developed and / or adjusted over time for those pupils who do not respond appropriately to the differentiated programme. Classroom Support This is informed by: Parental consultation Teacher observation records Teacher-designed measures /assessments needs checklist * Learning environment checklist* Pupil consultation - My Thoughts About School Checklist Literacy and numeracy tests Screening tests of language skills A Classroom Support plan runs for an agreed period of time and is subject to review At this level a Support Plan is devised and informed by: Teacher observation records School Teacher-designed measures / assessments Support Parent and pupil interviews Learning environment checklist Diagnostic assessments in literacy/numeracy Formal observation of behaviour including ABC charts, frequency measures Functional assessment as appropriate, including screening measure for social, emotional and behavioural difficulties A support plan at this may detail suitable teaching approaches including small group or individual tuition. A School Support Plan operates for an agreed period of time and is subject to review This level of the Continuum is informed by a detailed, systematic approach to information gathering and assessment using a broad range of formal and informal School assessment tools, reports from outside professionals (as appropriate) and may Support include: Plus Teacher observation and teacher-designed measures Parent and pupil interviews Functional assessment Results of standardised testing such as measures of cognitive ability; social, emotional and behavioural functioning; adaptive functioning etc. Data generated from this process are then used to plan an appropriate intervention and can serve as a baseline against which to map progress. A support plan at this level is likely to be more detailed and individualised, and to include longer term planning and consultation *These checklists are available in the Continuum of Support Guidelines for Teachers
Classroom Support developed and / or adjusted over time for those pupils who do not respond appropriately to the differentiated programme. This is informed by: Parental consultation Teacher observation records Teacher-designed measures /assessments needs checklist * Learning environment checklist* Pupil consultation - My Thoughts About School Checklist Literacy and numeracy tests Screening tests of language skills A Classroom Support plan runs for an agreed period of time and is subject to review School Support At this level a Support Plan is devised and informed by: Teacher observation records Teacher-designed measures / assessments Parent and pupil interviews Learning environment checklist Diagnostic assessments in literacy/numeracy Formal observation of behaviour including ABC charts, frequency measures Functional assessment as appropriate, including screening measure for social, emotional and behavioural difficulties A support plan at this may detail suitable teaching approaches including small group or individual tuition. A School Support Plan operates for an agreed period of time and is subject to review School Support Plus This level of the Continuum is informed by a detailed, systematic approach to information gathering and assessment using a broad range of formal and informal assessment tools, reports from outside professionals (as appropriate) and may include: Teacher observation and teacher-designed measures Parent and pupil interviews Functional assessment Results of standardised testing such as measures of cognitive ability; social, emotional and behavioural functioning; adaptive functioning etc. Data generated from this process are then used to plan an appropriate intervention and can serve as a baseline against which to map progress. A support plan at this level is likely to be more detailed and individualised, and to include longer term planning and consultation *These checklists are available in the Continuum of Support Guidelines for Teachers
V3_Toolkit_New%20SET%20Allocation%20Model_NCSE_Sept%202017.docx