ILP best practice comments – anonymized examples from 2014/15
XXXXXX has worked extremely hard today. This morning she retook her Entry 3 Reading paper, allowing her an extra 25% and font 18 now as been assessed since she first took it.After doing several practice papers we have discussed between us and found that it best if XXXXXX highlights the "important" words in the text and match and highlight them in the questions.Reading the questions before the text seems to work better too. Also moving down one line at a time using cover up is good. Unfortunately, she didn't quite succeed in passing it although did well. So this afternoon we went to a separate room and went through both papers.She read out aloud to me and I made a note of the words she had trouble pronouncing and whether she understood the meaning of each.This list has now been given to the tutor to see if there is any pattern. Her confidence is greatly improving in taking the exams and she is more confident at asking questions.She feels too that the extra lessons are also of benefit. So it is all good progression.
In this morning's workshop session XXXXXX was working towards completing Unit 14. As I hadn't seen this unit before I sat next to XXXXXX and got the assignment brief on my screen so that I could monitor that he was including all the required points. To make it clearer for him to work through, I created a bullet-point version, i.e. so the paragraph of questions was set out into separate lines for each question. I have done this before and XXXXXX seems relieved to see a clearer version, and I noticed he referred to it throughout the session. Halfway through the session I looked through his work with him and he identified 4 slides he still wanted to add information to. I wrote those on a sheet of A4 as a reminder, and suggested XXXXXX aimed to complete 2 of those 4. He worked well during the session and was on the whole able to produce a lot of work, with a few prompts to re-focus
XXXXXX started a practice exam paper in FS maths, we worked through the first few questions together and I encouraged him to highlight/underline all the key works and numbers he would need to understand and complete the question. He did this on every question and found it helped him to concentrate on just the information he needed instead of getting confused re-reading the question to figure out which information he needed. Well done XXXXXX.
L2 Public Services group have finished their delivered teaching and have started an assignment catch-up and physical fitness timetable. The first task for XXXXXX this morning was for him to start to complete any outstanding written assignment tasks.
XXXXXX was very vague as to what work he had to finish so I suggested that he look in his "mark book". He was slightly confused by exactly what he needed to do so I helped him go through each unit and assignment and noted down for him on a sheet of paper which pass criteria he still needs to achieve.This produced a clear 'to do' list for him to work from, and I took a photocopy for other LSAs to refer to. He found the list helpful, and decided to work on completing one of XXXXX’x assignments.
"XXXXXX has worked well and shown enthusiasm during Maths session on Monday afternoon. We have adopted strategy for all students to 'read - highlight - read again' to ensure understanding before starting working on the problems, which seemed working well with XXXXXX. He could do some works independently, but at times he didn't realise that he has got the right answers. I have then asked him to read the question again and asked him some more questions to make him realise that he has already answered the question. On other occasions when he said that he didn't understand, I have asked him to write down the necessary figures questioned on his paper and asked him, "What do you think we should do with these numbers?"Often, XXXXXX would come up with his own idea and solve the problem. He said that he could see the problem more clearly when he wrote down the numbers. Well done and keep up the good work, XXXXXX!"
XXXXX has worked really well today, we worked 1-1 during the lesson and with lots of verbal prompting and some guidance on research from myself, Tobias was able to gather information and very nearly complete an assessment on the 3 Energy Systems during the hour lesson.
Student will be referred to as TJP.
TJP achieved today’s SMART target by using the additional aids of the whiteboard and post-its, these helped him to focus on the task set by the teacher. He was active in choosing the order of the tasks given for the lesson. TJP and I discussed a new SMART target and TJP gave sensible, realisticand mature suggestions before inputting it on his own ILP record.
Original comment on 12/03/15
XXXXXX worked very well on Wednesday’s skills kitchen session. He has managed to stay on task producing the set dishes, which requires XXXXXX to work on his timings. It was suggested by support that he writes these down on his bench in a marker pen. This has worked well and prompts XXXXXX to remember, enabling him to cook more methodically.
Further comment on 26/03/15
By writing the timings on the bench in marker pen and also having a work sheet with the recipe and method, helps XXXXXX to work and not to get stressed. This has helped in his assessment. We will work on this with a smart target to help him get organised and preparedin a step to step tick off sheet.
In preparation for welcoming new learning coach XXXXXX was asked to share 3 things new coach may not know about her with the rest of the group.
XXXXXX spoke confidently about members of her family living in her house and the new house she will be moving to shortly. XXXXXX stayed on task and there was no getting distracted at all. Additionally she listened to the other student’s responses without getting distracted, which was an improvement on the previous lesson when she needed to be prompted to stop pulling at her nails.
Well done XXXXXX you enjoyed the activity and learned something about other members of the group too
XXXXXX has successfully completed many tasks today in Café Chino by my checking her understanding of the task and making her repeat back what she had to do. She also successfully followed the recipe and method to scone making. This session has greatly improved her confidence.
XXXXXX was really focused in his English lesson today. He had his writing exam after the class at 3:30pm and expressed that he really wanted to pass it. This was evident in his much more positive and focused approach to the work set.XXXXXX responded very well to my signposting and reinforcement of the tasks. He was keen to discuss what he wanted to write and asked me questions to check that he was presenting his work correctly and meeting the requirements of the task.He responded well to feedback and made corrections to his work when I highlighted errors such as not capitalising "I". When he said he didn't think he would pass it I reassured XXXXXX, drawing on the strengths of his writing and reminding him of the corrections he had already started to make following mine and Shanaz's feedback. This appeared to help XXXXXX remain focused and motivated throughout the session. He also asked his tutor XXXXX if he could stay after the session and continue with his exam practice.XXXXXX clearly wants to do well and pass his exams and with his exam the same day, there was a noticeable difference in his attitude towards work and his behaviour in class.
XXXXXX produced a good piece of written work in English yesterday, by planning and proof reading his work with my support. This is helping him work towards achieving his targets in this area.
XXXXXX made a very good attempt at reading out loud the questions on the work sheet in his maths lesson on Monday, although he needed a little prompting.He also managed to grasp the 24 hour clock after I drew it for him. Well done XXXXXX.
As XXXXXX gets quite anxious about deadlines, I have found that by encouraging him to sketch out the 'bare bones' of an assignment (e.g. adding titles to PowerPoint slides, then encouraging him to quickly jot down key points while lecturer input is fresh in his mind), he is able to relax into the task a little bit more. The key points then act as prompts for him to pad the information out a later date. He had a really good, focussed lesson on Monday when he was working on this premise and was able to get quite a bit of work completed towards Unit 4, Task 1 (due for submission on Monday 23rd) showing a good understanding of, and interest, in the topic.
By posing carefully directed questions to XXXXXX as to his past work experience, interests and educational history, with some help he was able to formulate a new CV, which he has now submitted to Reed for their comments. He worked well on this piece of work, showing interest and enthusiasm.
XXXXXX worked really well in FS maths yesterday and was more receptive to my support than usual. The tutor had asked me to sit with him and help him go through the past paper he had worked on the week before. I sat with him and helped him to understand the few questions he had struggled with or not answered due to finding them too hard by breaking them down into chunks and rephrasing the questions into more accessible language. At the end of the lesson he had completed all but one questions on the paper and said he now understood the questions and how to work out the answers. Well done XXXXXX, keep it up!
XXXXXX made good suggestions when completing the responsibilities section on the assignment concerning Rights and Responsibilities on Tuesday morning's session. He typed some of the sentences with correct punctuation, but after prompting to consider the need for full stops throughout his work (as required on one of his existing SMART targets) he was able to review and identify where the additional punctuation was required.
Quick reminder (taken from LSA Handbook)
ILP comments for students are a valuable source of feedback for everyone, this information should provide clear outcomes and focus on the student’s progress: (Note, where students have EHCPs the ILP evidence/comments will be included in their Review meetings)
1) What has the student learnt? (Link to vocational course/personal targets)
2) How did they learn this and how was it measured?
3) What support strategies worked well? (Link to specialist assessor reports and include them in the ILP comments so the strategy can be reviewed again later)
4) How did the student feel about using this strategy?
5) How will/can the student use this strategy/outcome in the future? (ideally towards their independent learning, personal or work goals)
If you have any queries speak to Jim Coster or Sue Roberts (Specialist Assessors)