Appendix 3: Guidance onforsSetting tTargets for pupils with special educational needs; Setting Inclusive Targetsusing PIVATS Assessments
Introduction
All schools are required to set measurable performance targets at Key Stages 2, 3 and 4 in the relevant subjects.
However,R raising standards of achievement for all pupils and developing a more inclusive education system are features of the most effective schools. For some time now, there has schools have been concern that groups of pupils are marginalised by the target setting agenda if they do not achieve at within National expectations by the end of a Key Stage. As we move towards a more inclusive educational system, it is important that thoseschools can celebrate the achievement of thoese children who aremay be felt to be underachieving or whose needs are different from or additional to other learners achieve the highest possible outcomes.
In order to recognise and celebrate the significant progress that many of these learners make, it is recommended that additional targets are set that reflect the whole range of performance that pupils aim to achieve. In this way all pupils have a right to ensure that their contribution is recognised. By having a target setting approach which dovetails with that already in place for most learners, a significant step forward is made. As pupil’s progress and this can be measured in similar and different settings, the impact of particular arrangements and support packages can be analysed further for effectiveness and best value and the best practice replicated and developed.
As the implementation of Lancashire’s ICAP (Inclusive Continuum Action Plan) review of Special Educational Needs provisionbecomes embeddedgathers pace, the placement of pupils along the continuum of provision can be assessed by the setting, review andreviewing and evaluatingon of target setting in the samea manner as other pupil who attendthat compliments mainstream. Special Schools are expected to set targets for all pupils at the end of Key sStages 2, 3 and 4 and the approach and methodology that they use is one which can beis valuable for mainstream and based on using P Levels or PIVATS assessments in addition to Nnational Curriculum levels of attainment.
The recent HMI report “Setting targets for pupils with Special Eeducational Needs” (751 – February 2004) made the following recommendations that are easily addressed through using PIVATS assessments in the manner described.
MAINSTREAM
mainstream schools ought to be setting targets for all levels of ability and reporting them to Governors
they should iIncorporate assessment and recording arrangements for pupils with SEN into the whole school arrangements for all pupils
and should dDevelop their expertise in target setting and monitor the progress of lower attaining pupils
SPECIAL
Collate pupil assessment and achievement data over time at individual, cohort and whole school levels
Develop expertise in analysing assessment information
The PIVATS data assessment website allows those schools who use it to carry out target setting bywhat has previously been difficult to do – compareing performance and progress. , due to small numbers and wide variety of ages in some classes. TThis is possible as the progress of pupils with similar ability, of the same age and starting point can be compared in different schools and settings.
When identifying groups of pupils as part of the process of setting targets, the school should make use of all the assessment data available to it e.g. end of Key Stage assessment results from the previous Key Stage, PIPS results (primary schools) and CAT scores (secondary schools). It makes sense to set targets for the statutory levels and for example, include those pupils who will have a target level below the national expectation e.g. level 3 at KS2 and level 4 at KS3. For those pupils operating significantly below national expectations and who have PIVATS assessments, the following approach
is suggested.
All of this relies on the reliability and shared understanding of assessment criteria. (See Moderation section)
Targets
It may be helpful to clarify the terminology used for the types of targets that are set.
Absolute targets are the types of targets that schools are used to setting and are expressed as the % of pupils who at the end of a given time period will have attained a particular level e.g. 60% of pupils will achieve level 4 in English
Progress targets are generally felt to be most useful for pupils with SEN as they reflect the % of pupils who will progress by a given amount e.g. In PIVATS English cohort 3, 65% of pupils will achieve 4 points increase. These progress targets, if smart will demonstrate achievement and the added value and they also allow a non-competitive comparison between schools as the culture of failure is removed.
Expressing targets as absolute or progress allows the school to present a much more detailed picture of achievement over time. It facilitates greater detail and precision in interrogating the data and measuring progress.
The type of data available to schools for pupils who are well outside National Expectations is either the P scales or PIVATS (Performance Indicators for Value Added Target Setting). Within Lancashire and more extensively across the country, schools are increasingly seeing the benefits of using PIVATS assessments to track and monitor progress and to use this information as a basis for whole school self evaluation and to set targets inclusive of all pupils. Schools can use PIVATS to help set their targets. Such schools may also place more emphasis on setting effective additional targets in areas such as personal, social and health education and behaviour and adopting appropriate strategies to reach those targets.
When identifying groups of pupils as part of the process of setting targets, the school should make use of all the assessment data available to it e.g. SATS results from the previous Key Stage, PIPS results (Primary Schools) and CAT scores (Secondary Schools.) It makes sense to set targets for the statutory levels and for example, include those pupils who will have a target level below the national expectation e.g. level 3 at KS2 and level 4 at KS3. For those pupils operating significantly below National expectations and who have PIVATS assessments, the following approach is suggested.
Methodology
Targets are set using the average points scores for each curriculum area.
For children with one year of data
For each pupil in each subject, total the PIVATS scores and then divide by the number of attainment targets within each area (i.e. 4 in English, 3 in mathematics, 4 in science and 3 in personal and social development).
It is NOT appropriate to total all 14 aspects of PIVATS to provide an aggregated average score as this data is meaningless in defining challenge.
2003 - 2004ENGLISH / PIVATS LEVEL / PIVATS SCORE / COHORT
Speaking and Listening (C) / 1Ce / 21 / 3
Speaking and Listening (E) / 1Cd / 22 / 3
Reading / 1Cd / 22 / 3
Writing / 1Ca / 25 / 3
Average scores / 22.5 / 3
This gives an average score for each subject for each pupil. This score is then used to identify which cohort the child is part of .The benchmark cohort group is identified from page 174 of the PIVATS folder. See below:
PIVATS benchmark cohort group: / PIVATS levels: / PSD PIVATS levels: / PIVATS score range:1 / P1(i)e – P4a / PSD1e – PSD4a / 0.15 - 6
2 / P5e – P7a / PSD5e – PSD7a / 6.4 - 15
3 / P8e – 1Ba / PSD8e – PSD10a / 16 - 30
4 / 1Ae – 2Ca / PSD11e – PSD12a / 31 – 42.5
5 / 2Be – 2Aa / PSD13e – PSD14a / 44 - 60
6 / 3e – 4a / PSD15e – PSD16a / 62 - 80
The cohort group is important as this is how the target will be expressed.
(For PIVATS purposes, the cohort is the group of children with similarly banded attainment scores, NOT a year group.)
The next step is to look at the PIVATS file and see what is realistic and possible as a target for the next year (2 years if doing statutory end of Key Stage targets). This will involve reading ahead the performance indicators and possibly level descriptors and making a judgement based on your knowledge of the child).
The PIVATS percentile movement chart will assist in benchmarking what other pupils have achieved with the same profile over the past year. (Data website users only)
Example of percentile movement chart
Once this has been decided the level will generate a score e.g. in speaking and listening James was operating at 1Ce (score 21) and is predicted to achieve 1Ba (score 30)
PIVATS LEVEL / PIVATS SCORE / COHORT / PIVATS LEVEL / PIVATS SCORE / COHORT / IMPROVEMENTSpeaking and Listening (C) / 1Ce / 21 / 3 / 1Ba / 30 / 3 / 9
Speaking and Listening (E) / 1Cd / 22 / 3 / 1Ca / 25 / 3 / 3
Reading / 1Cd / 22 / 3 / 2B / 44 / 5 / 22
Writing / 1Ca / 25 / 3 / 2Cb / 41 / 4 / 16
Average scores / 22.5 / 3 / 35 / 4 / 10
James target improvement would be based on his cohort 3 present situation and would be expressed as follows if his targets were being used for whole school target setting purposes and he was the only child in that cohort
English
Cohort 3: to improve by 10 points
The same method would be applied to other subjects and could include PSE
Children with previous PIVATS assessments
From the previous years PIVATS assessments calculate improvement in each aspect and improvements on average scores (some schools will have more than one year’s data) e.g.
2002 - 200 / 2003 - 200 / Improvement from 2003 -4PIVATS LEVEL / PIVATS SCORE / COHORT / PIVATS LEVEL / PIVATS SCORE / COHORT
Speaking and Listening (C) / 1Ce / 21 / 3 / 1Be / 26 / 3 / 5
Speaking and Listening (E) / 1Cd / 22 / 3 / 1Cd / 22 / 3 / 0
Reading / 1Cd / 22 / 3 / 1Ad / 32 / 4 / 10
Writing / 1Ca / 25 / 3 / 1Ae / 31 / 4 / 6
Average scores / 22.5 / 3 / 27.75 / 3 / 5.25
Speaking & Listening Comprehension - 5points progress
Speaking & Listening Expression – 0points progress
Reading – 10 points progress
Writing - 6 points progress
Total – 21points divide by 4 equals 5. 25 points average improvement for one year.
This average score is used as the basis for target setting, monitoring and evaluation of progress.
Discussion about progress would include if they feel that results are accurate, whether progress at this level could realistically be maintained, any other factors
Do the same for other subjects
Then carry out the steps as outlined above -
Look at the PIVATS file and see what is realistic and possible as a target for the next year (2 years if doing statutory end of Key Stage targets). This will involve reading ahead the performance indicators and possibly level descriptors and making a judgement based on your knowledge of the child).
The PIVATS percentile movement chart will assist in benchmarking what other pupils have achieved with the same profile over the past year. (Data website users only)
Once this has been decided the level will generate a score
This score will allow you to work out the increase in points score for the next period for each aspect of the subject.
Add all the predicted score increases up and divide by the number of aspects to get the average improvement score – in this case 7.25 points
Repeat for each subject
(This is automatically generated for PIVATS website users)
Example of individual performance report
Tracking progress over time will allow teachers to calculate how much progress has been made against each target based on average scores and/or equally for each aspect of a subject.
2002 - 2003 / 2003 - 2004 / Actual Improvement / Predicted Improvement Linked to statement objectives and Annual ReviewPIVATS LEVEL / PIVATS SCORE / COHORT / PIVATS LEVEL / PIVATS SCORE / COHORT / PIVATS LEVEL / PIVATS SCORE / COHORT / INCREASE / Who will monitor progress and when ?
Speaking and Listening (C) / 1Ce / 21 / 3 / 1Be / 26 / 3 / 5 / 1Ba /
30 / 3 / 4
Speaking and Listening (E) / 1Cd / 22 / 3 / 1Cd / 22 / 3 / 0 / 1Ca / 25 / 3 / 3
Reading / 1Cd / 22 / 3 / 1Ad / 32 / 4 / 10 / 2B / 44 / 5 / 12
Writing / 1Ca / 25 / 3 / 1Ae / 31 / 4 / 6 / 2Cb / 41 / 4 / 10
Average scores / 22.5 / 3 / 27.75 / 3 / 5.25 / 35 / 4 / 7.25 / 5 PIVATS indicators
Cohort group target setting
Once each child is identified as being in which cohort and the preceding process has taken place, then an overall target for the cohort can be decided e.g 3 pupils in cohort 3 and I pupil in cohort 4. Dependent on the target improvements for each child, percentage targets can be set for the group. In cohort 3, 2 pupils were predicted to improve by 7 points and one was predicted to improve by 5 points. The target was expressed as;
English
Cohort 3 (3)
66% improve by 7points
33% improve by 5 points
The one child in cohort 4 was predicted to improve by 4 points. The target was expressed as
English
Cohort 4 improve by 4 points
The example below shows how whole school targets for one school at Key Stage 2 were recorded
Whole-school targets for English were set as follows:
15% of pupils (4) to achieve L5
58% of pupils (15) to achieve L4
12% of pupils (3) to achieve L3
Cohort 5 (3)
100% of pupils in Cohort 5 (3) to improve by 10 points
Cohort 4 (1)
100% of pupils to improve by 12 points
Whole-school targets for Mathematics were set as follows:
19% of pupils (5) to achieve L5
62% of pupils (16) to achieve L4
Cohort 5 (4)
75% of pupils) to improve by 15 points
25% of pupils to improve by 9 points
It is important to remember that PIVATS operates a differentiated scoring system according to the performance indicators at each level e.g. in cohort 5 each indicator is worth between 1.5 – 2 points. In cohort 4 each indicator is worth 1 – 1.5 points (Ppage 74 PIVATS folder)
Performance indicator values
P scales and NC levels / ScoreP1 (i) to P2(ii) / 0.15
P3 (ii) to P4 / 0.2
P5 to P6 / 0.4
P7 to 1A / 1
2C to 2B / 1.5
2A to 4 / 2
Summary
SENCO & Class teachers
Carry out PIVATS assessments (e.g.for those pupils unlikely to achieve level 3)
Analyse scores/results
Create mean scores for each pupil for each subject
Put pupils into cohorts for each Key Stage
Predict likely increases for each pupil in each aspect by looking at the indicators in the file and then calculate the average improvement points score for each subject.
Assessment leaders & SENCO
Set targets based on % for each cohort
Headteachers
Discuss with Adviser at the target setting visit if used to compliment statutory targets
Next steps
Class teachers
Share targets with pupils and , parents
and
SENCO
Share targets with (SEN) Governors
Use targets to inform IEP’s.
Monitor progress towards meeting targets & report to SMT & Governors
Subject leaders
Track progress using a variety of monitoring strategies
Analyse outcomes with Assessment leader to detect strengths and weaknesses and progress of pupils with SEN
Assessment leader
Lead all staffing on the moderation of PIVATS assessments
Create a portfolio of PIVATS assessments to exemplify standards
Collate targets & share with subject leaders
Track and plot progress over time
Analyse outcomes e.g. gender/amounts of progress/impact of intervention strategies
Present to Management team/Headteacher for interpretation
Headteacher/SMT
Evaluate from statement objectives through to IEP, to planning, to samples of work/other evidence, to talking to pupils etc.
Involve appropriate subject leaders
Report on provision and progress to governors and adviser
Analyse the performance of the school by inclusion groups
Ensure whole school target setting reflects inclusive principles and is translated into curriculum based objectives
This process could usefully be carried out for each year group or Key Stage as part of setting annual targets for all pupils
Some schools may want to use this information as part of the Performance Management cycle
“Target setting for individual pupils is of most value when it is central to school improvement. The best schools ensure that individual targets are specific and measurable. They are derived from accurate assessment information, related to curriculum objectives, and linked to clear criteria which can demonstrate progress over time. In these schools analysis of data is more reliable & forms a sound basis for evaluating how well pupils are achieving & the overall effectiveness of the school.”
HMI report “Setting targets for pupils with Special educational Needs” (751 – February 2004)
Methodology
- For each pupil in each area, the PIVATS scores are totalled and then divided by the number of attainment targets within each area (i.e. 4 in English, 3 in mathematics, 4 in science and 3 in personal and social development). It is NOT appropriate to total all 14 aspects of PIVATS to provide an aggregated average score as this data is meaningless in defining change.
- This gives an average score for each subject for each pupil. This score is then used to identify which cohort the child is part of.
PIVATS benchmark cohort group / PIVATS levels: / PSD PIVATS levels: / PIVATS score range:
1 / P1(i)E – P4a / PSD1e – PSD4a / 0.15 – 6
2 / P5e – P7a / 6.4 – 15
3 / P8e – 1Ba / PSD8e – PSD10a / 16 – 30
4 / 1Ae – 2Ca / PSD11e – PSD12a / 31 – 42.5
5 / 2Be – 2Aa / PSD13e – PSD14a / 44 – 60
6 / 3e – 4a / PSD15e – PSD16a / 62 – 80
EXAMPLE 1
Key Stage 2 English – 28 pupil cohort
25% of pupils (7 pupils) to achieve L550% of pupils (14 pupils) to achieve L4
14.5% of pupils (4 pupils) to achieve L3
7% of pupils (2 pupils) to achieve L2 – based on teacher assessment
3.5% of pupils (1 pupil) lower than level 2.
PIVATS not used for this cohort
EXAMPLE 2
Key Stage 2 English – 28 pupil cohort
25% of pupils (7 pupils) to achieve L550% of pupils (14 pupils) to achieve L4
14.5% of pupils (4 pupils) to achieve L3
7% of pupils (2 pupils) to achieve L2 – based on teacher assessment
!00% of pupils in cohort 4 (1 pupil) to improve by 5 PIVATS points
PIVATS used for this cohort
Calculating the PIVATS Targets for Example 2
- From the previous year’s PIVATS assessments calculate improvement in each aspect and improvements on average scores (some skills will have more than one year’s data) e.g. pupil A
Speaking and Listening Expression – 2 points progress
Speaking and Listening Comprehension – 3 points progress
Writing – 4 points progress
Reading – 0 points progress
Total – 9 points divide by 4 equals 2.25 average increase for one year
Final Target = 5 points (2.25 x 2 years)
There has been an innovative and exciting development to support the target setting in special schools which will have relevance for those setting targets for pupils performing outside National expectations in primary and secondary schools.
Over the past 3 years the PIVATS website has accumulated data on pupils. This has given the pupil’s baseline starting point; age, and their performance after a year. The cumulative data has allowed the assessment and data analysis personnel in the Professional Support Team to project the expected performance of pupils at a given age and starting point. It is not considered that these projections will be followed slavishly but give a starting point for discussion when what is known about the sen on the pupils is taken into account. The purpose of this is to ensure that challenging targets can be set for pupils which take into account the mean performance of pupils in other schools. This is the first time that this has been possible.
As can be seen from the following table;