Small Steps Tracker-Assessing and Monitoring

Small Stepped Progress of Pupils with SEN

2017 Edition

Materials for: Assessing and Monitoring Small Stepped Progress of Pupils with SEN.The following assessment materials are offered as one way in which SENCos and all teachers can:

judge the achievement of individuals and groups track individual progress inform the grouping of learners with similar needs review medium and short term planning

Use professional judgement to determine a learner’s capacity to complete this assessment in one session; several sessions may be needed over the course of a week. It is envisaged that the data collated from the summative assessments, shown through the pupil progress tracker, will sit with the class teacher, but will be shared with SENCos for monitoring purposes.

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The toolkit: Phonological Awareness Check - skills of blending and segmenting

Assessment of:

1. Grapheme/phoneme correspondence (single letters)2. Reading phonically regular words 3. Grapheme/phoneme correspondence (vowel graphemes at phases 3/5)4. Spelling phonically regular words5. Reading and spelling high frequency words - first 100 6. Reading and spelling high frequency words - next 200

Intervention Monitoring Sheet

Pupil Progress Tracker

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This is an informal check to consider how the learner is able to:

blend phonemes to form words segment words into their constituent phonemes

It can be considered alongside the phonic check to see where a possible breakdown in phonic skills may be occurring. e.g. the learner may have a weak auditory memory. S/he may therefore have difficulty holding onto a string of letters and blending them into a word.

The results of this assessment are not recorded in the data collection sheets (Pupil Progress Tracker) but can be used to inform the way in which the phonics intervention is carried out.

Phonological Awareness Check Name: Date:

Phonological Awareness Check –skills of blending and segmenting

2 Oral segmentation You say the word; can the pupil say all the separate phonemes in that word?

or response1 am2 zip3 net4 dog5 grin6 blot7 mint8 sand9 crash10 stamp

Grapheme/Phoneme Correspondence NameDate

1 Oral blending Say the phonemes; can the pupil tell you the word?

practice m-u-m c-a-t

or response

1 a-n2 s-o-ck3 c-u-p4 p-e-g5 f-i-sh6 f-l-a-g7 p-r-a-m8 h-a-n-d9 t-e-n-t10 s-t-a-m-p

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For reading –use a set of tactile letters. Show pupil letter; pupil says phoneme/soundFor writing – say phoneme/sound, pupil writes the grapheme/letter

Read Writeabcdefghijkl

mnopqrstuvwxyz

This section contains: Record sheet Word sheet for pupil

The word sheet for the pupil has been devised with the intention that the pupil only sees one section at a time. The sheet can be cut up (number cues

Number correct: ReadWrite

Reading Assessment –Phonically regular words

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are given at the bottom of each section to indicate the order) or sections can be hidden with card.

BASELINE ASSESSMENT:Estimate the level at which the pupil is working. If unsure, give one or two words from each section to pitch the level.Annotate the record sheet to show how the pupil has read or tried to read each word e.g. step Read on sight

step Sounded out each letter (dot under each letter). . . .

step Sounded out each letter and blended the phonemes (without prompting) . . . .

petstep Sounded out each letter but said the word 'pet' . . . .

stebstep Mis-read p as b

Continue giving words, in the order they present, until the learner has reached the point where they are less than 50% accurate.

This marks the point where the learner will need support through an intervention programme

REVIEW of LEARNING:

The adult begins the assessment with the area that the learner has been working on through the intervention. Therefore, if a learner had been identified as having a problem reading words with adjacent consonants [CCVC words] and they had subsequently been supported, through an intervention programme looking at CCVC words, then they would be given the Phase 4 words

Record the number of correct responses on the tracking sheet.

Consider if the pupil requires further support in this area [using the intervention’s exit criteria] or will need support in other areas.

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Reading Assessment - Phonically regular words

Name

Date

Score /100

Comment

2 letter words /5

at up if it an

Adult’s Assessment Sheet

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Simple Consonant Vowel Consonant (Phase 3i) /10 sad yet dig fox hum

jet sip bun pan rod

Consonant Digraphs [Phase 2) + qu and zz (Phase 3i)

/6 hiss well huff rack quiz jazz

Consonant Digraphs (Phase 3) / 7

chap shot thin much cash moth long

Adjacent Consonants (CCVC) (Phase 4) /21

step brim from grass pram trip

crab blot clap flip glad plug

slip smell snap spot skip swim twig drab scab

Sub total /49

Adjacent Consonants (CVCC) (Phase 4) /16

bump help tuft belt fund held

wept self fist milk dusk sink

fact next mint wisp

Vowel graphemes* (Phase 3) /14

peel sigh soap boot wood farm

fork burn town coin fear fair

sure boxer

Vowel graphemes* (Phase 5) /15

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clay clue lawn scout lie drew

bead woe joy birth haul jockey

brief deaf glow

Consonant grapheme (Phase 5) NB. wh is not tested

Philip /1

Split Vowel Digraph* (Phase 5) /5

same theme pine flute note

Total /100

* If learners are working at Phases 3/5 vowel graphemes, use the vowel grapheme cards to test knowledge too. This is because learners may just be able to read the words presented in the phonically regular word assessment but not know and apply the graphemes.

Pupil’s version

at up if it an

1

sad yet dig fox hum

jet sip bun pan rod

2

10

hiss well huff rack quiz jazz

3

chap shot thin much cash moth

long

4

step brim from grass pram trip

crab blot clap flip glad plug

slip smell snap spot skipswim

twig drab scab 5

bump help tuft belt fundheld

wept self fist milk dusk sink

fact next mint wisp 6

peel sigh soap boot woodfarm

fork burn town coin fear fair

sure boxer7

clay clue lawn scout lie drew

11

bead woe joy birth haul jockey

brief deaf glow8

Philip9

same theme pine flute note10

This section contains:

The checklist The vowel graphemes - print these onto card.

Suggested use

Make individual cards of the vowel graphemes.

Show each card to the pupil.

Reading Assessment – Vowel grapheme/phoneme correspondence

at Phase 3 and Phase 5

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On the checklist - put the date at the top of the first column. Tick if the pupil knows the grapheme.

After a period of intervention, put the date at the top and re-test.

Periodically monitor the pupil’s retention of the graphemes by re-testing.

Checklist Name

Phases of Letters and Sounds

Date Date Date Date Date

Phase 3aieeighoaoo,(moon) oo (took)arorurow (cow)oiearairureer

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Phase 5ayou ie (field)ie (tie)ea (eat)ea (bread)ow (snow)oyirueawewoeaueya-ee-ei-eo-eu-e

14

15

16

17

18

19

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BASELINE ASSESSMENT:

When completing the baseline assessment [at the start of an intervention], begin at the section BEFORE you feel the pupil is experiencing difficulties.

If you are completing the baseline assessment at the beginning of the academic year [September], give the learner the words from the Summer Term’s list.The adult says the word twice; the pupil writes the word on their sheet.

Continue giving words, in the order they present, until the learner has reached the point where they are less than 50% accurate.

This marks the point where the learner will need support through an intervention programme,

REVIEW of LEARNING (half- termly or termly):

The adult would only give the words for the term that they are working in [e.g. Autumn Term words for an October Review] and only for the area that the learner has been supported in through the intervention. For example, if a learner had been identified that they had a problem writing words with adjacent consonants [CCVC words] and they had subsequently been supported through an intervention programme looking at CCVC words, then they would be given the Phase 4 words, for that term.

Record the number of correct responses on the tracking sheet. Consider if the pupil requires further support in this area [using the

intervention’s exit criteria] or will need support in other areas.

Phonically regular word assessment– Spelling

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Adult’s SheetPhonically Regular Words [Spelling]

1. VC Words [ Phase 2]

at it am up in = / 5

2. Simple Consonant Vowel Consonant (Phase 3i)

Autumn cat wet lid run man bed tub tin top nut

Spring ran get sun red did not bud pin bag cut

Summer can let fed hid pot mad rug win leg bat

= / 10

3. Double Letters (Phase 2 ) + qu and zz (Phase 3i)

Autumn off pill pack quin jazz hiss

Spring cuff doll rock quid buzz miss

Summer huff fell back quit fizz moss

= / 6

4. Consonant Digraphs (Phase 3)

Autumn shop chop thud cash rich moth ring

Spring ship chin then bash much path bang

Summer shut chap thin mash such bath sing

= / 7

5. Adjacent Consonants (CCVC) (Phase 4]:

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Autumn step brim from grass pram trip crab blot clap flip glad plum slip smell snap spot skip swim twig drab scab

Spring stab brag frog grin prim trim crop black clip flop glum plug slug smash snip spell skin swing twin drill scan

Summer stem brass frill grab prod trod crush bless clam flat glob plan slap smack snag spin skid swish twit drip scoff = /21

6. Adjacent Consonants (CVCC ) (Phase 4):

Autumn bump help tuft belt fund held wept self fist milk dusk sink fact next mint wisp

Spring jump yelp left melt fond cold kept shelf nest silk tusk pink tact next tent gasp

Summer limp help * lift tilt pond sold slept shelf cost bulk rusk wink pact next* dent clasp

= /16

* Same word given for Autumn and Summer as few words end in -lp/lf/xt

7. Vowel graphemes (Phase 3iii):Autumn feel night coat boot cook bark cord

Spring feet sight goat cool book card fork

Summer seem fight road moon took park born

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hurt cow join fear pair pure hammer

burn owl soil near fair sure dinner

turn now coin year stair cure ladder

= / 15

8. Vowel graphemes (Phase 5):Autumn play clue lawn scout pie drew seat woe toy birth haul jockey brief deaf glow

Spring tray glue yawn cloud lie blew treat toe joy shirt haunt donkey thief bread flow

Summer clay true claw proud tie chew heap doe Roy skirt launch chimney chief head grow

= /15

9. ph (5): Autumn Philip

Spring dolphin

Summer phantom

= /1

10. Split Vowel Digraph (Phase 5] : Autumn cake Eve nine bone tube

Spring make theme prize stone rude

Summer take Pete ripe woke prune = /

5

Total = /100

High Frequency Words – Reading and Writing 24

This section contains:

Adult’s Record sheet 1 (first 100 words) Pupil’s version 1* (first 100 words) Adult’s Record sheet 2 (next 200 words) Pupil’s version* 2 (next 200 words)

* You may wish to enlarge the print depending on the age of the pupil.

The word lists are taken from Letters and Sounds. The first 100 words have VC and simple CVC words omitted, resulting in 82 words. The next 200 words have simple CVC , CCVC and CVCC words omitted, resulting in 129 words.

NB There is a column on the Pupil Progress Tracker for recording the scores of the first '100' words.

Suggestions for administration.

ReadingShow the pupil one column at a time (cover up the others)Record pupil's success and attempts on the adult’s sheet.When the pupil has difficulty, ask to see if any known words can be found. Make sure s/he points to the word when s/he says it. Stop when you believe the pupil has read as many as possible.

Spelling

The adult says the word twice and the pupil writes the words on their sheet. Stop when the learner has made 10 errors in total (this provides the initial words to target).

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Adult's record sheet High Frequency Words 1 NAME ______________ Date ____________

Read Write Read Write Read Write Read Write Read Writethe with then look yourand all were don't coulda we go come hous

eto are little will oldsaid my as into toohe her no back byI what one from dayof there them children madewas out do Mr timeyou this me just I’mthey have down now helpshe went when came Mrsis be it’s oh calledfor like see about herehis some looked their offthat so very people asked

sawmake

Score /82

Reading – High Frequency Words 1 Pupil’s Version

the with then look yourand all were don't coulda we go come houseto are little will oldsaid my as into toohe her no back byI what one from dayof there them children madewas out do Mr timeyou this me just I'mthey have down now helpshe went when came Mrs.is be it’s oh calledfor like see about herehis some looked their offthat so very people asked

sawmake

Adult's record sheet 1 0f 2 High Frequency Words 2 NAME ______________ Date ____________

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Read Write Read Write Read Write Read Write Read Writewater again through something onlyaway new way may manygood after been found laughedwant wanted door live let'sover everyon

eright say suddenly

how our sea soon anothergoing two these night greatwhere play began narrator whywould take boy small criedor thought animals car keeptook more never couldn't roomschool I’ll first three jumpedhome round work head becausewho tree need town evendidn't magic that's I've beforeknow shouted baby around clothesbear other gave every keycan’t food mouse garden place

Sub-total /72

Adult's record sheet 2 0f 2 High Frequency Words 2 (cont'd) NAME ______________ Date ____________

Read Write Read Write Read Write Read Write

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mother trees ever we'reboat tea park flywindow eyes lived growsleep friends birdsfeet dark horsemorning grandad rabbitqueen there's whiteeach looking comingbook better he'sgreen across riverdifferent gone likedgirl hard giantwhich floppy looksinside really useany eggs alongunder once plantssnow please dragonair stopped pulled

Pupil's version 1 0f 2 High Frequency Words 2 (Enlarge so that the font size is appropriate for learner's age)

water again through something only

Sub-total for this page /57

Total /129

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away new way may manygood after been found laughedwant wanted door live let'sover everyon

eright say suddenly

how our sea soon anothergoing two these night greatwhere play began narrator whywould take boy small criedor thought animals car keeptook more never couldn't roomschool I’ll first three jumpedhome round work head becausewho tree need town evendidn't magic that's I've beforeknow shouted baby around clothesbear other gave every keycan’t food mouse garden Place

Pupil's version 2 of 2 High Frequency Words 2 (cont'd) (Enlarge so that the font size is appropriate for learner's age)

mother trees ever we're

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boat tea park flywindow eyes lived growsleep friends birdsfeet dark horsemorning grandad rabbitqueen there's whiteeach looking comingbook better he'sgreen across riverdifferent gone likedgirl hard giantwhich floppy looksinside really useany eggs alongunder once plantssnow please dragonair stopped pulled

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INTERVENTION MONITORING FOR ___________________________

Area of need addressedEntrance criteriaExit criteria [by end of programme]Weeks needed for programmeTime needed for programmeNumber of pupils in group

Impact Pupil Progress Tracker:Initials Baseline

Assessment

Date Interim Assessment

Date End Intervention Results

Date Details of progress/ Out

come[+/-/=]

Group Target [s]:

Evaluating Provision’s ImpactIntervention:

Best Pupil Attainment Over Time (Present Skills / NC levels/ RA + SA/ IEP target reached )

Attainment Further Needs

Lowest Pupil Attainment Over Time (Present Skills / NC levels/ RA + SA/ IEP target reached )

Attainment Further Needs

Average progress made by pupils over time Baseline Latest

Other Points

Evaluation

PUPIL PROGRESS TRACKERAssessment Record for Year Group

Phase 2 Phase 3i Phase 2 & 3 Phase 3ii Phase 4 Phase 3iii Phase 5

Name

Area of

Need

Place on

Record

DateGPC VC Words CVC Words Double

LettersConsonant Digraphs CCVC Words CVCC Words Vowel

Graph Vowel Graphemes

Consonant Grapheme

Split Vowel Digraph

High Frequency Words NC Levels Formal

R/26

W/26

R/5

S/5

R/10

S/10

R/6

S/6

R/7

S/7

R/21

S/21

R/16

S/16

R/14

S/14

R/15

S/15

R/1

S/1

R/5

S/5

Read/82

Write/82 Read Writin

gMaths May - May

RA SA

Base

Oct

Feb

May

Base

Oct

Feb

May

Base

Oct

Feb

May

Base

Oct

Feb

May

Base

Oct

Feb

May

Base

Oct

Feb

May

R = Reading Phonically Regular Words W = Write SA = Spelling AgeS = Spelling Words RA = Reading Age