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Assessment and Interventions

Assessment and Interventions. Kath Togneri, Head Teacher Kaimes School Edinburgh. Our Experiences and outcomes. The National Context Assessment Learning and achievements Interventions Autism friendly Progression Breadth, coherence and relevance. Autism Toolbox.

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Assessment and Interventions

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  1. Assessment and Interventions Kath Togneri, Head Teacher Kaimes School Edinburgh

  2. Our Experiences and outcomes • The National Context • Assessment • Learning and achievements • Interventions • Autism friendly • Progression • Breadth, coherence and relevance

  3. Autism Toolbox ‘The current terminology of ASD is rooted in impairment. In such a context it can be easy to overlook the talents, strengths and competencies of individuals. It is therefore essential to consider ASD in a way that takes accounts of assets as well as challenges’ The Autism Toolbox: An Autism Resource for Scottish Schools [Publication] p42

  4. Assessment ‘‘....is not achieved through a tick list or prescriptive set of tasks. It is individual to each child (young person) and relies on • careful observation • identification of concepts/skills requiring further • exploration • dialogue with parents • other professionals • interpretation of information (Autism Toolbox p 62)

  5. Social Curriculum • Assessment must consider social and communication skills • The developmental profile of children and young people with ASD can be mixed or spiked. • The pupil may be very inconsistent in the execution of tasks. • They may demonstrate competency but then appear to have lost the skill or the motivation to carry out the task therefore ASD is central and not peripheral.. Autism Toolbox Part 2 Section 2.4 Assessment

  6. Examples • Parent/pupil view • Transition planner • Pupil Profile • IEP • Collecting data

  7. What I am good at My hobbies and interests My hopes and dreams CDT Computing Eco Committee member Warhammer Computer games I see myself having a job and staying at home as long as I can. If you don’t stay at home, you have to pay for stuff on your own. Getting Ready for your Future

  8. My Transition Meeting At my Transition Meeting we talked about: My strengths and interests –things I am good at and enjoy doing How I am getting on at school – How I am getting on at school, my current targets, what is going well, the support I get in school, alternative assessment arrangements, anything else? My Plans for the Future –my school leaving date, possible post-school options, things to help me get ready for my transition, my transition action plan, anything else Name: Date of Birth Home Address/ contact details: Year Group S4 S5 S6 Date of my meeting: School Leaving Date: Key school contact person: Statutory Proposed People who came to my meeting:

  9. IEPs • Assessment will inform key areas for inclusion in educational target setting and future planning. • Targets should not be solely academically driven. • Assessment should also incorporate and value wider achievements. • Wider achievements should be recognised in order to boost and maintain self esteem of pupils. • Children and young people with ASD often do not see themselves reflected in the usual celebrations of achievement in schools. Autism Toolbox Part 2 Section 2.4 Assessment

  10. Education in Edinburgh Learning and Teaching Community Learning Pupils’ Grid Additional Support for Learning i Information Centre i CPD http://egfl.net/ Planning Transition Toolkit Policies Guidelines and Resources Authority: ASSET

  11. ASSET: Additional Support Self Evaluation Tool How does it work? • ASSET is structured around the four themes which make up QI 5.3. These are • Theme 1:Tasks activities and resources • Theme 2: Identification of learning needs • Theme 3: The roles of teachers and specialist staff • Theme 4: Meeting and implementing the requirements of legislation

  12. Intervention/Progression “ Progression - increasing the breadth and the depth of learning at each level as well as providing greater challenge for pupils as they move to the next levels. Experiences and outcomes offer opportunities to consolidate and extend learning in individual areas - to meet the varied needs of children and young people, recognising that they will progress at different rates. ...the curriculum framework sets out broad expectations for progression.....” PowerPoint file: Ensuring progression - getting started (1.4 MB)

  13. Interventions • Work with various agencies • Ensure learning in a variety of settings • Outdoor education • Embrace curriculum for excellence

  14. Autism toolbox part 3 section 5

  15. Progression • Challenge?

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