1 Using InCAS and the Annual Report Information Seminar for Year 4 and 7 Teachers April/May/June 2009.

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Using InCAS and the Annual Report

Information Seminar for

Year 4 and 7 Teachers

April/May/June 2009

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Intended Learning Outcomes

Year 4 and 7 teachers will understand:• What is involved in Using InCAS assessments;• The range and use of data available from the

InCAS assessments;• InCAS evaluation findings; • Current information from the Department of

Education regarding InCAS and the Annual Report to Parents; and

• CCEA help and support.Will have the opportunity to:• Experience an InCAS assessment.

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Overview of the Day

Session 1- InCAS Overview Session 2 - Using InCAS (as a Class Teacher and as a pupil)- Accessing InCAS Feedback- Understanding and Using InCAS Feedback Session 3 - Parent Meetings - Annual Report to Parents - InCAS Evaluation Findings - Help and Support for Schools

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Overview

Session 1

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What is Involved for 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 (autumn term).

This includes pupils with Moderate Learning Difficulties (MLD)

Ref: Information for Teachers-2009 p.7

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Special Educational Needs

Pupils with learning difficulties which are

profound and multiple (PMLD) and those with

severe (SLD) are exempt from sitting InCAS

assessments.


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‘At a Glance’ Poster

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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


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InCAS Assessments

Statutory InCAS Assessments –

1. Reading– Word Recognition– Word Decoding– 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.


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Adaptations for Pupils withSpecial Educational Needs

• More lower level and higher level questions• More colourful graphics within the lower level questions• Minimum font size is 14 and most are in a greater font

size than this• ‘Voice over’ is slightly slower on lower level questions.• The pupil cannot make a selection until they have heard

the full question• All on-screen text changed to ‘lower case’ rather than

‘upper case’

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Developments to InCAS

For detailed information see document:

Developments to InCAS

Available at

www.nicurriculum.org.uk

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Using InCAS

Creating the Assessments

Completing the Assessments

Sending the Assessments for Marking

Accessing and Understanding Feedback

Key Processes

Using the Information

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Session 2

Using InCAS

Completing the Assessments

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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

• 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 assessment Ref: Information for Teachers-2009 p.22

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As a Class Teacher


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Scenario 1

One of your pupil’s names and D.O.B. is incorrect.

Log-In to InCAS to correct these details.


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Scenario 2

A new pupil has started in your class

midway through term.

1. Using your own name, enter yourself as a pupil into InCAS.

2. Create a statutory assessment for the pupil.

3. Make a note of their password.


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Scenario 3

You want your class to complete a non-statutory assessment.

1. Create a non-statutory (optional) assessment for your class.

2. Open the password list (do not print).


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Practice Assessment

1. Log-In as a Pupil using the password you created for yourself earlier.

2. Complete your chosen InCAS assessments


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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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Assessment Marking

• Ideally wait until everyone has finished InCAS before sending the assessments for marking

• Transfer and upload data to the InCAS website• Allow 24-48 hours for data to be analysed and

charts & tables produced


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Accessing and Understanding InCAS Feedback


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Types of Feedback


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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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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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Custom Feedback … a summary

SCORES

TABLE

SCORES

CHART

LONGITUDE CHART

DIFFERENCE TABLE

PUPIL x x x N/A

CLASS x x x x

YEAR

GROUPx x x x

SCHOOL x x x x

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Age Comparison Chart


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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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Using the Feedback?

“Action for Schools• ensure ..learning needs of each child are

assessed…

• ensure ..effective arrangements …to identify those children in need of additional support.

• ensure that interventions are put in place together with monitoring arrangements….”

DE Circular 2007/11 Para 7, 30 March 2007.

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Session 3

Parent Meetings

Annual Report to Parents

InCAS Evaluation Findings

Help and Support for Schools

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Parent Meeting

2009/2010

• Years 4,5,6 and 7 pupils - autumn term(InCAS Reading and General Maths age equivalent scores shared formally in writing)

• Years 1-3 pupils - flexible timing


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Reflecting on Feedback

In small groups, please look at the data for pupils Zane C and Alex B on pages 29 and 37 of the manual plus slide 28 of your presentation.

Using all feedback available what meaningful information could you interpret to assist you with reporting to their parents at the Parent meeting?

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Parent Leaflets

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Latest information from the Department of Education

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DE Communication Sept 08

• DE Circular 2008/22 Para 11, 30 September 2008

• DE Letter to schools from Deputy Secretary Schools and Youth Policy Division and Chief Inspector

• Parent Leaflet setting out information about curriculum, assessment and reporting sent to parents during September 2008

DE website www.deni.gov.uk

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DE Advice: Reporting InCAS to Parents

• Schools must offer a meeting with parents in the autumn term;

• It is the Department of Education’s intention that the requirement to report in writing is introduced in 2009/10; and

• Where a parent asks for certain information to be made available in writing or orally, this should be provided.


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DE Advice:Purpose of InCAS

“The InCAS assessments are not for any purpose

related to the transfer of pupils from primary to

post-primary school.”

DE Circular 2008/22 Para 9, 30 September 2008.

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DE Communication Dec 08

• Consultation on Draft Education (Pupil Records and Reporting) Regulations (Northern Ireland)2009

• The consultation commenced on 17 December 2008 and ended on 20 March 2009.

• DE Circular 2008/27 17 December 2008.

DE website www.deni.gov.uk

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Working in groups of 2 or 3, please complete the quiz entitled ‘Annual Report to Parents’

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CCEA Comment Banks available


FS, KS 1 and 2, including MLD

FS only

Optional sections

KS1 and 2 only

Irish Medium

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Annual Report to Parents Standardised:• School Name• Statutory minimum content• Fixed headings• Signed and dated by Principal

Flexible: • Order of Headings• Optional Content can be re-named or removed• Box sizes• Font style and size• Length• Logo• Scores

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Annual Report Options

Annual Report may be:

• word-processed • completed using Profiles 7 / Assessment software • handwritten

Report against the statutory headings using your own

comments based on your professional judgement.

CCEA comment banks are available for reference.

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Evaluation Findings

Using InCAS Software

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Key Findings - Teachers

• 91% deemed the assessments to be user-friendly for pupils

• 94% believed the feedback produced from InCAS was consistent with their professional judgement

• 88% found the feedback helpful in informing the learning and teaching at pupil and class level

• 92% felt confident reporting the assessment feedback to parents

• 79% believed that the feedback enhanced the information shared at the parent meeting

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Key Findings – Teachers

A Teacher Quote:

“The children enjoyed doing the online assessments as they are much more interesting than ‘paper’ tests. We received the results back very quickly and staff began to analyze the children’s scores. There were no surprises among the results and the breakdown for the different text areas allowed teachers to see where pupils with low scores … needed additional support” (Mr R McClintock, Portglenone PS)

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Key Findings - Parents

• 70% of parents believed the InCAS feedback enhanced the information shared at parent meetings

• 84% felt that the age related scores helped inform them of their pupils’ strengths

• 81% felt that the age related scores helped inform them of their pupils’ areas for development

• 55% of parents have already undertaken activities to support their pupils’ learning

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CCEA Support & Resources

• InCAS preparation letter (Principal’s Letter 09/10)

• CCEA Helpdesk (telephone support)

• On-line materials at www.nicurriculum.org.uk

• Teacher Training Manual

• Inky Pupil Demo

• InCAS Presentation

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NI Curriculum Website

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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

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Irish Medium Support

Forbairt na Litearthachta agus straitéisí luath-idirghabhála i scoileanna lán-Ghaeilge: Ag freagairt do shonraí INCAS agus ÁML Early literacy achievement in Irish-medium schools and early interventions: Responding to information gained from INCAS and from ÁML(Le Gabrielle Nig Uidhir)

Recommended Strategies for Remediation of Reading Difficulties (Irish Medium)

Edited by Seán Mac CorraidhFirst Draft for Consultation (March 2009)

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Diagnosing and Remediating Literacy Problems


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Reading - an interactive compensatory process

Word Recognition/Word Decoding

Comprehension

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Reading Difficulties

Phonological Deficit(Word Decoding)

Visual Memory(Word Recognition)

Speed of Processing(Comprehension)

These can overlap

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Comprehension

Factors Contributing to Text Comprehension:

1. Knowledge of text structures

2. Vocabulary

3. Background knowledge

4. Fluent word recognition and decoding

5. Task persistence

6. Ability to understand verbal communication

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Diagnosing and Remediating

Mathematical Problems


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Defining Maths Difficulties

• Low attainment: having a score that is below that expected given a pupil’s age.

• Under attainment: having a score that is significantly below that expected given the pupil’s ability.

• Lack of progress: it is a characteristic of weak mathematicians that they fall further behind the most able as they progress through the school. However, it should still be evident that they are making progress.

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Reasons For Maths Difficulties

• Institutional: the learning environment does not meet the pupil’s needs.

• Motivational: studies show that that low achieving pupils tend to have lower motivation.

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Reasons for Maths Difficulties

• Neuropsychological: variation in Maths abilities can stem from individual differences in cognitive function.

There are at least 3 important Mathematical abilities:

• Magnitude representation; • Symbolic representation; and• Spatial representation.

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Learning to Count

Requires the synthesis of 5 skills and principles:

• Counting Word Sequence;• One-to-One Correspondence;• Cardinal Word Principle;• Order-Irrelevance Principle; and• Abstractness Principle.

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Early Arithmetic

Addition problems are solved using a variety of strategies.

A typical developmental sequence of strategies is outlined below:

• Count all Strategy;• Counting On from First Strategy;• Counting on from a Higher Strategy; and• Recall Strategy.

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Additional Information

Frequently Asked Questions about InCAS

InCAS website: www.incasproject.org.uk

Research and Background to the Assessments

CEM Centre at Durham University: www.cemcentre.org

CCEA Helpdesk: 028 9026 1274

and www.nicurriculum.org.uk

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Questions ?

Are there any questions?

1 Using InCAS and the Annual Report Information Seminar for Year 4 and 7 Teachers April/May/June 2009.

Documents

assessments slide

information slide

incas available

chosen incas assessments

incas computer

incas feedback session

incas overview session

assessments available