1 Managing InCAS Assessments: Information Seminar for Assessment Coordinators May/June 2010.

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Managing InCAS Assessments:

Information Seminar for

Assessment Coordinators

May/June 2010

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Learning Intentions

Assessment Coordinators will understand:

• Current information from the Department of Education regarding InCAS and reporting to parents;

• The 5 key processes involved in managing InCAS Assessments; • The effective use of InCAS data;• InCAS software developments and the updated CEM website; • InCAS evaluation findings; and• CCEA help and support.

Will have the opportunity to: • Complete data analysis activities • Share best practice.

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Overview of the Day

10.00 am InCAS in Northern Ireland

11.00 am Coffee Break

11.15 am Managing InCAS

- the key processes

12.45 pm Lunch

1.30 pm Managing InCAS (contd.)

2.30 pm InCAS evaluation & developments

CCEA help & support

3.00 pm Reporting to Parents

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Introduction to InCAS

Interactive Computerised Assessment System:

• is a computer-based diagnostic assessment which is adaptive

• focuses on the pupil as an individual

• selects the initial question based on the pupil’s age

• presents further questions in response to the pupil’s answers

Ref: Information for Teachers-2009 p.9

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InCAS Assessments

Statutory InCAS Assessments – 1. Reading

1.1 Word Recognition

1.2 Word Decoding

1.3 Comprehension

2. General Maths– Number 1 (counting, informal arithmetic, partitioning & place

value, fractions and decimals)– Number 2 (sorting, patterns, formal arithmetic, problem

solving and algebra)– Data (Handling Data)– MSS (Measures, Shape and Space)


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InCAS Assessments

Optional InCAS Assessments –

• Spelling• Mental Arithmetic (consists of addition, subtraction,

multiplication and division modules)• Developed Ability (consists of picture vocabulary and

non-verbal ability modules)• Attitudes (consists of Attitude to Reading, Maths and to

School – it produces a score on a scale from 1-5 / negative to positive)


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InCAS Assessments

Irish Medium Assessments –

The Reading (Irish Medium) and Spelling (Irish Medium)assessments have been developed specifically and standardised with Irish Medium pupils.

The General Maths (Irish Medium) and Mental Arithmetic(Irish Medium) assessments are translated and have been standardised for all pupils.

All assessments available except Developed Ability


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InCAS Assessments in N.I.2007-2008

2008-2009

2009-2010

Increase %

Reading 881 Schools25846 Pupils

880 Schools46715 Pupils

886 Schools96237 Pupils 272

General Maths




Developed Ability




Mental Arithmetic




Spelling 450 Schools13742 Pupils



Attitudes




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General Maths Assessment Example

R R W R R W W W W 8.39 yrs

7yrs 10mMarina

5.36 yrs

General Maths Age 6yrs 10mW W R W W R W

W R R R W R R R R R W W W

W R R R W W R R W W

5.89 yrs 7.79 yrs5.89 yrs

7.98 yrs6.06 yrs

7.78 yrs5.59 yrs

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Quality Assurance Mechanisms

CCEA Checks with CEM

• Ensures InCAS question banks are appropriate to NI Pupils and relevant to Curriculum.

• Question items mapped to the CCEA draft levels of progression.

• InCAS assessments are standardised for Northern Ireland Pupils.

• Trialling of new questions will be separated from formal use of the assessments from 2011.

• Test reliability and validity of the assessments reviewed every year.

• Conducts evaluation with schools/teachers to determine whether their InCAS outcomes match their professional judgement.

• Regular meetings with CEM re developments to software and website.

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Quality Assurance Mechanisms

• Developments to the software/website agreed based on data analysis and CCEA’s evaluations with schools.

• CEM has to provide their risk register and quality assurance procedures for each new version of the software.

Queries from Schools • CCEA investigates all queries from schools in relation to pupil

outcomes. If CCEA is unable to resolve a query this is referred to CEM for explanation of outcomes.

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DE Information

Circular Number: 2009/14

Subject: InCAS

30th September 2009

DE website www.deni.gov.uk

http://www.deni.gov.uk/

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Purpose of InCAS Assessments

“InCAS is a diagnostic assessment tool designed to support schools in identifying pupils’ strengths and areas where they are having difficulties”

“InCAS assessments are not for any purpose related to the transfer of pupils from primary to post-primary school.”

“InCAS outcomes … not collected centrally.”

“As with all data, schools will need to ensure that they have appropriate arrangements in place for its safe storage.”

Paragraphs 4,5,7, DE Circular 2009/14

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2010/11 school year

Information for parents

• Written age-equivalent 2010/11 InCAS outcome for Reading and General Maths, set alongside the pupil’s chronological age;

• Written age-equivalent InCAS outcomes for all other available years for Reading and General Maths, set alongside the pupil’s chronological age;

• All available information should also be provided in a graphical format, where two years of InCAS outcomes are available;

• Irish Medium Reading reporting requirements same as for other InCAS outcomes;

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Parent meeting

“..for schools to set the InCAS outcomes in an educational context as a basis for explaining to parents their child’s strengths and any difficulties … and the actions the school intends to take…

…help parents understand what they can do to support their child’s learning.”

Para. 12 DE Circular 2009/14

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InCAS Exemptions

• Pupils assessed as having severe learning

difficulties.• Pupils exempted from any of the requirements of

the Education (Northern Ireland) Order 2006.• New Irish Medium Primary School or unit does

not have to carry out the InCAS in the school year in which it first becomes grant-aided.

Para. 17 DE Circular 2009/14

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2010-11 Year 4 -7 Pupils

A parent meeting will take place by the end of the autumn term.

Parents will receive an Annual Report before the end of the school year.

InCAS computer-based diagnostic assessment and outcomes reported to parents in writing (autumn term).

This includes pupils with Moderate Learning Difficulties (MLD)


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Session 2

Managing InCAS

Key Processes

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Using InCAS: Key processes

Creating the Assessments

Completing the Assessments

Sending the Assessments for Marking

Accessing and Understanding Feedback

Using the Information

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InCAS Challenges Activity

• Individually identify 3 challenges to completing the 5 key processes associated with the InCAS Assessments.

• Discuss these with colleagues at your table and compile a list of key challenges.

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School Preparation Booklet

• Organize a meeting with relevant staff early in the Autumn term

• Nominate one person to have responsibility for conducting the Preparation of the InCAS software

• Consider whether you intend to use InCAS with Year groups outside of 4, 5, 6 & 7

• Consider use of Non-statutory InCAS assessments

• Consider the computer resources in your school

• Ensure that InCAS 10-11 software is installed on the required computers

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Information for Parents

Suggestions:

• Emphasise the ‘diagnostic support for pupils learning’ purpose of InCAS assessments

• Show Inky• Explain sample graphical data• Explain any changes to assessments• Outline any trialling of items/new assessments• Distribute Parent Leaflet

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Key Processes

CREATING THE ASSESSMENTS

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Preparation of the InCAS software

Moving Data from SIMS into InCAS:

• Part 1: Working in SIMS.net• Part 2: Working in InCAS

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Admin Menu


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Creating Assessments

• Edit/View Biographical Data (p.17)

• Edit a Pupil’s Details (p.18)

• Add a New Pupil (p.18)

• Create an Assessment: Entire Class (p.19)

• Create an Assessment: Individual Pupil/s (p.20)

• Access/Print Passwords: All Pupils Using InCAS (p.21)

Ref: Information for Teachers-2009

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Key Processes

COMPLETING THE ASSESSMENTS

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Completing the Assessments

• Build the InCAS assessments into your timetables;

• Take account of when you intend to give the age-equivalent outcomes in writing to parents and hold parent meetings;

• Ensure all relevant staff are familiar with:– the September 2009 ‘Information for Teachers’

manual; and – CEM Remediation Guidance (Literacy & Numeracy

documents).

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Initial Teacher Preparation

Ensure that pupils:• are familiar with the computer/laptop that they will be

using for the assessments, especially if they will be using a touchpad

• understand the assessments they will be completing and have had an opportunity to view the Inky Pupil Demo to help prepare for the assessments available from www.nicurriculum.org.uk

• have sufficient time to complete the assessment/s. Once

an assessment is started it cannot be paused• have pencil and paper to complete the General Maths

assessmentRef: Information for Teachers-2009 p.22

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Teacher Preparation Summary

Assessment Preparation

Teachers should check that:• they have the password list for the Class• all pupils are listed and their details are correct• wireless laptops (if used) are within ‘range’ of the wireless

network connection• laptop batteries are sufficiently charged• the sound is working on all the computers/laptops.• there are a sufficient number of working headphones and that

these are plugged in firmly—also ensuring the sound is not set too loud.


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Teacher Preparation Summary

Remember pupils should not:

• be given help to answer the questions during the assessments

• use calculators, number lines etc. during maths assessments

• use pencil and paper for the Mental Arithmetic assessment

• leave the computer before completing the assessment• repeat assessments


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Key Processes SENDING THE ASSESSMENTS

FOR MARKING

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Assessment Marking

• As each pupil completes an InCAS assessment their data will be saved automatically onto your school system

• For ease, schools should ideally wait until all pupils have finished InCAS before sending assessments for marking.

• Once your assessments have been uploaded, your data will be analysed and charts and tables produced. It is recommended that you allow 24-48 hours for this to occur.

• You will need your school’s unique User Name and Password to complete this process.


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Key Processes

ACCESSING AND UNDERSTANDING

INCAS FEEDBACK

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Types of Feedback


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Understanding Data

• Reading Assessment:

Minimum age equivalent outcome is 4 years.

If a pupil’s combined Word Recognition and Word Decoding outcomes are low they will not be given a Comprehension passage

- in this case the Reading Age will be based on their Word Recognition, Word Decoding and the minimum Comprehension outcome.

• General Maths Assessment:

Minimum age equivalent outcome is 3 years.

Along with an overall General Maths outcome pupils will receive a breakdown for Number, Measures Shape & Space and Handling Data - if they have answered a sufficient number of questions in a consistent manner. If not - this will be indicated with a # symbol in the feedback.


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Missing Outcomes

Issue:Pupils have completed assessments but their outcomes are not in the feedback.

Check that the:• Assessments have been sent for marking once they

were done;• Whole process has been completed e.g. you must

transfer and upload the assessments; and• The Transfer File with the highest number in brackets

has been sent.

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* Look out for asterisks *

You may see an * when a pupil has not completed an

assessment

You may see an * if a pupil has not been given a Comprehension

assessment because they performed poorly in either Word Decoding, Word

Recognition or both.

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* Look out for asterisks *

You should never see an asterisk for Reading if there are outcomes for Word Recognition, Word Decoding or ComprehensionIf a pupil has a Reading outcome you should never see an asterisk for their Word Recognition or Word Decoding

If a pupil has an average or high Word Recognition and Word Decoding outcomes you should never see an asterisk under their Comprehension

You should never report no Reading outcome to a parent

These errors can usually be fixed if you phone the InCAS and Annual Report Helpdesk

028 9026 1274

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Standard Feedback


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Standard Feedback


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4 Levels of Feedback Available


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Scores Chart

Achievement

General Maths Modules


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Scores Chart Attitudes

Attitudes

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Longitude Chart

5

6

7

8

9

10

11

7 7.5 8 8.5 9 9.5 10 10.5

Age

Ag

e E

qu

ival

ent

Sco

re


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Pupil Scores Table


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Class Scores Table

Order by : GenMaths

Age Equivalent Scores (Yrs:Mths)

Achievement

Age

Name (Yrs:Mths) Reading GenMaths

Kim K 9:0 11:6 12:2

Joe C 9:1 9:2 10:4

Sophia R 8:11 8:6 9:11

Zane C 8:9 8:10 9:9

Anna M 9:1 7:6 9:5

Chanelle A 8:11 7:5 9:0

Molly K 9:2 8:4 9:0

Alex B 8:8 <4:0 8:6

Araminta J 8:10 7:5 7:11


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Class Difference Table

Order by : Comprehension

Age Difference (Yrs:Mths)

Reading Modules

Age Word Word

Name (Yrs:Mths) Recog Decoding Compreh Spelling

William A 9:0 +1:5 +4:2 +3:1 +1:8

Hayley T 8:10 +2:2 +5:8 +2:9 +3:11

Kim K 9:0 +1:4 +5:6 +2:3 *

Zane C 8:9 +0:10 -0:1 +0:2 +1:4

Joe C 9:1 -1:3 +2:7 0:0 *

Emma H 8:7 +1:10 +1:3 -0:4 0:0

Sophia R 8:11 +0:9 -1:5 -0:4 +0:11

Molly K 9:2 -0:8 -1:3 -0:5 +0:3

Oliver F 9:1 -0:10 -0:2 -0:10 +0:2

Araminta J 8:10 -0:3 -1:4 -1:2 +0:7


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Age Comparison Chart


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Interpreting Age – Comparison Charts

Using the example school data from Year 6 on your table:

1. Consider the performance of the class against the (green) reference line for the statutory Reading assessment.

2. Consider the Reading module breakdown for Year 6.

3. Do outcomes from optional assessments

provide you with additional information?

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Standardised Scores Table

MentalDevelop

ed

Name Reading

Gen Moth

sArithmet

ic Ability

Chanelle A 87 100 98 *

William A 124 * * 122

Alex B 57 98 * 61

Nuala B 81 81 * *

Joe C 100 112 * *

Zane C 101 111 108 118

Oliver F 93 * * 95

Emma H 108 91 83 *

Araminta J 89 91 70 *

Jake J 66 <55 * *

Kim K 121 132 * *

Molly K 93 98 93 *

Anna M 86 103 94 *

Mikey P 68 60 * *Ref: Information for Teachers-2009 p.37

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Pupil Progress Chart

School: Class : Y6 BH

Pupil: Date of Birth : 10-Apr-99

Academic Year Age Reading Reading (IM) General Maths08-09 9:6 9:10 8:2 9:507-08 8:6 7:10 7:2 8:9

InCASExample Primary School

Anna M

Reading

6

7

8

9

10

11

8 9 10

Age

Ag

e E

quiv

alen

t Sco

re

Gen Maths

8

9

10

8 9 10

Age

Ag

e E

quiv

alen

t Sco

re


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Key Processes

USING THE INFORMATION

Making Effective Use of InCAS Data

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Every School a Good School

Issues Around Effective Use of Data

• Self-evaluation is only of benefit if it leads to action on the part of those involved.

• A further important strand is the availability and effective use of data at: – system, – school and – individual teacher level.

• Does the school make effective use of data as an evidence base to help evaluate performance, identify areas for improvement, and assist with target-setting and assessment for learning?

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Using InCAS Outcomes

Pupil Level Monitoring individual pupil progress – to ensure every

pupil is reaching his or her full potential.

Class Level Help teachers plan their teaching during the school year

to meet the needs of pupils in their classrooms.

School Level Self-evaluation Development planning Target-setting.

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Activity: Reflecting on Feedback

In small groups, please look at the data for pupils Zane C and Alex B .

Using the information from all available charts what comments do you have?

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DATA: Action Planning

• Which InCAS chart(s) or table(s) could teachers use to identify pupils’ achievement in preparation for the meeting in the autumn term with parents?

• Which InCAS chart(s) or table(s) could be used by a class teacher to help identify ‘under-achieving’ children?

• Which InCAS chart(s) or table(s) could teachers use as a basis for planning ‘targeted’/ differentiated support for individuals and groups of pupils within a class?

• Which InCAS chart(s) or table(s) could you use to monitor the effectiveness of initiatives and strategies within a particular class?

• Which InCAS chart(s) or table(s) could you use to inform a review at whole school level to identify trends in performance, areas of under-achievement etc

• Which InCAS chart(s) or table(s) could be used by senior management to inform discussions with ETI?

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Best Practice Suggestions

Action for curriculum managers

• Raise awareness of data systems and their potential. • Promote training in how to use the software and support

on how to use the outcomes and share data with colleagues.

• Find ways to ensure staff have sufficient time to analyse data at a meaningful level.

• Encourage sharing of good practice. • Encourage the appointment of dedicated coordinators to

drive the process of interpretation and action.

www.teachingexpertise.com/articles/schools-share-effective-ways-194

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Best Practice Suggestions

Action for class teachers: • Highlight specific weaknesses for individual pupils. • Identify weaknesses in topics for the class as a whole. • Inform accurate curricular targets for individual pupils. • Provide evidence to support decisions as to where best

to focus resources and teaching. • Tailor teaching to the needs of targeted groups. • Identify individuals and groups for additional support. • Encourage pupils to take ownership of their learning

goals.

www.teachingexpertise.com/articles/schools-share-effective-ways-194

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Session 3

InCAS Evaluation Findings

and Developments

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Evaluation – a cyclical process

With Principals, Teachers, Pupils, Parents, Educational Psychologists, CASS officers …- management,- training- use of data- software

Action on Evaluation Recommendations and ongoing software developments

In the autumn of 2009: • Reading & General Maths assessments;• Outcomes reported to parents in writing;• Parent meetings offered (Yr 4-7)

Action

09/10 InCAS Software available

Evaluations

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Evaluation Reports

This presentation will refer to 3 separate evaluations reports which available in

full on www.nicurriculum.org.uk. They are:

*The specific reports will be noted in the footer of the relevant slides.

Title Date Number of respondents

Throughout this presentation these respondents will be referred to as:

InCAS & Annual Report Evaluation of the Year 4 & 7 Teacher Training

facilitated face to face

November 2009

1844 ‘Face to face’ teachers

Evaluation of the Primary Principal Information Seminars on InCAS and The Annual Report

January 2010

433 Principals

InCAS & Annual Report Evaluation of the Year 4 & 7 Teacher Training

facilitated online

February 2010

372 ‘Online’ teachers

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Developments to InCAS

2010/11 Assessment Developments:

• New trial items will be included in software, but do not contribute to assessment outcome.

• 2 New Comprehensions in English language version are "trial" items in InCAS:

– Pupils who have an outcome between 9.0 and 9.55 in first comprehension passage will receive an additional comprehension ‘The Master Key’ in remaining quiz time.

– Pupils who have an outcome above 13.5 in first comprehension passage will receive an additional comprehension ‘Phileas Fogg’ in remaining quiz time.

• 7 Picture Vocab and 1 Word Recognition item which are not new, having already been present in the software, have been shifted into the trial group due to insufficient data having been acquired on them for the new standardisations.

For detailed information see document ‘Developments to InCAS’ which is available at www.nicurriculum.org.uk

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Developments to InCAS

Irish Medium Developments:• An Irish Medium ‘Attitudes’ assessment is now available.• Schools can choose to conduct the ‘English’ Reading as

well as the Reading (Irish Medium) assessments and receive associated feedback for both.

Developments/Adaptations for pupils with Special Education Needs: • The pale green highlight (comprehension passage) is now

a more prominent green as is the yellow highlight for choosing answers.

• Auditory changes – the ‘boing’ noise when selecting responses has been toned down.

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SEN Focus Groups

Throughout March 2010 the Research and Statistics Unit inCCEA conducted a series of research events with teachers of pupils who have:

• Dyslexia;• Speech and Language Difficulties;• Social Emotional and Behavioural Difficulties• Attention Deficit Disorder• Aspergers; and • Autism.

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Advice to the DE

Department of Education

CCEA

Questionnaires – June 2010

Focus Groups – March 2010

DyslexiaSEBDADDSpeech and LanguageAutism Aspergers

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InCAS and NFER Comparison

Objectives:

• Compare individual pupil standardised outcomes for NFER English and Maths with those generated by the InCAS Reading and General Maths assessments in the autumn term of 2009; and

• Determine whether differences in outcomes exist, and if so whether the differences are statistically significant.

Sample: 16 primary schools providing 2,722 matched pupilresults for Maths and 2,681 for English.

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Initial Findings

• Similar mean outcomes for all year groups in NFER Maths and InCAS General Maths and Yrs 5 and 7 in NFER English and InCAS Reading.

• Strong or moderately positive correlation for Yrs 5, 6 and 7 in NFER Maths and InCAS General Maths and Yrs 4, 5 and 7 in NFER English and InCAS Reading.

• No significant difference in outcomes for Yr 7 in NFER Maths and

InCAS General Maths or Yrs 5 and 7 in NFER English and InCAS Reading.

• SEN status was not a major contributing factor for large differences in outcomes in any year.

Please note: These findings are based on a small sample size. More research may be necessary.

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Comparing InCAS and NFER

16 primary schools took part providing 2,722 matched pupilresults for Maths and 2,681 for English.

Purpose was to:

• Compare individual pupil standardised outcomes for NFER English and Maths with those generated by the InCAS Reading and General Maths assessments in the autumn term of 2009; and

• Determine whether differences in outcomes exist, and if so whether the differences are statistically significant.

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Initial Findings

Overall we have identified a good correlation between NFER and InCAS standardised scores with some variations in outcomes of both assessments.

SEN status was not a major contributing factor for large differences in outcomes in any year.

If you would like to be considered for participation in any future research of this kind we would be happy to keep a record of your contact details.

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Session 4

CCEA Help and Support

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CCEA Support & Resources

• InCAS and Annual Report Resource Pack • InCAS SEN Guidance for Teachers• 2010 Parent Leaflet• InCAS preparation letter (Principal’s Letter 10/11)• CCEA Helpdesk (telephone support)• On-line materials at www.nicurriculum.org.uk • InCAS and Annual Report online learning

opportunity

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Other Support – CEM InCAS Booklets

Available for download from:

www.nicurriculum.org.uk or www.incasproject.org

Diagnosing and Remediating Literacy Problems: Using InCAS Software

Diagnosing and Remediating Mathematical Difficulties: Using InCAS Software

Diagnosing and Remediating Mathematical Difficulties: Using InCAS Software

InCAS Feedback Guidance

2010

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Irish Medium Support

Early literacy achievement in Irish-Medium schools and early interventions: Responding to information gained from INCAS and from ÁML(Le Gabrielle Nig Uidhir)

Forbairt na Litearthachta agus straitéisí luath-idirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do shonraí INCAS agus ÁML

Recommended Strategies for Remediation of Reading Difficulties (Irish Medium)

Edited by Seán Mac Corraidh

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Session 5

Reporting to Parents

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DE Information


PUPIL REPORTING REGULATIONS


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Pupil Reporting Regulations 2009

“The 2009 Regulations set out the requirements for reporting by schools to parents and :

(a) the information to be provided annually;

(b) additional information to be provided at the end of keystages 1, 2 and 3; and

(c) additional information to be provided at the end of key stage 2; at the end of key stage 4, and at the end of sixth form.” Para.3 DE Circular DE Circular 2009/15

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Annual Reporting

• For pupils in Foundation Stage to Key Stage 4 schools are required to report annually to parents by 30th June.

• Report format is not prescribed in Regulations but must provide clear and meaningful information for parents about their child’s progress.

• If a pupil in any year has been exempted from any part of the curriculum or assessment arrangements the Annual Report should indicate this.

• Irish-Medium schools can report to parents in Irish or English.

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Annual Report Content

“Schools are required to provide parents with an assessment of their child’s progress in relation to:

• Communication (taking account of their achievement in the Language & Literacy area of learning);

• Using Mathematics (taking account of their achievement in the Mathematics and Numeracy area of learning):

and

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Annual Report Content

• Brief particulars of the child’s achievement in:• Each of the areas of learning relevant to pupils in

the key stage concerned;• Other skills (thinking skills and personal

capabilities);• Using ICT;• Religious education (optional);• The pupil’s interests and strengths;• Focus for development.”

Para. 7 DE Circular DE Circular 2009/15

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Annual Report to Parents

Essential Content:

• School Name • Statutory minimum content • Pupil accreditation: achievement of a

qualification, award or certificate, including a credit towards a qualification.

• Fixed/Specific headings • Signed and dated by Principal

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Annual Report to Parents

Flexible: • Order of Headings• Reporting ‘Other Skills’ within Areas of Learning • Optional Content can be re-named or removed• Box sizes• Font style and size• Length of report• School Logo• Outcomes e.g. class tests

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Annual Report Options

Annual Reports may be:

• word-processed; • completed using Profiles 7 / Assessment software; or • Handwritten.

Report against the statutory headings using your own comments based on your professional judgement.

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DE Information


Transitional Assessment Arrangements from 2009/10

29th April 2010


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The new Order

The Education (Levels of Progression for Key Stages 1, 2 and 3) (Transitional) Order (Northern Ireland) 2010 (S.R. 2010 No. 135)

came into operation on 30 April 2010

Purpose• Provides in law for a transitional period – until new

Levels of Progression are introduced – the present assessment arrangements would continue.

• In providing for the current level descriptions to be used for assessment purposes the Order refers to these as “Levels of Progression”.

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End of Key Stage assessment and reporting to parents

Present assessment arrangements at end of Key Stage 1 and 2 continue against the existing levels in Language and Literacy (English and /or Irish as appropriate) and Mathematics and Numeracy (Para 1).

Schools report to parents for each pupil the:• Level achieved and the expected level;• % of pupils in the final year of that Key Stage in the school attaining:

– each level; – expected level or above; – working towards the level; and, – exempted from assessment in that cross-curricular skill.

Where a child has been exempted from any part of the assessment arrangements this information must be provided to parents (Para 12).

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New Levels of Progression

The Department of Education states that they will not introduce the new Levels of Progression until schools are provided with the training, support and guidance which they need.

It is their intention that they will be introduced during the 2011/12 school year at the earliest and that those for Using ICT a year later than those for Communication and Using Mathematics.

For more information www.nicurriculum.org.uk

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Evaluation

Please complete the evaluation.

This is important as your comments are valued

and will inform future improvements.

Thank you

1 Managing InCAS Assessments: Information Seminar for Assessment Coordinators May/June 2010.

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