Identifying, Tracking and Assessing the Value Added Achievements of SEN/LDD Pupils

Identifying, Tracking and Assessing the Value Added Achievements of SEN/LDD pupils

in

Personal, Social Development and Wellbeing

Draft 6 (08.10.09)

Working Party Members: Jane Mills (Lead author: MeadowsideSpecialSchool; Bob Franks (LA: Principal Manager SEN/LDD & Inclusion; )
Contentspp2-4

Introductionpp 5-6

Tracking PSD & Wellbeing(Working Party 2009) p 7

Tracking PSD – FORMATIVE INSTRUMENT p 8

Tracking PSD – SUMMATIVE INSTRUMENT pp 9 -12

Tracking PSD – ASSESSMENT LOG p 13

A Picture of the whole curriculum (QCA, 2007) p 14

Curriculum Based and Individual Approaches to developing positive behaviour traits (BF, 2006) p 15

Teacher’s short term planning & Assessment Sheets P-Levels P4-P8

1. Self Awareness P4 p 16

2. Managing My Feelings P4 p 17

3. MotivationP4 p 18

4. Empathy P4 p 19

5. Social Skills P4 p 20

1. Self Awareness P5 p 21

2. Managing My Feelings P5 p 22

3. MotivationP5 p 23

4. Empathy P5 p 24

5. Social Skills P5 p 25

1. Self Awareness P6 p 26

2. Managing My Feelings P6 p 27

3. MotivationP6 p 28

4. Empathy P6 p 29

5. Social Skills P6 p 30

Teacher’s short term planning & Assessment Sheets P-Levels P4-P8

1. Self Awareness P7 p 31

2. Managing My Feelings P7 p 32

3. MotivationP7 p 33

4. Empathy P7 p 34

5. Social Skills P7 p 35

1. Self Awareness P8 p 36

2. Managing My Feelings P8 p 37

3. MotivationP8 p 38

4. Empathy P8 p 39

5. Social Skills P8 p 40

Teacher’s short term planning & Assessment Sheets NC -Levels L1-L4

Teacher’s short term planning & Assessment Sheets NC Level 1

1. Self Awareness NC L1c p 41

2. Managing My Feelings NC L1c p 42

3. MotivationNC L1c p 43

4. Empathy NC L1c p 44

5. Social Skills NC L1c p 45

1. Self Awareness NC L1b p 46

2. Managing My Feelings NC L1b p 47

3. MotivationNC L1b p 48

4. Empathy NC L1b p 49

5. Social Skills NC L1b p 50

1. Self Awareness NC L1a p 51

2. Managing My Feelings NC L1a p 52

3. MotivationNC L1a p 53

4. Empathy NC L1a p 54

5. Social Skills NC L1a p 55

Teacher’s short term planning & Assessment Sheets NC Level 2

1. Self Awareness NC L2c p 56

2. Managing My Feelings NC L2c p 57

3. MotivationNC L2c p 58

4. Empathy NC L2c p 59

5. Social Skills NC L2c p 60

1. Self Awareness NC L2b p 61

2. Managing My Feelings NC L2b p 62

3. MotivationNC L2b p 63

4. Empathy NC L2b p 64

5. Social Skills NC L2b p 65

1. Self Awareness NC L2a p 66

2. Managing My Feelings NC L2a p 67

3. MotivationNC L2a p 68

4. Empathy NC L2a p 69

5. Social Skills NC L2a p 70 p 70

Teacher’s short term planning & Assessment Sheets NC Level 3

1. Self Awareness NC L3 p 71

2. Managing My Feelings NC L3 p 72

3. MotivationNC L3 p 73

4. Empathy NC L3 p 74

5. Social Skills NC L3 p 75

Teacher’s short term planning & Assessment Sheets NC Level 4

1. Self Awareness NC L3 p 76

2. Managing My Feelings NC L3 p 77

3. MotivationNC L3 p 78

4. Empathy NC L3 p 79

5. Social Skills NC L3 p 80

Introduction

This document has been put together with the support of a working party of staff from Wirral Special Schools.

The pack has been developed to assist Wirral Schools in identifying, tracking and assessing the value added achievements of SEN/LDD pupils progress in Personal, Social Development and Wellbeing(PSDW). It will be evaluated against the five SEAL domains, the 5 Every Child Matters outcomes, the Qualification and Curriculum Authority Personal Learning & Thinking Skills. B-squared objectives have also been included to identify pupils short term progress which have been referenced to the 5 keySEAL domains.

The tracking documents have been developed to record FORMATIVE AND SUMMATIVE progress towards short-term and long term objectives. These goals rangefrom P level 1 through to National Curriculum Level 4. Each Level has 10 objectives for each of the five aspects of SEAL, making a total of 50 targets per designated level.

The information from the tracking documents will feed into an electronic data system to show the individual learners …

-Baseline assessment

-Termly progress

-Yearly progress

-End of Key Stage progress

The electronic data system will show …

-where the learner has gaps in their development

-areas that require more focused teaching work

-specific areas for target setting

-peaks and troughs in the individual learners achievements

In best practice, the short-term objectives will become part of a lesson plan. Staff may select these objectives using the information gleaned from the electronic data system.

Short Term Objectives

The short term objectives have been taken from the ‘B squared’ assessment system. These objectives are used as the key indicators for measuring progress towards gaining targeted SEAL long term outcomes. The short term objectives are assessed against three criteria:

E –The learner has encountered/experienced this objective (Maximum score of up to 33% acquisition)

The learner has been present on several occasions when the objective has been a focus of an activity. They may be supported to use the skill, but are not able to use the skill unaided.

D –The learner is developing the skills required to meet this objective(Maximum score of up to 66% acquisition)

The learner has demonstrated the developing skill. They may be supported to display the skill or prompted to be reminded to use the skill. The skill is not yet made use of in a confident manner

M –The learner has mastered this skill.(Maximum score of up to 100% acquisition)

The learner has been able to demonstrate on more than one occasion that s/he can use the skill with confidence. It has become a natural response to use the skill in the appropriate situations.

DO WE NEED TO THINK ABOUT DATING THE COLUMN AND CODING - EDM – RATHER THAN RESTRICTING IT TO CODES IN COLUMNS?

Think I have covered this?

There nay be occasions when the learner may be assessed as being unable to achieve the target due to physical limitations or other factors of their ability/disability. Where this is the case the assessor would enter an NA into the document. This would in effect remove the target from the assessment.

80% plus, achievement of a SEAL aspect would be considered as being achieved at that level. The pupil may then be supported to move onto the next level.

Personal, Social Development and Wellbeing

FORMATIVE & SUMMATIVE

TRACKING INSTRUMENTS

PERSONAL, SOCIAL DEVELOPMENT & WELLBEING

Pupil Progress Profile ( 2009- 2012)

For value added achievement of pupils

Name of Pupil :______Class.______NC Year Group: ______

1. Self-Awareness / 2. Managing my Feelings / 3. Motivation / 4. Empathy / 5. Social Skills
State-ment / B2
Assessment / VA / State-ment / B2
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State-ment / Pre / Post / VA / State-ment / Pre / Post / VA / State-ment / Pre / Post / VA / State-ment / Pre / Post / VA / State-ment / Pre / Post / VA

FORMATIVE TERMLY Value Added Achievement against short term objectives (B2)

Year / Autumn / Spring / Summer
2009/10

Teacher:______Name of Pupil :______Class.______NC Year Group: ______

SELF AWARENESS
KNOWING MYSELF / Post / Level / Date / Evidence Source(s)

1. 1. I know that I am a unique individual

/ EDM

1. 2. I can identify my strengths and feel positive about them

/ EDM
3. I can identify my current limitations and try to overcome them / EDM
4. I recognise when I should feel pleased with and proud of myself and am able to accept praise from others / EDM
5.I can identify what is important for me and what I expect from myself, taking into account the beliefs and expectations that others have of me / EDM
6.I can reflect on my actions and identify lessons to be learnt from them / EDM
7.I can make sense of what has happened to me in my life and understand that things that come from my own history can make me prone to being upset or angry for reasons others may find difficult to understand / EDM
UNDERSTANDING FEELINGS / Post / Level / Date / Evidence Source(s)
8.I know and accept what I am feeling and can label my feelings / EDM
9.I understand why feelings sometimes take over or get out of control and know what makes me angry or upset / EDM
10.I understand the way that I think affects the way I feel, and that the way I feel can affect the way that I think, and know that my thoughts and feelings influence my behaviour / EDM
11.I can recognise conflicting emotions and manage them in ways that are appropriate / EDM
12.I can use my knowledge and experience of how I think, feel, and respond to choose my own behaviour, plan my learning and build positive relationships with others / EDM
Post / Level / Date / Evidence Source(s)
MANAGING MY FEELINGS
MANAGING MY EXPRESSION OF EMOTION / Post / Level / Date / Evidence Source(s)
13.I can express my emotions clearly and openly to others in ways appropriate to
situations / EDM
14.I understand that how I express my feelings can have a significant impact both on
other people and what happens to me / EDM
15. I have a range of strategies for managing impulses and strong emotions so they do
not lead me to behave in ways that would heave negative consequences for me or for
other people / EDM
16. I know what makes me feel good and know how to help myself have a good time (eg to
feel calm, elated, energised, focused, engaged, have fun, etc) – in ways that are not
damaging to myself and others / EDM
17.I understand how health can be affected by emotions and know a range of ways to
keep myself well and happy / EDM
18.I have a range of strategies to reduce, manage or change strong and uncomfortable
feelings such as anger, anxiety, stress and jealousy / EDM
MOTIVATION
WORKING TOWARDS GOALS / Post / Level / Date / Evidence Source(s)
19. I can set goals and challenges for myself, set criteria for success and celebrate when I achieve
them / EDM
20. I can break a long term goal into small achievable steps / EDM
21. I can anticipate and plan to work around or overcome potential obstacles / EDM
22. I can monitor and evaluate my own performance / EDM
23. I can look to long term not short term benefits and can delay gratication / EDM
24. I know how to bring about change in myself and others / EDM
PERSISTENCE, RESILIENCE AND OPTIMISM / Post / Level / Date / Evidence Source(s)
25. I can view errors as part of the normal learning process, and bounce back from disappointment or failure / EDM
26. I can identify barriers to achieving a goal and identify how I am going to overcome them / EDM
27. I can choose when and where to direct my attention, resisting distractions and can concentrate for increasing periods of time / EDM
EVALUATION & REVIEW / Post / Level / Date / Evidence Source(s)
28.28.I can use my experience, including mistakes and setbacks, to make appropriate changes
to my plans and behaviours / EDM
29. I have a range of strategies for helping me to feel and remain optimistic, approaching new tasks in a positive frame of mind / EDM
30. I can take responsibility for my life, and know how to help myself believe that I can influence what happens to me / EDM
Post / Level / Date / Evidence Source(s)
EMPATHY
UNDERSTANDING OTHERS THOUGHTS & FEELINGS / Post / Level / Date / Evidence Source(s)
31. I can work out how people are feeling through their words, body language, gestures, and tone and pay attention to them / EDM
32. I understand that people can all feel the same range of emotions, but that people do not necessarily respond in the same way to similar situations, and that different people may express their feelings in many different ways / EDM
33. I can see the world from other peoples points of view, feel the same emotion as they are feeling and take account of their intentions, preferences, and beliefs and can feel with and for them / EDM
VALUING AND SUPPORTING OTHERS / Post / Level / Date / Evidence Source(s)
34.I can listen empathetically to others, and have a range of strategies for responding effectively in ways that can help others feel better / EDM
35.I can show respect for people from diverse cultures and backgrounds, and for people with diverse interests, attainments, attitudes and values, and I am interested in , enjoy and celebrate differences / EDM
36.I understand the impact of bullying, prejudice and discrimination of those involved, am moved to want to make things better for them and can use appropriate strategies to do so / EDM
37.I can support others who are experiencing personal problems / EDM
38.I recognise and take account of my feelings of empathy and act on them by considering the needs and feelings of others / EDM
Post / Level / Date / Evidence Source(s)
SOCIAL SKILLS
BUILDING AND MAINTAINING RELATIONSHIPS / Post / Level / Date / Evidence Source(s)
39.I can communicate effectively with others, listening to what others say as well as expressing my own thoughts and feelings / EDM
40. I can take others thoughts and feelings into account in how I manage my relationships / EDM
41.I can assess risks and consider the issues involved before making decisions about my personal relationships / EDM
42.I can make, sustain and break friendships without hurting others / EDM
BELONGING TO GROUPS / Post / Level / Date / Evidence Source(s)
43.I can work and learn well in groups, taking on different roles, cooperating with others to achieve a joint outcome / EDM
44.I understand my rights and responsibilities as an individual who belongs to many different social groups, such as my friendship group, school class, school family and community / EDM
45.I can achieve an appropriate level of independence from others, charting and following my own course while maintaining positive relationships with others / EDM
46.I can give and receive feedback and use it to improve mine and other peoples achievements / EDM
SOLVING PROBLEMS INCLUDING INTERPERSONAL ONES / Post / Level / Date / Evidence Source(s)
47.I can use a range of strategies to solve problems and know how to resolve conflicts with other people, such as mediation and conflict resolution / EDM
48.I can monitor the effectiveness of different problem solving strategies and use my experiences to help me plan my behaviour in the future / EDM
49.I have strategies for repairing damaged relationships / EDM
50.I can be assertive when appropriate / EDM
Post / Level / Date / Evidence Source(s)

1

Assessment & Personalisation Log

What PSD
Level? / Which SEAL
area? / When? / Pre or Post test / Personalized Learning
Date / Pre / Post

1. Self Awareness / WIRRAL –Pupil PSD and Well Being Profile Sheet – P4
Key assessment statements (long term obj) (Source – Learning Outcomes from SEAL (P&S)
KNOWING MYSELF

1. I know that I am a unique individual
2. I can identify my strengths and feel positive about them
3. I can identify my current limitations and try to overcome them
4. I recognise when I should feel pleased with and proud of myself and am able to accept praise from others
5. I can identify what is important for me and what I expect from myself, taking into account the beliefs and expectations that others have of me
6. I can reflect on my actions and identify lessons to be learnt from them
7. I can make sense of what has happened to me in my life and understand that things that come from my own history can make me prone to being upset or angry for reasons others may find difficult to understand

UNDERSTANDING MY FEELINGS

1. I know and accept what I am feeling and can label my feelings
2. I understand why feelings sometimes take over or get out of control and know what makes me angry or upset
3. I understand the way that I think affects the way I feel, and that the way I feel can affect the way that I think, and know that my thoughts and feelings influence my behaviour
4. I can recognise conflicting emotions and manage them in ways that are appropriate

1. I can use my knowledge and experience of how I think, feel, and respond to choose my own behaviour, plan my learning and build positive relationships with others

/ Suggested Resources
SEAL red book
ECM / PLTS / SEAL aspect / Short term Objectives (source - b sq – P LEVEL 4) / Teacher Assessment
E / D / M
SS, E&A, / Show when they have had enough of an activity
H, SS / Plays with own equipment
E&A, SS, / Becomes involved in own activity
E&A, SS / Plays independently for 4 minutes
E&A, PC / Plays independently for 6 minutes
E&A, SS / Plays with single objects for 2 minutes
H, SS / Returns to favourite activity
E&A, SS, PC / Combines sound and gesture to indicate need or object
E&A, SS, PC / 39,45, 47, 48, 50 / Asks for help with word or gesture
SS, E&A, PC / Show work with pride
2. Managing my Feelings / WIRRAL – Pupil PSD and Well Being Profile Sheet – P4
Key assessment statements (long term obj) (Source – Learning Outcomes from SEAL (P&S)
MANAGING MY EXPRESSION OF EMOTIONS

1. I can express my emotions clearly and openly to others in ways appropriate to situations
2. I understand that how I express my feelings can have a significant impact both on other people and what happens to me
3. I have a range of strategies for managing impulses and strong emotions so they do not lead me to behave in ways that would heave negative consequences for me or for other people
4. I know what makes me feel good and know how to help myself have a good time (eg to feel calm, elated, energised, focused, engaged, have fun, etc) – in ways that are not damaging to myself and others
5. I understand how health can be affected by emotions and know a range of ways to keep myself well and happy
6. I have a range of strategies to reduce, manage or change strong and uncomfortable feelings such as anger, anxiety, stress and jealousy

/ Suggested Resources