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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.
Ref: Information for Teachers-2009 p.13
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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
Ref: Information for Teachers-2009 p.9
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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)
Ref: Information for Teachers-2009 p.13
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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)
Ref: Information for Teachers-2009 p.13
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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.
Ref: Information for Teachers-2009 p.13
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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
Ref: Information for Teachers-2009 p.15
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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.
Ref: Information for Teachers-2009 p.18
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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.
Ref: Information for Teachers-2009 p.20
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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).
Ref: Information for Teachers-2009 p.19
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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
Ref: Information for Teachers-2009 p.23
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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.
Ref: Information for Teachers-2009 p.22
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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
Ref: Information for Teachers-2009 p.22
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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
Ref: Information for Teachers-2009 p.24
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Accessing and Understanding InCAS Feedback
Ref: Information for Teachers-2009 p.28
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Types of Feedback
Ref: Information for Teachers-2009 p.27
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Standard Feedback
Ref: Information for Teachers-2009 p.29
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Standard Feedback
Ref: Information for Teachers-2009 p.29
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4 Levels of Feedback Available
Ref: Information for Teachers-2009 p.30
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Scores Chart
Achievement
General Maths Modules
Ref: Information for Teachers-2009 p.31
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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
Ref: Information for Teachers-2009 p.32
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Pupil Scores Table
Ref: Information for Teachers-2009 p.33
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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
Ref: Information for Teachers-2009 p.33
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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
Ref: Information for Teachers-2009 p.34
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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
Ref: Information for Teachers-2009 p.35
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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
Ref: Information for Teachers-2009 p.38
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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
Ref: Information for Teachers-2009 p.40
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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.
Ref: Information for Teachers-2009 p.40
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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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Annual Report to Parents
Working in groups of 2 or 3, please complete the quiz entitled ‘Annual Report to Parents’
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Annual Report to Parents
CCEA Comment Banks available
Ref: Information for Teachers-2009 p.42
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
Using InCAS Software
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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
Using InCAS Software
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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?