Saturday, March 12, 2005

Email #11

Following the meeting (when it was fresh in my mind ) I made some notes that I think could help in the presentation of info to the panel again as Mrs Caseworker-manager suggested

I will be contacting school and EP on Monday- and see what they think-but would welcome any thoughts you may have before then

(Parent Partnership Officer)
Parentlink

Meeting re LEWIS

1. There need to for clarity about provision in the past (Y4) when I understand support was extensive and the progress this achieved. It needs to be compared to when there was less support. Colour would help comparison


Additional information (some examples)

 RESOURCES- eg work station, computer for recording, visual timetable, fiddle toy, literacy programmes etc

 TRAINING -ie consideration at regular meetings, whole school training, circle time for class

 Specific programmes undertaken:
Jump ahead
Structured spelling programme
Social Use of Language etc
 Allocation of additional responsibility eg taking register, counting number of dinners, taking messages, helping with younger children
 Additional breaks from work (how often, doing what)
 TIME OUT arrangement-how often was this used and how independently?

2. This needs to be compared to current (reduced SAP) levels of provision and additional information
Additional information (some examples)

 RESOURCES- eg work station, computer for recording, visual timetable, fiddle toy, literacy programmes etc etc

 TRAINING -ie consideration at regular meetings, whole school training, circle time for class

 Specific programmes undertaken:
Jump ahead
Structured spelling programme
Social Use of Language etc
 Allocation of additional responsibility eg taking register, counting number of diners, taking messages, helping with younger children
 Additional breaks from work
 TIME OUT arrangement how often was this used and how independently?

3. Then the progress can be charted and evidenced
Changed of support resulted in (or contributed to) PROGRESS academic
This is evidenced by SCORES for spelling, reading, maths,
This is clearly more difficult, but some aspect could be quantified
Eg disruption to class (calling out, arguments with peers, hiding under tables, incidents when others were hurt etc) could be:
1 for low level to 10 for highly disruptive seriously effecting learning of all class


Finally
3. The role of outside agencies and how they contributed

Who gave what advice and what was the impact?






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