vpss meetjesland daffodil winter conference 3-5 february 2010, ostersund - sweden from assessmnet to...
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VPSS Meetjesland
Daffodil Winter Conference 3-5 February 2010, Ostersund - Sweden
From Assessmnet to Intervention for Inclusion
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Action oriented assessment needs Action oriented assessment needs
an action oriented assessment an action oriented assessment organisation and managementorganisation and management
Tom Walgraeve, VPSS Meetjesland Tom Walgraeve, VPSS Meetjesland
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VPSS Meetjesland The Meetjesland is a Belgian countryside region between
the cities of Ghent and Bruges, at the border with the Netherlands nearby the North Sea. It covers 1/5 of the province of East Flanders and consists of 13 towns and municipalities with 175.000 inhabitants. http://www.meetjesland.be/talen/engels.html
VPSS Meetjesland is partner of 45 schools: 35 primary schools, 1 special education school, 9 secondary schools
12500 students Middle large PSS, 33 employees: 12 educational and
clinical psychologists, 4 doctors, 5 “social” nurses, 6 social workers, (5 logistic assistents + 1 director).
The fieldworkers are grouped in 7 schoolcommunity teams.
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What can make assessment changes ?
Change can happen bottom-up: inspired and enthousiastic fieldworkers and staff-members help change practice.
Change can happen top-down: policy (e.g. management), laws (authorities).
If enthousiastic and inspired individuals are not sustained by decisionmakers, they
will burn out and their practice will have a lack of impact on the (class)floor.
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Wanted: local/regional decisionmakers in assessment …
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Who are the local
decisionmakers who can
help things change ?
Therefore we need to
know how the
assessment is organised
in the (Belgian) schools.
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1. Schools have an association with a PSS (PSSs) Pupil support Services (= pupils/students counseling) Assessment in order to support teachers, special needs coordination cell
and parents (and the pupil!) to create a goodness of fit between student’s needs and the learning environment.
2. Schools have also an association with Educational Advisors Service: schoolsystemadvisors Supporting the school in realising a regular curriculum, recognised by
the government. Supporting the school in realising differential curricula.
3. Assessment by external organisations: Psychiatry, ambulatory rehablitation centres, university diagnosing
centres, private consultants, etc. No or little grip on the context of the school, classroom the teacher. But:
their diagnostic labels can open or close “doors” in school. Mostly “classifying” (“deficiency”-assessment): is the deficiency large
enough to create ministry-subsidized help ? Some of this services don’t work multiprofessional: it’s a hard job to
cooperate with them …
Assessment in schools of the dutch-speaking community of Belgium (=Flanders)
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PSS’s choose for the Action Oriented Assessment (AOA)Why ? Handelingsgerichte diagonstiek: Action Oriented Assessment.
The goal is “action”: what works for this student with this teacher in this school, for this students with this parent ? What is necessary for the future of this student ?
AOA is based on research data on effective schools and effective assessement in schoolcontext.
10 years of field experiments in PSS’s and (primary)schools: what works – positive practices.
A common framework of reference for PSS’s, schools and Educational Advisors Service
New policy in Flanders (dutch-speaking Belgium) and the Netherlands matching “education” to “needs”.
AOA-board of advisors takes the lead. E.g. contacts with the “big four” of national school organisations to make things change.
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Action-oriented assessment: 7 principles
1. takes student’s needs as the principle theme2. is transparant, operating in accordance with systematic
procedures; monoprofessional if possible – multiprofessional when necessary.
3. is goal-directed; aims at solving problems & recommendations (in school, at home)
4. uses a transactional frame of reference: the student at home, in school, in the assessment room.
5. gives the teacher a central role: the assessment results has tot make the teacher say: “Yes, I can (and I’ll do it from now on…)”
6. promotes partnership with the teacher, parents and child7. focuses on positive aspects of child, teacher, peers,
school and parents: avoiding labels. We are optimistic: we believe this can change !
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How does the management of VPSS Meetjesland try to consolidate AOA in the organisation?
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Challenge: the AOA-practicer needs an AOA-organisationWhat works ? The management level has to the decide that the mission
of the organisation is AOA. The masterplan contains AOA-priorities.
The financial investment-plan contains a “AOA-chapter”: systematic investments in assessment-tools and training, according to the AOA-principles.
Reorganisation of the tasks Before: 45 assessment teams (28 fieldworkers !...) for 45
schools. Regular assessment-teamconsultation is impossible. Teammembers are working “apart”.
After the reshuffle: 7 assessment teams for 45 schools and multiprofessional teamconsultation is guarantueed every two weeks.
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HRM: All the membres of the management staff and
the assessment staff have tasks to realise AOA.
The team-managers have to support AOA in coordinating and coaching the multiprofessional teams
The quality-manager has to support AOA in developing and coordinating the quality policy and tools.
The AOA-coordinator supports the implementation of new procedures, tools, …
The team-members (schoolpsychologists, social workers, doctors and nurses) have to practice AOA.
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Challenge: the AOA-practicer needs a AOA-organisation (sequel)
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Evaluation of the assessment-team and the individual diagnostician: is the assessment needs-based and action oriented ?
Are the collected data relevant ? What is the question ? Will things change for the student after the assessment ?
Why do we need to have this assessment: if we know that …, we can decide on …
Do the collected data allow to create goal-directed recommendations: insigt into learning, motivation and behavior, information for student, parent and teachers, shared targets
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Challenge: the AOA-practicer needs a AOA-organisation (sequel)
The digital student-counseling file-system: Only input of biometric and psychometric results
is possible ?! The digital file-system must work with AOA-
stages, “asks” student and ecological information, “asks” risk factors and protective factors etc.
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Challenge: AOA needs AOA-oriented schools and AOA-oriented Educational Advisors
What works ? Schoolmanagers, special needs coördinators and
educational advisors claim the AOA-principles. The studentscounseling by the school is working
according to the 7 principles of AOA Same mission and same language Shared training: schoolmanagers,
specialneedscoordination, PSS and Educational Advisors (80 persons, 4 days a year)
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Challenge: AOA needs AOA-oriented schools and AOA-oriented Educational Advisors (sequel) Schoolmanagers and educational advisors claim that the regular
curriculum and didactics are as “needs based” as possible. For this reason the PSS-assessment must reveal one or more
clusters of action-suggestions Stimulating the pupil: we accept that the regular curriculum is difficult,
we don’t accept that the student immediately as he currently seems to be, we believe he can change if we understand why >< this pupil is “lazy”, “stupid”
Compensations with e.g. ICT is possible Dispensations:
to realise the regular curriculum the pupil has mild examinations for e.g. spelling etc.
Parts of the curriculum, not necessary for another level are being deleted
Remediation: More time, more moments of exercise, … Rehearsels Scaffolding the learning proces with specialised there internal of external
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Challenge: partnership with not-AOA-organisations The VPSS M cooporates with regional external assessment
organisations Ambulatory rehablitation centres, private consultants, etc. No or little grip on the context of the school, classroom the teacher Mostly “classifying” (“deficiency”-assessment): is the deficiency large
enough to create ministry-subsidized help?
The VPSS M introduces the regional assessment organisations in AOA. Stage 1: the same vision in dyslexia-assessment.
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After the conference: to do is to After the conference: to do is to reflectreflect
Tom Walgraeve, VPSS Meetjesland Tom Walgraeve, VPSS Meetjesland
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To do’s after the Daffodil-winter-conference AOA-advisory board:
Translation Dutch – English: PSS, HGD, PBD To add: optimistic – future – dynamic ? Daffodil summer class AOA-coaching by PVPSS-project (4 PSS-employees cfr.
Beno Schraepen)
Zorgregiowerking Meetjesland Daffodil summer class: decision makers (PBD, RVC) Shared philosophyzing PSS – School – PBS ?
VPSS Meetjesland Daffodil summer class: CTIH ? PSS as learning organisation: organogram cfr Beno S &
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Indirect remarks1. Exchange Sweden-Belgium: PSS’s ?2. Do Belgian PSS’s have an philosphy on education
and PSS ? Sustaining community ?3. About inclusion: Not to brusque: teachers and organisations must
be prepared. = Delocalisation of SEN-schools to the place of
regular schools ? About all children who have physical, mental,
behaviourial, socio-economic needs to reduce drop-out and exclusion? (Beno S)
About sustaining all members of the schoolcommunity (including teachers)?
4. About assessment: No assessment, no testing ? PSS’s and learning problems: to much
descriptive, to less explaining cfr LPAD ?
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5. About portfolio in Evora A little notebook for all … Public and digital ? Agreements: critics/learning points.6. About consultation – forms? Face-to-face about anonimous students cfr. Ingrid Hylander
Coaching groups of 4 teachers about anonimous students, situations (10 sessions) (cfr Beno S)
SOS-Piet-form: one model, one method, one profesional, … The global child, ecological aspects, … ?
Consultation about students (+assessment)7. About self-pity in Flanders Change depends on laws, on money, on organisations,
on management, … but above all: on people.
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