Assessment of Personal
Progress System (Apps)
© 2011 Paul Collings Oakwood Court College
A Tutor Key-worker Review
Method
Paul Collings - Principal
Mapping a Student’s Journey
or Who needs Sat Nav
Requires:
Knowledge of the starting place.
Some idea of the intended destination’s location.
And route options for getting there.
The Context
Mapping
theJourney
journey
Student
Education,
Learning
& Skills
Good,
informed
action
planning
Milestone
Development
Objective
Target
Setting
Pre-College
Support
Destination
Inclusion
STRATEGY
Research
Skills Audit
Legislation
Consultation
Appraisal
Strategy
Review
Oakwood
Vision
Information
Choice
Oakwood
Incentive
© Paul Collings 2007
FAMILY/CARERS
Person with
Learning
Disability
RELATIVES
METHOD
Training
Promotion
Mentoring
Communication
Sharing
Ownership
Information
Exploration
Planning
Oakwood
Skills
Action
Plan
Oakwood
Resources
Community Understanding, Curriculum
Council for Wales, 1992
Curriculum Review
Based upon the Malta
Intercultural Model
Well Being
Intellectual
Competences
Social
Competences
The Student
Communicative
Competences
Learning
Disposition
Bloom’s Taxonomy diagram
Subject Syllabus
Student Progress
Personal Attributes
Personal Drive
Practical Skills
Effective Working
Etc.
Work Exp Skills
Independent Skills
Enrichment Skills
Vocational Skills
PSHE Skills
Life Skills
Functional Skills
The Visitor Journey Model
The Student’s Journey
Lifelong
Learning
, Planning and
Transition
of student
Transition
Assessment
Total Learning
student
Experiential
Learning
student
Journey
Planning and
Monitoring
Managing
Lifelong
Learning
A Three Dimensional
Approach
Life, Living and
Livelihood
Three Dimensional
Approach
Life
Life.
How can I live life to the
full and enjoy the experience?
Living
Three Dimensional
Approach
Life
Living
Where will I live and how
can I do this independently?
Living
Three Dimensional
Approach
Life
Living
Three Dimensional
Approach
Life
Living
Destination Matrix
Destination Matrix
Livelihood
Living
•
•
•
•
•
•
•
•
•
Full or P/T Employment
F/T or P/T Emp. with Support
F/T or P/T Emp in an assistive
environment.
Independent Community Work
Supported Community Work
Supported Community Work in an
assistive environment.
Supportive Therapeutic
Occupation
•
•
•
•
•
Total independent living
Living independently with some
support
Living Independently with specific
support
Living Independently with
significant support
Supported living with elements of
Independence
Supported living with support
readily available
Supported living with significant
support and assistance on hand
Destination Matrix
196
1
168
2
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
196 A
Totally Independent
Living
392
364
168 B
Living
independently with
some support
364
140 C
Living
independently with
specific support
112 D
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
336
308
280
252
224
336
308
280
252
224
196
336
308
280
252
224
196
168
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
Target
168 Destination
140
112
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
Supported Living
with significant
G
support and
assistance on hand
224
196
168
140
112
84
56
2 dimensions, Living and Working
Destination Matrix
196
1
168
2
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
196 A
Totally Independent
Living
392
364
168 B
Living
independently with
some support
364
140 C
Living
independently with
specific support
112 D
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
336
308
280
252
224
336
308
280
252
224
196
336
308
280
252
224
196
168
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
Target Destination
252
224
196
84
E
56
Supported Living
F with support readily
available
252
224
196
168
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
168
140
Target
140Destination
112
112
84
112
84
56
3 dimensions, Living, Work and (Leisure)
Destination Matrix
196
1
168
2
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
196 A
Totally Independent
Living
392
364
336
308
280
252
224
168 B
Living
independently with
some support
364
308
280
252
224
196
140 C
Living
independently with
specific support
336
308
280
252
224
196
168
112 D
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
168
140
112
Assessment
336
Level
Target Destination
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
112
84
56
3 dimensions, Living, Work and (Leisure)
Destination Matrix
196
1
168
2
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
196 A
Totally Independent
Living
392
364
308
280
252
224
168 B
Living
independently with
some support
364
280
252
224
196
140 C
Living
independently with
specific support
336
308
280
252
224
196
168
112 D
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
168
140
112
336
End of336
First Year
308
Level
Target Destination
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
112
84
56
3 dimensions, Living, Work and (Leisure)
Potential Destination Target Range
Destination Matrix
196
1
168
2
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
196 A
Totally Independent
Living
392
364
308
280
252
224
168 B
Living
independently with
some support
364
280
252
224
196
140 C
Living
independently with
specific support
336
308
280
252
224
196
168
112 D
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
168
140
112
336
End of336
Second
Year
308
Level
Target Destination
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
112
84
56
3 dimensions, Living, Work and (Leisure)
Destination Matrix
196
1
168
2
112
4
84
5
56
6
28
7
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
196 A
Totally Independent
Living
392
364
336
308
280
252
224
168 B
Living
independently with
some support
364
308
280
252
224
196
140 C
Living
independently with
specific support
336
308
280
252
224
196
168
112 D
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
168
140
112
Third Year
336
Level
140
3
Full or Part
time Open
Employment
in an
assistive
environment
Target Destination
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
112
84
56
3 dimensions, Living, Work and (Leisure)
Destination Matrix
196
1
168
2
Destination Matrix
Full or Part
time Open
Employment
Full or Part
time Open
Employment
with Support
196 A
Totally Independent
Living
392
364
168 B
Living
independently with
some support
364
140 C
Living
independently with
specific support
112 D
140
3
Full or Part
time Open
Employment
in an
assistive
environment
112
4
84
5
56
6
28
7
Independent
Community
Work
Supported
Community
Work
Supportive
Community
Work in
Assistive
Environment
Supported
Therapeutic
Occupation
336
308
280
252
224
336
308
280
252
224
196
336
308
280
252
224
196
168
Living
independently with
significant support
elements
308
280
252
224
196
168
140
Supported Living
with elements of
independence
280
252
224
196
168
140
112
Target Destination
84
E
56
Supported Living
F with support readily
available
252
224
196
168
140
112
84
28
G
Supported Living
with significant
support and
assistance on hand
224
196
168
140
112
84
56
3 dimensions, Living, Work and (Leisure)
Where am I Now?
• Assessment –
Our Starting
Measure
• Tutor and Keyworker half
termly meetings.
Mapping
theJourney
journey
Student
Education,
Learning
& Skills
Good,
informed
action
planning
Milestone
Development
Objective
Target
Setting
Pre-College
Support
Destination
Inclusion
What are the skills required for independent living and working?
Motivation
personal appearance
concentration
Reliability
Interaction with peers
adaptability
Self-belief
punctuality
application
Working alone
mental agility
functional skills
Assertiveness
Accepts feedback
targets
enthusiasm
Awareness of others
working towards
working under pressure
physical stamina
initiative
Practical Competence
Starting Point
within a team
reasoning workingWorking
under supervision
decision making
Following Instructions
Verbal Communication
Mapping
theJourney
journey
Student
Education,
Learning
& Skills
Personal Development Building Blocks
Good,
informed
action
planning
Milestone
Development
Objective
Target
Setting
Pre-College
Support
Destination
Inclusion
Key Characteristics
Personal Attributes
Personal Drive
Practical Skills
Participation
Effective
Working
Living
These building blocks can be arranged into 4 sets.
Motivation
personal appearance
concentration
Reliability
Interaction with peers
adaptability
Self-belief
punctuality
application
Working alone
mental agility
functional skills
Assertiveness
Accepts feedback
targets
enthusiasm
Awareness of others
working towards
working under pressure
physical stamina
initiative
Practical Competence
Starting Point
within a team
reasoning workingWorking
under supervision
decision making
Following Instructions
Verbal Communication
Defining the Personal Development Blocks
Personal Attributes
•
•
Initiative
–
Concentration
–
•
The student is able to think things through and make a choice of action or opinions from
several alternatives.
Physical Stamina
–
•
The student is able make reasoned judgments and hold opinions.
Decision Making
–
•
The student has or shows great excitement and interest on the task in hand;
Reasoning
–
•
The student is able to focus on the task in hand and is not easily distracted.
Enthusiasm
–
•
The student has the ability to begin or to follow through a plan or task
The energy and strength for continuing to do something over a long period of time
Personal Appearance
–
The student is able to maintain a level of appearance appropriate to the situation or
circumstance
Definitions
Personal Drive
• Motivation
– The student shows the desire to achieve and complete tasks
• Application
– The student has the ability to take the action of putting something into operation
• Reliability
–
The student can be depended upon in carry through and completing tasks
• Punctuality
– The student acts or arrives or performs exactly at the time appointed
• Adaptability
– The student is able to change to fit the situation and maintains effectiveness in a
changing environment.
• Self-belief
– The student has confidence in their own abilities of judgments
• Self Awareness
– The student has a balanced and honest view of their personality traits
Definitions
Practical Skills
• Practical Competence
– The student generally has sufficient skill, knowledge, ability to carry out
appointed tasks
• Mental Agility
– The student generally has the ability to solve problems
• Communication
– The student is able to make themselves understood
• Functional Skills
– The student is able use functional skills effectively
• Following Instructions
– The student is able to understand instructions and take the appropriate actions
• Working Towards Targets
– The student has an understanding of targets and is able to work successfully
towards them.
• Coping with Demands
– The student is able to meet requirements set
Definitions
Effective Working
• Working Alone
– The student has competence to work alone in a safe and effective manner.
• Working within a Team
– The student is able to play their part in working cooperatively with others in
completing a tasks
• Working Under Supervision
– The student responds well under supervision
• Interaction with Peers
– The student is able to respond to other positively as well as accepting of their
response
• Awareness of Others
– The student has an understanding of the needs of others and act appropriately
towards them
• Acceptance of Feedback
– The student is able to listen to, receive, understand and act upon constructive
criticism or feedback
• Assertiveness
– The student is sufficiently self assured to make their opinions, wants and needs
known in an appropriate manner
Definitions
Each Characteristic has a number of progressive descriptors
1, 2, 3
Initiative
With significant support
and encouragement will
attempt to start a task
4, 5, 6
7,8,9
With support and
Can generally take the
prompting is beginning to
initiative in starting tasks
take initiative in starting
with some prompting
some tasks.
10,11,12
13,14.15
Can usually take own
initiative with most tasks
and solve problems
Responsible and self
directing and able to
address most problems
without help
• Initiative
– With significant support and encouragement will attempt
to start a task
– With support and prompting is beginning to take the
initiative in starting some tasks
– Can generally take the initiative in starting tasks with
some prompting
– Can usually take own initiative with most tasks and
solve problems
– Responsible and self directing and able to address most
problems without help
1
Measuring Progress
4.15
13,1
Initiative
1,12
10,1
9
7,8,
the
take sks
y
l
l
ta
ra
6
ene tarting ing
,
g
5
n
4,
Ca ve in s rompt
p
d
ati
n
a
to initi h some
ort
g
p
n
i
t
p
i
w
su
ginn
g
W ith g is be startin
3
,
2
in ve in
1,
mpt
rt pro initiati tasks.
o
p
p
take some
t su
ill
ican ent w
f
i
n
sig agem ask
W ith encour tart a t
s
and mpt to
e
t
t
a
e
ativ
Initi
own
take tasks
y
l
l
a
t
usu
mos
s
Can e with roblem
v
i
p
t
a
e
i
init d solv
an
self
and to
e
l
le
sib
d ab
pon
ms
Res ting an proble
c
t
dire s mos elp
res
ut h
add witho
1,2,3
With significant support
and encouragement
will attempt to
start a task
1
Levels of Competence
1. Emerging
2. Consolidating
3. Established
1,2,3
1,2,3
1,2,3
With significant support
and encouragement
will attempt to
start a task
Each box has three figures to show degrees of progress.
Levels of Competence
1. Emerging
2. Consolidating
3. Established
4,5,6
4,5,6
4,5,6
With support and
prompting is
beginning to take
the initiative in
starting some tasks
Each box has three figures to show degrees of progress.
4.15
13,1
1,12
10,1
Initiative
9
7,8,
he
ke t ks
a
t
y
l
s
eral
g ta
,6
gen startin ting
5
n
,
a
4
C
e in
omp
nd to initiativ ome pr
a
t
r
s
g
po
with
sup eginnin ng
h
t
i
i
b
t
r
W g is
,3
sta
1, 2
ptin tive in .
m
o
a
r
ks
rt p
iti
e in me tas
ppo l
k
u
a
s
t
il
nt
so
nt w
fica
igni ageme ask
s
W ith encour tart a t
s
and mpt to
e
t
t
a
e
ativ
Initi
5 = Consolidating at this stage
wn
k e o sk s
a
t
ally
t ta
usu th mos ms
n
a
i
C
w
ble
tive lve pro
a
i
t
i
in
so
and
elf
nd s to
a
e
le
sibl
pon and ab blems
s
e
R
g
pro
ctin
dire s most elp
res
ut h
add witho
5
4, ,6
With support and
prompting is
beginning to take
the initiative in
starting some tasks
1
4.15
13,1
1,12
10,1
Initiative
9
7,8,
he
ke t ks
a
t
y
l
l
as
nera arting t g
6
e
,
g
5
n
t
4,
Can ve in s rompti
p
ti
d
a
n
e
i
t
a
i
to in h som
ort
upp ginning g
wit
s
h
t
e
W i g is b startin
3
,
2
1,
ptin
e in
rom initiativ sks.
t
p
r
o
ta
pp
take some
t su will
n
a
ific
ent
sign ragem task
h
t
i
u
ta
W enco
star
and mpt to
atte
e
ativ
Initi
9 = Established at this stage
wn
k e o sk s
a
t
y
all
t ta
usu
mos
s
Can e with roblem
v
i
p
t
initia d solve
an
self
and to
e
l
le
sib
d ab
pon
ms
Res ting an proble
c
dire s most elp
es
r
ut h
add witho
7, 8, 9
Can generally take the
initiative in starting tasks
with some prompting
1
Year 1
Year 2
Year 3
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Student “a”
ideal
progression
line
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 1
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Assessment
Half termly checks
By Tutor and Key-worker
1,2,3
4,5,6
7,8,9
With significant support
and encouragement
will attempt to
start a task
With support and
prompting is
beginning to take
the initiative in
starting some tasks
Can generally take the
initiative in starting tasks
with some prompting
Year 1
Year 2
Year 3
70
67
64
61
59
56
53
50
10
9
8
7
6
5
4
3
2
1
Student “b”
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 1
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Assessment
Half termly checks
By Tutor and Key-worker
Higher level entry student’s progress
Year 1
Year 2
Year 3
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Student “b”
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 1
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Assessment
Half termly checks
By Tutor and Key-worker
Individualised Targeted Programme
Student “c”
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Year 3
Year 2
Year 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 1
Aut 1
Sum 2
Sum 1
Spri 2
Spr 1
Aut 2
Assessment
Case managed approach to intervention.
Personal Attributes
1, 2, 3
4, 5, 6
7,8,9
10,11,12
13,14.15
Responsible and self
directing and able to
address most problems
without help
Initiative
With significant support
and encouragement will
attempt to start a task
With support and
Can generally take the
prompting is beginning to
initiative in starting tasks
take initiative in starting
with some prompting
some tasks.
Can usually take own
initiative with most tasks
and solve problems
Concentration
With continuous support
and encouragement can
focus for short periods
With prompting, is
Whilst may become
beginning with to see the distracted at times, can
value of remaining
maintain focus for most
focused for limited
tasks with some support
periods
and prompting
Rarely distracted and
Never distracted and can
mostly maintains a focus
maintain a continuous focus
and completes tasks with
on tasks
occasional prompting
Enthusiasm
With encouragement and
support can show an
interest in tasks
With support starting to Is generally eager to work
Is keen and generally
show interest and
so as to improve personal completes tasks to a good
keenness in given tasks
standards
standard.
Reasoning
With significant help and
intervention can
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Decision Making
Can make most decisions
With significant support is
Can make simple
when having considered
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activities and acts when
decisions
and support
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Can manage reasonable Can manage the duration
spells of activity with
of most activities with
support
support.
Physical Stamina
Personal Appearance
Can manage short spells of
activity but tires easily
With support and
prompting is able to
understand and work
with some basic
concepts
With prompting and
With significant prompting
support is beginning to
and support can manage
respond in order to
some aspects of
maintaining appearance
appearance and hygiene
and hygiene
2
Is fully committed to
completing all tasks to a
good standard
1
Is able to work
independently with most
concepts
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Can make decisions and
readily act appropriately
Can take responsibility for
all own decisions and act
appropriately with
confidence
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Can sustain most activity
periods independently
Can sustain all activity
periods
2
With support and
Is able to understand and
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understand and work with with minimal support and
most basic concepts
prompting
With some prompting is
beginning to take
responsibility for
maintaining appearance
and hygiene
1
Mostly taking responsibility Always takes responsibility
for maintaining personal
for maintaining personal
appearance and hygiene
appearance ad hygiene
1
Personal Attributes
1, 2, 3
4, 5, 6
7,8,9
10,11,12
13,14.15
Responsible and self
directing and able to
address most problems
without help
Initiative
With significant support
and encouragement will
attempt to start a task
With support and
Can generally take the
prompting is beginning to
initiative in starting tasks
take initiative in starting
with some prompting
some tasks.
Can usually take own
initiative with most tasks
and solve problems
Concentration
With continuous support
and encouragement can
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With prompting, is
Whilst may become
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value of remaining
maintain focus for most
focused for limited
tasks with some support
periods
and prompting
Rarely distracted and
Never distracted and can
mostly maintains a focus
maintain a continuous focus
and completes tasks with
on tasks
occasional prompting
Enthusiasm
With encouragement and With support starting to Is generally eager to work
Is keen and generally
support can show an
show interest and
so as to improve personal completes tasks to a good
interest in tasks
keenness in given tasks
standards
standard.
Reasoning
With significant help and
intervention can
understand some basic
concepts
Decision Making
Can make most decisions
With significant support is
Can make simple
when having considered
able to make some basic decisions with prompting
activities and acts when
decisions
and support
prompted
Can manage reasonable Can manage the duration
spells of activity with
of most activities with
support
support.
Physical Stamina
Personal Appearance
Can manage short spells of
activity but tires easily
With support and
prompting is able to
understand and work
with some basic
concepts
With prompting and
With significant prompting
support is beginning to
and support can manage
respond in order to
some aspects of
maintaining appearance
appearance and hygiene
and hygiene
5
2
Is fully committed to
completing all tasks to a
good standard
1
Is able to work
independently with most
concepts
52
Can make decisions and
readily act appropriately
Can take responsibility for
all own decisions and act
appropriately with
confidence
2
Can sustain most activity
periods independently
Can sustain all activity
periods
2
With support and
Is able to understand and
prompting is able to
work with most concepts
understand and work with with minimal support and
most basic concepts
prompting
With some prompting is
beginning to take
responsibility for
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1
Mostly taking responsibility Always takes responsibility
for maintaining personal
for maintaining personal
appearance and hygiene
appearance ad hygiene
1
1
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Phoenix Learning & Care Ltd
Oakwood Court College
Date
20/11/2011
Staff Assessor
Personal Attributes
Initiative
Concentration
Enthusiasm
Reasoning
Decision Making
Physical Stamina
Personal Appearance
Personal Drive
Motivation
Application
Reliability
Punctuality
Adaptability
Self Belief
Self Awareness
Practical Skills
Practical Competence
Mental Agility
Verbal Communication
Functional Skills
Following Instructions
Working Towards Targets
Coping with demands
Effective Working
Working Alone
Working within a Team
Working Under Supervision
Interaction with Peers
Awareness of Others
Acceptance of Feedback
Assertiveness
Paul Collings
Current Destination Level
Suggested Matrix
Comments
With significant support and encouragement will attempt to start a task
With continuous support and encouragement can focus for short periods
With encouragement and support can show an interest in tasks
With significant help and intervention can understand some basic concepts
With significant support is able to make some basic decisions
Can manage short spells of activity but tires easily
With significant prompting and support can manage some aspects of appearance and hygiene
1
2
1
2
2
2
1

With significant inducement, support and prompting will sometimes attempt required work
With significant prompting and support is able to apply some basic learning
With significant support and prompting is beginning to understand responsibility in completing some basic requirements
Has minimum understanding and requires support and prompting in order to meet schedule timings
Requires significant support in coping with new tasks, situations or change.
Requires significant support in beginning to realise their own worth
Requires considerable support to appreciate their own potential as well as their strengths and weaknesses
1
2
2
2
1
2
2
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With significant support and prompting is able to undertake basic practical tasks
Requires significant intervention and support in tackling problems
Needs considerable encouragement and support with communication
Requires considerable support and intervention
Requires help and supportive intervention when given instructions
Requires considerable support and prompting to start working towards targets
Requires considerable support and intervention in coping with demands
3
2
2
2
3
2
2
Needs support and guidance to work alone
Needs encouragement and support to work with others
Needs encouragement to seek help and support offered
Requires continuous support to engage with others
Require continuous support in appreciating the needs of others
Needs support to appreciate the value of constructive feedback
Needs continuous support in making decisions and speak out due to lack of confidence
2
2
2
3
2
2
2
54
Established
A N Other
Consolidating
Name
Emerging
Assessment of Personal Performance System (Apps) (Assessment)
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G7
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Report automatically generated.
Entering the data
Year 1 Autumn Term
(1,4,7,10.13 = Emerging; 2,5,8,11,14 = Consolidating; 3,6,9,12,15 -= Established)
Name
A N Other
Date: 20/11/2011
Staff
Paul Collings
NB: Only Complete the White Boxes
Comments
1, 2, 3
Initiative
4, 5, 6
7,8,9
With support and
With significant support
Can generally take the
prompting is beginning to
and encouragement will
initiative in starting tasks
take initiative in starting
attempt to start a task
with some prompting
some tasks.
10,11,12
13,14.15
Can usually take own
initiative with most tasks
and solve problems
Responsible and self
directing and able to
address most problems
without help
1. Enter Student’s Name
2. Enter Staff Names
3. Enter Date
4. Enter Score for each line
5. Enter Brief Comment
6. Save and Print
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1
2
Phoenix Learning & Care Ltd
Oakwood Court College
Date
20/11/2011
Staff Assessor
Personal Attributes
Initiative
Concentration
Enthusiasm
Reasoning
Decision Making
Physical Stamina
Personal Appearance
Personal Drive
Motivation
Application
Reliability
Punctuality
Adaptability
Self Belief
Self Awareness
Practical Skills
Practical Competence
Mental Agility
Verbal Communication
Functional Skills
Following Instructions
Working Towards Targets
Coping with demands
Effective Working
Working Alone
Working within a Team
Working Under Supervision
Interaction with Peers
Awareness of Others
Acceptance of Feedback
Assertiveness
Paul Collings
Current Destination Level
Suggested Matrix
Comments
With significant support and encouragement will attempt to start a task
With continuous support and encouragement can focus for short periods
With encouragement and support can show an interest in tasks
With significant help and intervention can understand some basic concepts
With significant support is able to make some basic decisions
Can manage short spells of activity but tires easily
With significant prompting and support can manage some aspects of appearance and hygiene
1
2
1
2
2
2
1

With significant inducement, support and prompting will sometimes attempt required work
With significant prompting and support is able to apply some basic learning
With significant support and prompting is beginning to understand responsibility in completing some basic requirements
Has minimum understanding and requires support and prompting in order to meet schedule timings
Requires significant support in coping with new tasks, situations or change.
Requires significant support in beginning to realise their own worth
Requires considerable support to appreciate their own potential as well as their strengths and weaknesses
1
2
2
2
1
2
2

With significant support and prompting is able to undertake basic practical tasks
Requires significant intervention and support in tackling problems
Needs considerable encouragement and support with communication
Requires considerable support and intervention
Requires help and supportive intervention when given instructions
Requires considerable support and prompting to start working towards targets
Requires considerable support and intervention in coping with demands
3
2
2
2
3
2
2
Needs support and guidance to work alone
Needs encouragement and support to work with others
Needs encouragement to seek help and support offered
Requires continuous support to engage with others
Require continuous support in appreciating the needs of others
Needs support to appreciate the value of constructive feedback
Needs continuous support in making decisions and speak out due to lack of confidence
2
2
2
3
2
2
2
54
G7
H
0
Established
A N Other
Consolidating
Name
Emerging
Assessment of Personal Performance System (Apps) (Assessment)
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Be Healthy
Physical Health
Healthy Lifestyle
Healthy Life Choices
Emotional Health
Stay Safe
Risk Assessing
Positive and Safe Relationships
Free from Discrimination
Managing Personal Challenges
Enjoy and
Achieve
Enjoying Environment (College)
Personal Development
Personal Relationships and Behaviour
Independent Learning
Positive
Contribution
Decision Making
Personal Responsibility
Supporting Others
Personal Progress
Achieve
Economic
Well-being
Organisational Skills
Meeting Targets and Deadlines
Taking Initiative
Team-working
Every Child Matters Outcome Indicators
Student
Date
Be healthy
00/01/00
Physical Health
Requires significant prompting and support to remain physically healthy
Healthy Lifestyle
Requires significant support and prompting in order to live a healthy lifestyle
Healthy Life Choices
Emotional Health
Requires significant support in understanding basic available information and needs extensive prompting in order to make appropriate personal
choices about well being and lifestyle
With significant support and prompting is starting to understand element of personal stress and recognise some basic life changes
Stay safe
Risk Assessing
Requires significant prompting and support in determining appropriate risks and ensure their personal safety.
Positive Safe Relationships
Requires significant support and prompting in order to practice some elements of making positive relationships within familiar situations
Bullying, Intimidation and
Discrimination
Personal Challenges
With significant support and prompting is beginning to respond to some basic situations when he/she is being intimidated, bullied or discriminated
against
With significant support and prompting is just starting to understand some of the basic elements self confidence necessary in dealing with personal
challenges
Enjoy and achieve
Enjoying College
Personal Development
Personal Relationships and
Behaviours
Independent Learning
0
Beginning to show some elementary signs of enjoying College, but requires significant prompting and support to engage with the activities on offer in
order to make a basic contribution
With significant prompting and support is beginning to take some basic steps in personal development - increasing independence and self
organisation in a few familiar situations
With significant prompting and support has an emerging basis for social development requiring specific support in building positive relationships.
With significant prompting and support is beginning to understand basic elements independent learning beyond the curriculum and some involvement
in extra-curricular activities at a basic level.
Make a positive contribution
Decision Making
With significant prompting and supported, is beginning to sometimes engage in some elementary decision-making and actions that may benefit the
community and the environment
Personal Responsibility
With significant prompting has an emerging understanding of personal responsibility and with support; beginning to practice actions that can lead to
positive outcomes
Supporting others e.g.
Requires significant support and prompting in identifying the needs of others with occasionally offering some basic aspects of help when supported
buddying, peer mentoring
Personal Progress
With significant support and prompting is beginning to understand basic elements of taking personal responsibility for actions that will lead to positive
outcomes
Achieve economic well-being
Organisational Skills
With significant prompting and support is beginning to organise their some of own time and beginning to set basic priorities.
Meeting Targets and
Deadlines
Taking Initiative; Making
Decisions
Team-working
Needs significant support in understand meet some basic requirements with prompting and specific support
Requires significant and prompting support in order to take simple decisions.
With significant support and prompting is beginning to have an understanding of working effectively as reliable part of a team
A N Other
Personal Attributes
Initiative
Concentration
Enthusiasm
Reasoning
Decision Making
Physical Stamina
Personal Appearance
Personal Drive
Motivation
Application
Reliability
Punctuality
Adaptability
Self Belief
Self Awareness
Practical Skills
Practical Competence
Problem Solving
Communication
Functional Skills
Following Instructions
Working Towards Targets
Coping with demands
Effective Working
Working Alone
Working within a Team
Working Under Supervision
Interaction with Peers
Awareness of Others
Acceptance of Feedback
Assertiveness
Assessment
1
2
1
2
1
2
2
Assessment
2
1
2
2
1
2
2
Assessment
1
2
2
1
2
2
1
Assessment
1
1
2
2
1
1
2
Aut Trm 2nd Hlf
Spr Trm 1st Hlf
2
2
2
3
2
2
3
Aut Trm 2nd Hlf
Spr Trm 1st Hlf
2
2
3
2
2
3
3
Aut Trm 2
Hlf
st
Spr Trm 1 Hlf
3
2
2
3
3
3
2
Aut Trm 2nd Hlf
Spr Trm 1st Hlf
4
3
3
4
4
3
3
Sum Trm 2nd Hlf
6
7
5
6
5
6
5
Spr Trm 2nd Hlf
7
7
6
7
6
7
6
Sum Trm 1st Hlf
nd
Spr Trm 2
Hlf
st
Sum Trm 1 Hlf
7
6
Sum Trm 2
Assessment
Aut Trm 2nd Hlf
5
Spr Trm 1st Hlf
4
Spr Trm 2nd Hlf
Sum Trm 1st Hlf
3
Sum Trm 2nd Hlf
2
1
0
Initiative
nd
Concentration
Enthusiasm
Reasoning
Decision Making Physical Stamina
Personal
Appearance
Hlf
6
5
4
5
5
6
5
Sum Trm 1st Hlf
2
2
2
2
2
2
2
8
7
7
7
8
7
7
7
5
4
3
4
4
5
4
Spr Trm 2nd Hlf
Personal Attributes
Sum Trm 2nd Hlf
6
5
5
5
5
5
5
3
3
2
2
2
2
3
4
4
5
4
4
5
5
2
2
3
3
3
2
3
Sum Trm 1st Hlf
3
2
2
2
2
3
3
5
4
4
4
5
4
4
nd
Spr Trm 2nd Hlf
4
3
3
2
2
5
3
4
5
4
4
4
5
5
Personal Drive
9
8
7
Assessment
Sum Trm 2nd Hlf
6
6
5
6
6
5
4
5
5
Spr Trm 1st Hlf
4
Spr Trm 2nd Hlf
5
4
5
4
4
3
4
Aut Trm 2nd Hlf
Sum Trm 1st Hlf
3
Sum Trm 2nd Hlf
2
1
0
Motivation
Application
Reliability
Punctuality
Adaptability
Self Belief
Self
Awareness
Effective Working
Practical Skills
7
7
6
6
5
5
Assessment
Assessment
Aut Trm 2nd Hlf
4
Spr Trm 1st Hlf
Aut Trm 2nd Hlf
4
Spr Trm 1st Hlf
Spr Trm 2nd Hlf
3
Sum Trm 1st Hlf
Spr Trm 2nd Hlf
3
Sum Trm 1st Hlf
Sum Trm 2nd Hlf
2
Sum Trm 2nd Hlf
2
1
1
0
Practical
Competence
Problem Solving
Communication
Functional Skills
Following
Instructions
Working Towards
Targets
Coping with
demands
0
Working Alone
Working within a
Team
Working Under
Supervision
Interaction with
Peers
Awareness of
Others
Acceptance of
Feedback
Assertiveness
Apps as an Assessment
Process
• Personal Drive
• Personal Skills
• Personal Attributes
PD1
• motivation
• Effective Working
PS1
• Practical Comptence
• Note the Young person's motivation for different tasks/activities and plot
PA1
• Initiative
• InApps
a given
practical task assess their competence in terms applying theory to
against
Profile
EW1
•
Working
Alone
practice and competing the task satisfactory
PD2
• Application
thatthe
requires
young
person
to you
take
the
initiative.
Set athe
task
for
youngathe
person
theythat
need
tocan
complete
unaided.
Evaluate
PS2
• Mental Agility
•• Give
young
person
task
or that
activity
later
apply
to a further
according
to
the
Apps
Process
descriptors
PA2
• Concentration
This will
beday.
assessed
through
skills
for Life assessment.
action• later
in the
Assess
againstthe
Apps
Profile
•
Observe
the
young
person
over
a
period
working at a given task and assess
EW2
•
Working
within
a
team
PD3
• Reliability
their ••ability
to
their
concentration.
Involve
the
Young
inofan
activity
as to
part
of aasteam
other
Give
thesustain
student
a Person
number
tasks
thatworking
they need
fulfill
part with
of the
day
PS3
• Communication
PA3
• Enthusiasm
students
and
evaluate
against
the
Apps
Process
descriptors.
and assess
howinclude
reliablySpeech
they carry
out. assessment
• This will
andthese
Language
• Observe
the young person's reaction to others and tasks with regards to their
EW3
Working under
supervision
PD4
•• Punctuality
enthusiasm
for the
situation.
Throughout
the
day or
task situations
assess how
well
thetheir
Young
Person
uses their
PS4
• Function
Skills
•• Set
them
some
time
bound
and
note
ability
to manage
PA4
• Reasoning
supervision
to further
theirthe
learning/development
• Assessed
through
Skills for ALife assessment
time.
•
Within
a
problem
solving
situation asses the reasoning ability of the Young
EW4
•
Interaction
with
Peers
PD5
• Adaptability
Person
Observe
the Young
Person
in Formal
and Informal
activities
PS5
• Working
Towards
Targets
•• having
given
them one
task,both
change
the emphasis
or location
etc and
and assess
PA5
• Decision
Making
against
theAgreed
Apps
Profile
• Set
targetstowith
the young
Person
parttheir
of the
assessment
and
determine
their
reaction
change
and how
they as
apply
learning
to a new
•
Present
the
young
person
with
situations
that
requires
them
to
make
choices
EW5
• Awareness
of
Others
measure
how
they
work
Towards
these
lit
comes.
situation
and
decisions.
Assess
theirand
ability
toawareness
make that decision
to do
so withand
• demands
Observe
the young
person
their
of othersand
in both
positive
PS6
•
Coping
withmake
PD6
• Self Belief
weighing
up
of their
decision.
negative
• As terms.
partthe
of consequence
the assessment
a number
of demands will naturally occur.
PA6
•
Physical
Stamina
EW6
Acceptance
of
Feedback
Measure
thethroughout
student's ability
toor
cope
these requirements.
• Note
the day
taskwith
confident
the student is in their own ability.
• Give
Observe
the young
person throughout the
theirassessment/task
day or activity and
asses
appropriate
feedback
and
note their
PS7
•
Following
Instructions
PD7
• Self Awareness
ability• to
physically
cope
the
task
reactions
ashow
described
inwith
the
Apps
Profile.
Throughout
the
assessment/task
gradually
the complexity
of
• Note
aware
the
Young
Person
is awareextend
of themselves,
their actions
etc
PA7
Physical
Appearance
EW7
•• Assertiveness
instruction
and measure
the Young People's ability to follow.
within
the learning
community
Observe
well thethe
Young
person
is able
to sustain
their own
hygiene
•• Note
howhow
assertively
young
person
presents
themselves
to both
staffand
and
appearance
peers, noting both positive and negative attitudes
Tutor/Key-worker
Meetings with Student
Year 1
Autumn
Half Term
Spring
Half Term
Summer
Half Term
Year 2
Year 3
We are now working on the
methods of assessment!
Working with the Student
Hearing their Voice
Real Self Assessment.
Stop Press
And we are
now working
at integrating
APPS into
dataBridgeMIS
Assessment of Personal
Progress System (Apps)
© 2011 Paul Collings Oakwood Court College
A Tutor Key-worker Review
Method
Paul Collings - Principal
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Assessment of Personal Progress System (Apps)