Managing SEN: Managing SEN: Monitoring and Evaluation – Monitoring and Evaluation –
Gathering Evidence: Making JudgementsGathering Evidence: Making Judgements
Day 1
TimetableTimetable
9:00 - 10:00 Overview 10:00 - 10:45 Data analysis 11:00 - 11:20 Coffee11:20 - 12:20 Lesson observation12:20 - 1:10 Lunch 1:10 - 2:10 Work sampling 2:10 - 2:20 Tea 2:20 - 4:00 Action planning
Aim of the Course:Aim of the Course:
To further develop skills in monitoring and evaluating the effectiveness of SEN provision
To provide practical opportunities to carry out SEN self-evaluation relevant to your school
What is Monitoring and Evaluation?What is Monitoring and Evaluation?
• Monitoring is gathering information about actual practice.
• Evaluation is placing some value on that information. i.e. – what is it saying about quality and standards? – Is it worthwhile/ effective? – Is it adding value to the learners’ experience?
It should be:It should be:
• Manageable • Purposeful • Focused• Based on appropriate strategies• Systematic• Participative• Valid• Measured against success criteria• Used to maintain / develop good practice
Why do schools need to monitor and Why do schools need to monitor and evaluate?evaluate?
• Because there’s no point to all your hard work if it isn’t helping pupils to make progress
• Because if it is others can learn from you• Because if it isn’t you will want to change things• Secure inclusion in school profiles of those who
make small steps progress• Demonstrate accountability• Demonstrate value for money and value added• Performance management
PrinciplesPrinciples• Focus on: learning and teaching
standards and progress
leadership and management
• Informs school development planning cycles / target setting
• Used as evidence of successes and to identify new developments
Cycle for School Self-improvementCycle for School Self-improvement
PUPIL ACHIEVEMENT
1. HOW WELL ARE WE DOING? (own data analysis, groups of pupils)
2. HOW DO WE COMPARE WITH OTHER SCHOOLS? (national data analysis)
3. WHAT MORE SHOULD WE AIM TO ACHIEVE THIS YEAR? (setting targets for improvement)
4. WHAT MUST WE DO TO MAKE IT HAPPEN? (development/ action planning)
5. TAKING ACTION AND REVIEWING PROGRESS (monitoring and evaluating outcomes)
Establishing a Manageable and Purposeful SystemEstablishing a Manageable and Purposeful System
PERIODIC M & E
(depending on school context)
DEVELOPMENT PLAN DRIVEN M & E
BASELINE M & E Annual/Regular
e.g. SATS
e.g. Literacy Strategy, IEP targets
e.g. Accommodation
What gets in the way of monitoring and evaluation?
StrategiesStrategies
•Analysis of documentation •Observation•Interviews/questionnaires•Analysis of data•Work sampling•Audit of resources•Analysis of environment•Evaluation of professional development
The Monitoring and Evaluation Process
FOCUS
Decide upon the group to be focused on
Agree the most appropriate people to carry out the monitoring
WHO
Establish agreed judgement criteria
JUDGEMENT CRITERIA
TIMESCALE
Choose an appropriate strategy for gathering reliable information
Set a realistic timescale
STRATEGIES
Gather information using agreed strategy / strategies
Develop a plan of action for improvement to be implemented
Evaluate the outcomes against the agreed judgement criteria
IMPLEMENTATION
EVALUATION
ACTION
DataData
• What do you understand by the term ‘data’?
• What is the practice in your school in terms of collecting data for pupils with SEN?
• What does your school collect this data for? Why?
Focus for Data AnalysisFocus for Data Analysis
• Individual pupils with SEN
• Pupils with SEN within a year group
• Area of need e.g. GLD or SpLD
• Placement on SEN record ie SA, SA+, St
• Groups receiving specific support e.g.
spelling group, intervention programme
What data is available to measure
progress? • P/NC/GCSE levels at end of year /key stage (test/teacher assessment)• Group/individual Standardised test scores, such as reading and
spelling, repeated at appropriate intervals• Criterion referenced assessments (e.g.initial sounds, high frequency
words)• IEP targets met• Behaviour checklists (e.g. QCA)• Percentage of pupils gaining accreditation at end of Key stage 4• Exclusions (number and length of fixed term arrangements)• Attendance figures• Progress demonstrated as a result of an intervention programme• Levels of attendance at extra curricular activities• Level of inclusion in lessons (% of time in classroom)?
Questions for Data AnalysisQuestions for Data Analysis• Are pupils making progress? • Are they making expected progress?• Are some pupils making more progress than others?• Are pupils making progress in some areas but not
others?• Is progress consistent over time?• Is there a relationship between the amount of
progress made and the amount of support given?
Why?
Data AnalysisData Analysis
Work in pairs to: • Analyse data using key questions• Form an evaluation • Use the Evaluation/Action sheet to summarise
your evaluation and decide on action you as SENCO will take.
CoffeeCoffee
Lesson Observation is…Lesson Observation is…
• Part of a professional dialogue to support and develop effective practice
• Support for development given by a sympathetic colleague
• A process by which even the most competent teachers can learn
Lesson Observation is not…Lesson Observation is not…
• A one way conversation where comments are conveyed from observer to observee
• A formal evaluation that can be used for performance management review
• A process only relevant to inexperienced teachers
Good Practice in lesson observations
• Follow protocol on p106 ‘Advice on Supporting Staff through the observation process’
• Follow guidance on lesson observations (in pack)
• Remember when recording, try to link effect of teaching to learning
Cause leads to effect on(what teacher does) (link verb) (learning/achievement/attitudes/
behaviour)
Lesson Observation Lesson Observation
• Whilst observing the lesson, complete the observation form by following the aide memoire
• With a partner, discuss: - Effective practice observed. Choose 3 points to
highlight and record on Evaluation/Action sheet. - 2 or 3 areas for development and record on
Evaluation/Action sheet.- How will you, as SENCO, support these actions? Again, record these on the Evaluation/Action sheet.
• In threes, decide who will be – the teacher of the lesson (see card for personality
type!)– the senco feeding back– the observee.
• Role play the feedback.
• Observer to take notes in relation to the skills used by the senco and give feedback at the end.
Lesson ObservationLesson Observation - - FeedbackFeedback
…Use verbal and non-verbal
cues
…Keep to the point
…Explain why they want to say it
…Are good listeners
…Choose the time to say it
…Give examples
…Check the listener
understands
…Know what they want to say
…Summarise points
Good communicators...
LunchLunch
Work SamplingWork Sampling• In pairs, study the work sampling monitoring form
and choose 3 key questions from it to focus on.
• Monitor your work samples focusing on the 3 questions you have chosen.
• Use the Evaluation/Action sheet to summarise your evaluation and decide on action you as SENCO will take.
TeaTea
Ofsted Self evaluation form (SEF) (replaces S4 form)
• Summative document drawn from the school's own rigorous self evaluation
• School grades its work on a four point scale
• Sense form will be aligned with this
SEF SEN SEF
School M and E SEN M and E
SDP SEN Action Plan
Card Sort
• Sort cards into two piles – Those that you are confident about making
a judgement on– Those you are less confident about making
a judgement on
Extended task
• Based on ‘what you need to know’ Choose your focus for monitoring and evaluation
• Decide on most appropriate method of carrying out M&E:
-Work sampling, lesson observation, data analysis
Support
With your buddy:
•Swap phone numbers
•Arrange a date to phone/meet
•Identify what you will have done by the time you next meet
Day 2
• Share findings of monitoring and evaluation work
• Examples of good practice
• SEF form
• Other forms of monitoring
• Practical tips for managing monitoring and evaluation