how to effectively use pips data
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How to effectively use PIPs dataTRANSCRIPT
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Dorothy HaganHead TeacherHoly Family RC Primary
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�PC Based Assessment
� Planned Teacher/Learner Interaction
� Opportunity for Parental Involvement
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�CT observes task performance�CT takes additional notes re-understanding�Identifies strengths and weaknesses inliteracy and numeracy�Identifies concentration and attentionspans
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�Self esteem and confidence indicators�Planning of teaching and learningoutcomes based on observations�Early indication of special needs, EALand ASN pupils
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�Confirm CT understanding of data�CT and HT discuss PIPS Results�Comparison of data to confirmgroupings�Additional Support for Learners givingconcern
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�Compare raw and final scoring�Identify Learners making goodprogress and those giving concern�Closer evaluation of Learner’sliteracy/numeracy attainment�EAL and SFL Teacher consultations�Parental Feedback�Use data to inform class composition
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�Paper Based Assessment�Close knowledge of majority ofLearners now established�Harder to observe assessment�CT can identify areas where Learnersneed to improve/strengthen�Picture vocabulary can identify issues�EAL, ASN and SFL pupils can struggle
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�Confirm PIPS understanding with staff�Consultations with relevant teaching staff�Review Results and identify anybackground factors�Involvement of other Agencies if patternof need identified�Ensure planning to stretch high achievers�Closer look at Attitudes
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�Similar process as P3�Review new starts�Evaluate results against otherassessments/groupings�Review support resources
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�PIPS data had been useful forTransition to S1�Academy staff use data to form classes
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�School Improvement Planning�Allocation of resources�Reporting to Parents�Evidence for HMIe�Local Authority Benchmarking
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