The Dales School MAPP

1 The Dales School MAPP Mapping and assessing Personal Progress Case Study MAPP Mapping and assessing Personal Progress MAPP is a suite of materials developed by The Dales School , North Yorkshire to facilitate the planning, assessment and recording of progress in relation to personal learning intentions. In particular it provides a way of recognising lateral progression. The materials divide into two main sections. The first focuses on setting learning intentions whilst the second focuses on assessment. It is important to note that the Continuum of Skill Development (CSD) which makes up section 2 of MAPP is an independent tool and can be used to evaluate progress against learning intentions which are drawn from sources other than section 1 of MAPP.

2 The following gives a brief overview of the CSD followed by a case study. The Continuum of Skill Development The word skill is used throughout to cover any demonstration of skill, knowledge, understanding or attitude. The Continuum of Skill Development (CSD) assesses the development of four aspects of skill on a four-point scale. The four aspects of the CSD are: prompting, fluency, maintenance and generalisation. There are four descriptors for each aspect which represent progress from emergent behaviours to competence. A numerical rating scale facilitates analysis, comparisons and graphic representations of summative data. On the rating scale emboldened numbers (1, 4, 7, and 10) refer to the descriptor which is placed above them.

3 A number immediately to the left of a bold number indicates that the descriptor partly fits the learner s behaviour but is not yet fully achieved. A number immediately to the right of a bold number indicates that the learner has progressed beyond this point but has not yet begun to achieve at the next level. Figure 1 Maintenance from The Continuum of Skill Development from inconsistent Maintenance to consistent Learners maintain competency over time through repetition. They remember how to do a task after a break. The skill has been observed on a single occasion only. The skill is observed on more than one occasion but only intermittently.

4 The skill is reliably repeated but may need refreshing after a break. The skill is consolidated and maintained over time. It is remembered after a break. 1 2 3 4 5 6 7 8 9 10 In the above example a score of 4 would indicate that the skill is observed on more than one occasion but only intermittently and a score of 7 that the skill is reliably repeated but may need refreshing after a break . Scores of 5 or 6 represent progress from 4 to 7 and allow for greater refinement of judgements without overpopulating the scale with descriptors. It is important to note that the CSD is an independent tool and can be used to evaluate progress against learning intentions which are drawn from sources other than MAPP.

5 Figure 2 The Continuum of Skill Development from dependent Prompting to independent Learners complete tasks independently The learner is provided with support throughout the task. Support may be in the form of physical, gestural or spoken help. Support is still provided but there is a reduction in the level or frequency of prompting given. The task is completed with minimal prompting. The learner performs independently but this needs consolidation in order to become consistent. The learner completes the task independently. Encouragement may be given but no prompting relates directly to the task.

6 1 2 3 4 5 6 7 8 9 10 from approximate Fluency to accurate Learners reach a level of mastery combining speed and accuracy. The skill is approximate and the learner s behaviour needs considerable shaping in order to accomplish the task. The learner s performance is increasingly purposeful and coordinated, but it is not yet sufficiently accurate to effectively accomplish the task. The skill is sufficiently accurate to meet the requirements of the task but may need refinement. The learner starts and completes the task with little faltering or hesitation.

7 The skill is smooth, swift and accurate. No further refinement is needed. 1 2 3 4 5 6 7 8 9 10 from inconsistent Maintenance to consistent Learners maintain competency over time through repetition. They remember how to do a task after a break. The skill has been observed on a single occasion only. The skill is observed on more than one occasion but only intermittently. The skill is reliably repeated but may need refreshing after a break. The skill is consolidated and maintained over time. It is remembered after a break.

8 1 2 3 4 5 6 7 8 9 10 from single context Generalisation to many contexts Learners achieve mastery in different settings or contexts, with different stimuli or with different staff. The skill is demonstrated in a single setting or context, with limited stimuli or materials and with the same staff. The skill is repeated but with some variation in setting, context, materials or staff. The skill is frequently, but not yet consistently, demonstrated in different settings or contexts, with different stimuli or materials or with different staff.

9 Skills are reliably demonstrated in different settings or contexts, with different stimuli or materials and with different staff. 1 2 3 4 5 6 7 8 9 10 Case Study Introduction The following case study looks at the use of MAPP to identify learning intentions and assess the progress of one pupil at The Dales School . Mark is an 11 year old boy with Angelman s syndrome and associated severe learning difficulties. He is sociable and is eager to communicate with others which he does primarily at a pre-verbal level, non-conventionally, through gesture and behaviour. Mark has fine and gross motor coordination difficulties but he is mobile and extremely active.

10 He is one of six pupils in a class whose members are chronologically age-grouped and whose needs encompass both severe and profound learning difficulties. There is one teacher and there are two full-time advanced teaching assistants. P-level scores in the core subjects have been in the range P 4 to P5 for the past five years with some scores of P3(ii) in Key Stage 1. Taken on their own these scores indicate little progress. Qualitative data however indicates considerable lateral development within the scope of the P-level descriptors and the purpose of MAPP is to provide a quantitative and graphic representation of this progress through structured observation using a common framework. This framework is the Continuum of Skill Development (CSD) which forms the assessment section of MAPP.