know the progress is good enough. Share this with the group and identify broad priorities.



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You may also want to refer to the ISPPDM Developing the SEAL to supportchildrens progress and the achievement of curriculum targets 0348-2006DWO-EN

Thechangingcontext

Discuss the changing context for target setting for 2009 (see supporting paperEffective use of data in the LIBRARY section) and the expectation that all childrenwill make two levels of progress in each key stage, focus on your expectations for

children with dyslexia/SLCN.Ask:

how do you use value-added data to support this process?

what are the challenges when using value-added data for pupils who make

limited or very small steps of progress?

what are the implications of this for teachers?

Value-addeddata

RAISEonline

In order to calculate the value added over any period of time and compare progressmade elsewhere or with different pupil groupings the National Curriculum levelsneed to be converted to a points value.

Many schools are successfully using P scale equivalent scores to evaluate theprogress of pupils working below level 1 of the National curriculum.RAISEonline can help us look at the rates of progress made by different individualsand groups but it is important to understand how value-added data is calculated.Hand out the table to show APS and alternative equivalence from P1 to Level 5(a)(see supporting paperEffective use of data in the LIBRARY section of this resource).

Suggested activityUsing a demonstration of RAISEonline, preferably with participants able to follow ontheir own screen, show the following lowest-attaining pupils progress from KeyStage 1 to Key Stage 2.

In this case, there are a number of issues related to:

the small numbers of children involved, even at national level; the unmoderated nature of teacher assessment generally and of assessment



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Investigatingindividualcases

using P scales in particular.

As a result of these limitations, the data and the graphs created from it cannot beused to make any judgements about school effectiveness. However, they can beused to raise questions and hypotheses about what is going on with a particular child or within a particular setting and to focus further investigation.

The nature of that further investigation can also be facilitated by the functions withinRAISEonline.


What factors in the school/settings provision led to thispupil making such rapid progress? To enquire further

1. Hover your pointerover this dot and


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This breakdown of Matthews attainment profile enables us to see any irregularitiesor patterns across subjects as well as to analyse the individualsresiduals.

We can then look at various aspects of the individual childs context, using the filtertool and school-defined fields. For the rest of this example, we will explore the caseof Phoenix Davidson, a pupil in Key Stage 3. The functions operate in the same way

for Key Stage 2 children. Functionality is more limited at Key Stage 1.

The intervention records on the spreadsheet will help us to determine what has beendone, in terms of specific interventions, with this individual. The direct link tooutcomes at pupil level helps us to evaluate the effectiveness (or otherwise) ofparticular interventions or other factors within the available provision or at least toask some evidence-based questions.

By using the Filter function from within the Attributes view (see below), it ispossible to then drill down and see what interventions or provision factors havecontributed to an individual childs progress, or lack of it. This would enable schoolsto analyse the progress of individual or groups of pupils with dyslexia/SLCN and the

effectiveness of any linked interventions. This kind of enquiry of course dependsupon the administrator for the amendable database, teachers or teaching assistantsmaintainingthe records in this form.


this information boxpops up on the screento tell you more aboutthe attainment profilefor the individual pupil or group of pupils ifone of the larger blobswas selected.


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Performance

Using the filter in this way enables us to focus on the range of interventions usedwith an individual child, and to begin to form a hypothesis about what has worked toaccelerate his or her progress over the key stage.


Select Import/Edit Data tab, then Spreadsheet, Pupil Attributes andFiltering.

In order to explore this a bit further, we may want tolook at the relative performance of different groupsof which Phoenix is a member and at the impactelsewhere from interventions used with her.

Question: What do you think has worked toaccelerate Phoenixs progress so dramatically?

Type in the

name of thechild we areinvestigating,and then clickOK.

Leave the restuntouched.


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by differentgroups

As part of this exploration, we can also use the Options and Filter functions withinPAT/RAISEonline to look more closely at:

a. relative performance by different groups

b. the impact on pupil progress within this setting of a particular intervention.

We can begin by looking at the schools or settings performance generally with low-attainingpupils by comparison with the progress made by middle-range and high-attaining pupils.

Note: We need to be careful not to make judgements about school effectiveness inrelation to different attainment groups in this way if the pupil cohort is small andnumbers are statistically insignificant (typically, less than 10). However, it would betrue to say that there is no evidence to support claims that the Gifted&Talentedprogramme is particularly effective.

Next we may decide to look at the progress made by girls in the school another

group that Phoenix is a member of which we can do using the Filter function.As we can see from this chart, there is one noticeable difference between the VA


School VA linesuggests thattypically low-attaining pupils inthe school havedone better thanthe national

median

while pupils attaining

in the medium rangehave made progressin line with thenational median

Question: Is there any evidence to suggest thatthe schools Gifted & Talented programme(which Phoenix was involved in) is working wellto accelerate progress? Do we think this hasbeen a key factor in heraccelerated progress?

Schoolmedian

line

and high-attaining pupils havetypically done less well than thenational median and, in termsof progress, are among thelowest 25%.


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Impact ofdifferentinterventions

line for all pupils and the one drawn for girls only.

Lets have a look now at one of the interventions she has been involved with isthere evidence of impact elsewhere in the school?

Now we can look at the relative progress made by all the children who have been workingwith a learning mentor (in this case six pupils in the cohort).

We could also look at all those pupils who had been involved in the schools BESDprovision. This will enable us to view the progress made by all the pupils identified atschool/early years Action Plus or via statements with support for BESD provision. Itwill give us good information on whether the provision has been working to raiseachievement for identified pupils it will not, of course, tell us whether the provisionhas worked to enhance their presence or participation in the setting or any of the

other five outcomes of Every Child Matters.

It is important to make use of this information as part of the annual review of theeffectiveness of provision.


What picture might we see if welooked at the progress made byall those who worked with a

speech and language therapist?Or were part of an angermanagement group?

Does the school have evidence tosuggest that this intervention may be

contributing to accelerated progress byindividuals within this setting?What other interventions might youwant to look at in relation to Phoenix?


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We could use the RAISEonline functions to find out.

Given what we have seen in an earlier graph concerning the outcomes for thosepupils who are involved in the mentor programme, we might want to ask a questionabout the effectiveness of the other aspects of BESD provision in the school, byusing the Options and Filter functions to look at different groups and differentinterventions. Of course, this analysis will not by itself tell us what interventions areeffective outside of this context, or what will work across a range of contexts weneed to share data with other settings in order to do that in even a limited way.

Suggested activityA demonstration such as this could be followed by using RAISEonline to analyseyour own school value added data with a particular focus on those pupils withdyslexia / SLCN


Which of these pupils hadlearning mentors as part of

their BESD provision?


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2. How well are we doing

Ask participants to consider;

Whether the data has helped them to answer the question How well are we

doing? and How well should we be doing?, in relation to the focus pupils withdyslexia/SLCN

How can this help us to evaluate the effectiveness of interventions for those pupils

with dyslexia or SLCN?

3. Taking action and reviewing progress

Next steps Ask participants to suggest action from the value added data analysis undertaken bythe school. Suggestions might be for example:

Working intensively with LA literacy /SEN consultants to improve quality first

teaching forall pupils Tracking each pupils progress more carefully so as to pick up more quickly

those who are not on track to achieve expected progress

Improving additional intervention and monitoring of intervention for those pupils

with dyslexia/SLCN entering Key Stage 2 below Level 2

Draw out from these suggestions that good data enables us to ask the rightquestions, take action to make improvements and to evaluate the effectivenessof these actions. Data inform planning, target setting, teaching and interventions,they are a key component of the school improvement cycle and need to beembedded within it.


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