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Provision mapping: create a
tool that manages, deploys
and evaluates resources for
inclusion
Anita Devi
November 2011
www.anitadevi.com
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Reflection 1 What type of chocolate would you use to describe your setting and why?
Reflection 2
“Is it possible to envisage...an education
system which starts from the recognition of the diversity of learning needs among
all learners, and which offers a
corresponding continuum of flexible
provision?” Wedell, K. (2008) ‘Confusion about Inclusion:
patching up or system change’ British Journal of
Special Education Volume 34 Number 3 pp127-
135
Key words and implications for your
setting:
Task 1
Inclusion to me means…
Task 2
How do you know?
Inclusion in my setting means…
What is Provision Management/Mapping?
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What does a provision map look like?
Task 3: Examine the following examples of different provision maps and highlight
which features you
like/dislike
feel are useful/not useful
think would work for your setting
State the reasons for your choices.
Ex Like Dislike Useful Relevant
to our
setting
Comment
A
B
C
D
E
F
G
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Example A:
Provision Mapping KS
Area of Need Wave 1 Wave 2 Wave 3
Cognition and
Learning
Communication
and Interaction
Emotional,
Behavioural and
Social
Sensory and
Physical
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Example B:
Name of School: Date:
Yr Provision / Resource Staff /
pupil
ratio
Staff
involved
Time costs Cost £
6 In class support 1:1 TA Daily - full time
27.5 hours per
week
Lunchtime support 1:1 TA Daily - 5 hours
per week
Language / social skills 1:6 LM 2 x 45 minutes
per week
7 Additional reading
support
1:5 TA / CT 15 mins daily -
75 mins per
week
Additional reading
support
1:1 2
pupils
TA / CT 20 mins daily -
1 hr 40 mins
per week
Speech and language
group
1:5 ST 45 minutes per
week
8 Physical / sensory ICT
support
1:1 TA 2 hours per
week
Physical / sensory
manipulative skills
1:1 1:1 1 hour per
week
9 BESD support 1:1 TA Daily - full time
27.5 hours per
week
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Example C:
Name: Interventions
Math
s g
ro
up
Ph
on
ics
Co
-
ord
inati
on
EP
SA
LT
So
cia
l
Sk
ills
Art
Th
era
py
Bo
oste
r
gro
up
s
FLS
ELS
ALS
John
Mary
Sally
Amir
Maggie
Example D:
Please tick if student attended the session and add any evidence of impact on
students’ progress.
Name of member of staff Name of intervention
Name: Session Dates: Significant
Outcomes
Tony
Sara
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Example E:
Name of provision:
Lead person:
Supported by:
Start date:
Length of intervention:
Frequency:
Target group:
Groupings:
Named pupils: Entry data date Exit data date
Assessment method:
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Example F:
Impact Assessment Provision Map
School:
Year
Inte
rvention
Pro
vis
ion
Wave
2 o
r 3
Delivere
d
by
Pupil
Initia
l
Assessm
ent
Date
Impact
Assessm
ent
Date
Out
com
e
2 Reception
NC High
Frequency
Words
reading
3 FL 7/45
words
13/10/
07
29/45
words
2/12/07 +
2 Talk,
Learn,
Communic
ate
3 WF P6 10/09/
07
P7 12/03/08 +
3 Learn to
Read
3 TS Reading
1a 08/09/
07
Reading
2c
18/10/07 +
3 Precision
Teaching
number
bonds to
10
3 RW Number
P8 10/09/
07
Number
1c
25/10/07 +
4 Wave 3
Maths
Materials
3 BBU Number
1b 26/09/
07
Number 1a
16/12/08 +
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Example G:
Class: Initials of students
for
adapting
QFT
Every
Child m
att
ers
(Enjo
y &
Achie
ve)
Pro
vid
ing Q
uality
First
Inclu
siv
e lessons
Stu
den
t
Str
ate
gie
s
Seating plans
Each student with correct and appropriate equipment
Attendance and punctuality
Student planners
Rules and routines consistently applied and displayed
Appropriate behaviour is noticed, praised and rewarded
Consistency high standards expected
Teach
ing
Str
ate
gie
s
Key word lists, used clarified and re-visited (word mats, key
word posters, boards, lists in planner)
Assisted reading around the class
Assessment for Learning (AfL) activities
Visual stimuli (concrete objects)
Thinking time / thinking skill activities
Clear learning objectives linked to succinct success criteria,
assessment approaches and targets
Peer support and assessment encouraged
Visual, auditory, kinaesthetic and other varied teaching
approaches
Interactive learning: pupils encouraged to be co-constructors of knowledge/learning
Tasks and instructions clearly explained and modelled
Stated links to previous learning
Increased opportunities for independent learning
Development of skills for learning
Learn
er’s
Need
s M
et
Developing good working partnerships with teaching and
learning assistants to promote independent learning
Differentiated questions, tasks, groupings and learning
opportunities to enhance personalised achieved and learning
and to encourage creativity
Learner’s contributions welcomed, reflected back or expanded
(mini plenary)
Tasks simplified or extended
ICT and oral feedback as an alternative recording strategy
Text and resources matched to student’s level
Understanding of tasks and related learning objectives checked before and during the task
Timed task as appropriate
Support in forming sentences and expression of ideas in
writing e.g. initial verbal recording to support writing
Support for developing maths skills across the curriculum
Access to bilingual support if necessary (EAL)
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Additional QFT per Department i.e. subject specific and year group (where
relevant)
English Maths Science ICT Transition work Yr 7
Theatre visits Yr 7
Visiting Poets Yr 7 Poetry Conferences
Yr 10
Encouraging Student
leadership Yr 10
Skill Building
(Software) Yr 7 & 8
External examination courses Yr 9
Catch up sessions Yr
9 & Yr 11
Internal moderation Yr 10 & Yr 11
External examination
courses Yr 11
Exam revision Yr 12
Physical Education (PE)
Expressive Arts
Humanities MFL
Extracurricular clubs Sports day
External
tournaments
Basic skills training Yr 7
Set ability groups Yr
8
Netball & football
tour Yr 9 Dance option Yr 9
Encouraging Student
leadership Yr 10
Ski trip Yr 8, 9, 10 & 11
Revision Yr 11
Access to external
facilities Yr 10 & Yr 11
First aid course Yr
12
Extra curricular activities
Art Induction days
Yr 7
Multi-cultural week
Yr 7
Art gallery visit Yr
9 7 Yr 10 Art workshops Yr
10 & Yr 11
Theatre visits Yr
11 & Yr 12
Exhibition of work
Yr 11 & Yr 12
Mixed ability groups Choice of 1 or 2
languages Yr 9, Yr
10 & Yr 11
Extra
revision/support Yr
11
Design technology
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The C**** School: Wave 2 & 3 Provision
Department Wave 2 Wave 3 English After School/Lunchtime
Booster Classes Yr 9 & Yr 10
After school revision class Yr
11
Intervention Groups
EAL personalised support
Maths
Science
ICT One-to-one task support Yr 7
& 8 Focus groups Yr 7 & 8
Coursework catch up Yr 10 &
11
Individual Learning Plans Yr
11
Exam revision Yr 12
Physical
education
BTEC Intervention Yr 10
Revision Session Yr 11
Expressive Arts Performance rehearsal Yr 7 &
Yr 8
Individualised work plan –
details and student specific Yr
9 Time plan for individual
students Yr 10 and Yr 11
After school support Yr 10, Yr
11 & Yr 12
Consideration in
handouts/resources is given to
font and colour of the paper to
match pupil needs
Humanities Key skills training Yr 7
Option choice support Yr 9
Geography field trip Yr 10
Revision materials Yr 10, Yr
11 Coursework catch up Yr 11
History trips Yr 12
Use of writing frames Yr 7, Yr 8
7 Yr 9
Intervention books Yr 8 boys
Written instructions Yr 9
Intervention strategies Yr 10, Yr 11 & Yr 12
Booster session Yr 10
One-to-one tuition Yr 12
MFL Faculty Report Yr 7, 8, 9
Revision classes Yr 10 & Yr
11
Coursework catch up Yr 10 &
Yr 11
Access to laptops
Extra vocab
Design &
Technology
Catch up groups Yr 10, Yr 11
& Yr 12
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Reflection 3: What three things determine the design of a provision map:
a.
b.
c.
Process:
Appreciative Inquiry (AI) is an organizational development process or
philosophy that engages individuals within an organisational system in its
renewal, change and focused performance.
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Provision Map
Year 4 Date: Oct 09
Wave 1 strategies: visual timetable, task boards x 5, peer mentoring, grouping for support, cumulative
reward system, writing frames, word banks, feelings wall, worry box, phone-a-friend, wobble seats x 3.
Wave 2 interventions:
Intervention Gp
Size
Frequency
and staff
Pupil Entry
data
Intervention Target Exit data Outcome
Comprehension
group
1:6 3 x 15 x 6
weeks
HLTA
Amy
Joe
Dan
Fred
Bob
Max
2c
2b
2c
2c
2b
2c
Plus one sub-level
To use expression in reading
To demonstrate understanding
of text in conversation
2b
2b
2a
2a
2a
2b
5/6 plus one sub
level or more.
Positive outcome for
all except Joe –
behaviour an issue.
Repeat intervention
– new group
Springboard
maths
1:6 4 x 20 x8
weeks
(early
am)
Dan
Fred
3c
3c
Plus one sub-level
To be able to use multiplication
facts (2,5,10) confidently
3b
(number)
3b
4/6 plus one sub
level or more.
Positive outcome.
Amy attendance
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HLTA Carl
Amy
Jane
Sara
3b
3c
3c
3c
To use the 24 hr clock
3b
3c
3a
3a
poor. Carl had
moved from low to
high 3b. Strong
teaching style – to
support other staff.
Repeat.
Wave 3 interventions:
Intervention Gp
Size
Frequency
and staff
Pupil Entry
data
Intervention Target Exit data Outcome
Paired reading 1:1 Daily, x
10, HLTA
Bob 2b To re-engage with text
Read with expression
2a Good progress, Leuven
engagement levels -
plus 1
Social skills 1:3 3 x 15
Carl
Jack
Wayne
Leuven
1
4
3
To work on individual targets-
Organisation skills – work and
time keeping
Working with others
Working with others
3
4
4
Leuven well being
levels improved for
2/3. Carl now
successful as
register monitor
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How does our school calendar work?
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Annual Pupil Progress and Provision Mapping timetable
Key
A. Assessment
B. Gathering Pupil Views C. Data entry
D. Data Analysis and review of intervention
E. Pupil Progress Meeting
F. Preparation for provision G. Parent conferencing
H. Professional Development Meeting (PDM) to discuss and agree strategies
for Quality First teaching
Week
Sep
Week
Oct
Week
No
v
Week
Dec
Week
Jan
Week
Feb
Week
Mar
Week
Ap
ril
Week
May
Week
Ju
ne
Week
Ju
ly
1 H 1
4 1
8 2
3 2
7 4
0 4
4
2 6 1
0 G 1
5 A
,
B
,
C
1
9 F 2
4 2
8 A
,
B
,
C
,
3
2
3
6
4
1 A
,
B
,
C
4
5
3 7 A
,
B
,
C
1
1 1
6 D
,
E
2
0 2
5 2
9 D
,
E,
F,
G
3
3
3
7
4
2 D
,
E
4
6 F,
G
4 8 D
,
E,
F
1
2 1
7 2
1 2
6 H 3
0 3
4
3
8
4
3 4
7
5 9 1
3 2
2 3
1 3
5
3
9
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Staff input and ownership
Aim 1: demonstrate additionally, progression and value for money
Aim 2: reduce bureaucracy: keep it simple
Evolving and functional document
Staff meeting 1 Staff meeting 2
Welcome
Sticky note activity: Inclusion
What does inclusion mean
to you?
What does inclusion mean
to us?
Flip chart activity Introduce AI
Plot Wave 1
Feedback – evaluate input and
process
How did staff feel? Highlight celebration
factor
Recap Wave 1 and process
Ask for any post staff meeting
thoughts
Discuss what wave 2 and 3 means
Plot map
Sharing & Dissemination
Dependent on purpose
Involve all members of school community
Share with Governors
Publish map in public domain
Development:
Link to transition
Include in annual cycle to review
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Strategic Pathway for Provision Management
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Useful resources:
http://sen-aen.audit-commission.gov.uk/
Value for Money Toolkit
Templates including e-version in Microsoft Excel
http://www.eriding.net/inclusion/provmap_res.shtml#ex4
Key actions emerging from this workshop
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Appendix 1:: Waves Grids
School:
Date: Faculty:
HoD: SEN Link:
Quality First Inclusive Teaching for All Pupils (wave 1) – across the school
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School:
Date: Faculty:
HoD: SEN Link:
QFT (Year Specific)
Year
Year
Year
Year
Year
Year
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School:
Date: Faculty:
HoD: SEN Link:
Wave 2: time-limited provision Wave 3: individualised long-term relative to need
Year 7
Year 8
Year 9
Year 10
Year 11
Year 12