Criteria for evaluating send program effectiveness

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CRITERIA FOR EVALUATING SEND PROGRAM EFFECTIVENESS

As an annual self-assessment, Learning Support teachers and school leaders use Global SEND Standards to evaluate the effectiveness of DIPS-G’s program and services. The eleven standards and the criteria for their evaluation follow below:

  • Staff-student relationships
  • Identification of student needs
  • Support
  • Progress
  • Assessment
  • Parental Engagement
  • Accommodations, Modifications, and/or Exemptions
  • Inclusion/SEND Policy
  • Leadership of Inclusion/SEND Policy
  • Inclusion
  • Premises and Facilities for Students with SEND
  • Care and Welfare
SEND 4.0 – Staff – student relationships
Key Aspects
  • Staff-student relationships
  • Behavior of students with SEND
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
Staff-student relationships demonstrate a high level of empathy, trust and respect resulting in a safe, secure environment for the individual. Staff-student relationships demonstrate empathy, trust and respect resulting in a safe, secure environment for the individual. Staff-student relationships show elements of empathy, trust and respect aiming for a supportive environment for the individual.

Staff-student

relationships

do not show elements

of empathy, trust and

respect.
Students with SEND take personal responsibility for their actions and are effectively supported by staff working within the behavior policy system. Students with SEND take personal responsibility for their actions and are supported by staff working within the behavior policy system. Students with SEND take intermittent personal responsibility for their actions but are supported by staff working within the behavior policy system. Students with SEND do not take personal responsibility for their actions and are ineffectively supported by staff and/or the behavior policy system.
SENDS 4.1 – Identification of student needs
Key Aspects
  • SEND needs are identified
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
There are excellent systems to accurately identify students’ needs. There are good systems to accurately identify students’ needs. There are appropriate systems to accurately identify students’ needs. There are no effective systems in place to accurately identify students’ needs.
SENDS 4.2 – Support
Key Aspects
  • SEND needs are linked to targeted support
  • Personalized support
  • Quality of support
  • Level of SEND resources
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
Identification of needs leads to highly effective, targeted support. Identification of needs leads to effective, targeted support. Identification of needs leads to targeted support. Identification of needs does not lead to effective, targeted support.
The school has highly effective personalized support for students with SEND, including transition, exam options and careers guidance. The school has effective
personalized support for students with SEND, including transition, exam options and careers guidance.		 The school has adequate
personalized support for students with SEND, including transition, exam options and careers guidance.		 The school has no or limited
personalized support for students with SEND, including transition, exam options and careers guidance.
Highly effective SMART (specific, measurable, achievable, realistic, time-re la ted) support is based on a well tracked graduated response. Effective SMART (specific, measurable, achievable, realistic, time-re Sated) support is based on a tracked graduated response. SMART (specific, measurable, achievable, realistic, time-related) support is based on a graduated response. Support is ineffective and is inconsistently provided.
The school is very well-resourced with appropriate staffing, facilities and equipment, Resources are extremely effectively deployed. The school is well- resourced with appropriate staffing, facilities and equipment. Resources are effectively deployed. The school is resourced with appropriate staffing, facilities and equipment. Resources are adequately deployed. The school is poorly resourced with deficiencies in staffing, facilities and equipment. Resources are not deployed effectively.
SENDS 4.3- Progress
Key Aspects
  • SEND needs are linked to targeted support
  • Progress against starting points and over time
  • Progress in lessons
  • Progress of different groups of students with SEND:
  • boys and girls
  • ethnicity/nationality
  • lower and higher attaining students
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
Assessment information indicates that all or almost all students with SEND make better than expected progress in relation to appropriate starting points, Assessment information indicates that most students with SEND make better than expected progress in relation to appropriate starting points. Assessment information indicates the majority of students with SEND make better than expected progress in relation to appropriate starting points. Assessment information indicates that the minority of students with SEND make better than expected progress in relation to appropriate starting points.
In lessons, all or almost all students with SEND make better than expected progress as measured against appropriate learning objectives. In lessons, most students with SEND make better than expected progress as measured against appropriate learning objectives. In lessons, the majority of students with SEND make expected progress as measured against appropriate learning objectives. In lessons, the minority of students with SEND make expected progress as measured against appropriate learning objectives.
Assessment information indicates that all or almost all groups of students with SEND make better than expected progress in relation to appropriate starting points. Assessment information indicates that most groups of students with SEND make better than expected progress in relation to appropriate starting points. Assessment Information indicates that the majority of groups of students with SEND make better than expected progress in relation to appropriate starting points. Assessment information indicates that the minority of groups of students with SEND make better than expected progress in relation to appropriate starting points.
SENDS 4.4- Assessment
Key Aspects
  • SEND needs are linked to targeted support
  • Access arrangements
  • Formative and summative assessment
  • Quality and Impact of Assessment – Accuracy, analysis and use of data
  • Assessment feedback
  • Planning
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
School makes highly effective accommodations, modifications and/pr exemptions to ensure access and support during assessment for students with SEND, School makes effective accommodations, modifications and/or exemption to provide access and -support during assessment for student* with SEND. School makes accommodations, modifications and/o r exemptions to provide access and support during assessment for student* with SEND. School does not make adequate accommodations, modifications and/or exemptions to provide access or support during assessment for students with SEND.
Whole- school and SEND formative 1 including, self and peer) and summarize assessment data is used and shared consistency and creatively to judge the achievements of students with SEND across the curriculum. Whole school and SEN formative including self and peer] and summative assessment data Is used and shared effectively to judge the achievements of student* with SEND across the curriculum. Whole school and SEND formative Including self and peer} and summarize assessment do ta Is used and shared to Judge the achievements of student* with SEND across the curriculum. Whole school and SEND formative and summative assessment data is not used to Judge the achievements of students with SEND across the curriculum.
Assessment information pf Students with SEND is very comprehensive and informs a graduated response. Assessment information of Students with SEND is comprehensive and informs a graduated response. Assessment Information of students with SEND informs 3 graduated response. Assessment information of students with SEND is not comprehensive and does not inform a graduated response.
Assessment information of students with SEND is very accurate and data is analyzed in depth and used to bring about improvement. Assessment information of students with SEND is accurate and the analysis of data is developed and used to bring about improvement, Assessment Information of students with SEND is accurate although the analysis of data may be underdeveloped, and data is not used effectively to bring about improvement. There is little effective use of assessment or analysis of data with regard to students with SEND and data is not used to bring about improvement.
All or almost all student with SEND are given effective support and feedback on their performance to show them how to improve. Most students with SEND are given effective support and feedback on their performance to show (hem how to improve. The majority of students with SEND are given effective support and feedback on their performance to show them how to improve. The minority of students with SEND are given effective support and feedback on their performance to show them how to improve.
Assessment information is used very effectively by staff in their planning to meet the learning needs of students with SEND. Assessment information Is used effectively by staff in their planning to meet the learning needs of students with SEND. Assessment information Is used adequately by staff in their planning to meet the learning needs of students with SEND. Assessment information is not used effectively by staff in their planning to meet the learning needs of students with SEND.
SENDS 4.5- Parental engagement
Key Aspects
  • Productive links with parent;
  • Two-way communication with parents
  • Reporting on students with SEND
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
There are highly productive links with parents of students with SEND, which held improve the students’ learning and raise standards There are productive links with parents of students with SEND, which help improve the students’ learning and raise standards. There are some established links with parents of students with SEND, which support students’ progress and personal development. The school does not have sufficient links with parents of students with SEND from which students would benefit.
Highly effective two- way communication with parents of students with SEND results in genuine partnerships. Effective regular two- way communication keeps parents of students with SEND engaged with the school. Communication with parents of students with SEND keeps them engaged with the school. Communication with parents of students with SEND is ineffective.
Meeting to report on Student progress and attainment takes place at least three times 3 year, is detailed, and includes next steps in learning for students with SEND. Meeting to report on Student progress and attainment takes place at least three times a year, and includes next steps in learning for students with SEND. Meeting to report on Student progress and attainment takes place at least three times a year, and includes teachers’ comments. Parents are provided with minimal or no opportunities To discuss information about their child’s progress and attainment.
SENDS 4.6- Curriculum accommodations, modifications and/or exemptions
Key Aspects
  • Accommodations, modifications and/or exemptions
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
The school accommodates, modifies and/or provides exemptions within its curriculum
appropriately to highly effectively meet the different needs of students with SEND.		 The school accommodates, modifies and/or provides exemptions within its curriculum appropriately to effectively meet the different needs of students with SEND. The school accommodates, modifies and/or provides exemptions within its curriculum appropriately to attempt to meet the different needs of the majority of students with SEND. The school does not accommodate, modify and/or provide exemptions within its curriculum
appropriately to meet the different needs of students with SEND.
SENDS 4.7- Inclusion/SEND policy
Key Aspects
    • Effectiveness of SEND policy
    • Staff understanding and commitment
    • Policy review
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
A highly effective SEND policy is in place and all stakeholders understand and follow it. An effective SEND policy is in place and most stakeholders understand and follow it. An effective SEND policy is in place and the majority of stakeholders understand and follow it. An effective SEND policy is not in place.
All appropriate processes and procedures are highly effectively implemented, ensuring that all students with SEND are fully included and their needs are successfully met. All appropriate processes and procedures are effectively implemented, ensuring that all students with SEND are fully included and their needs are successfully met. Some appropriate processes and procedures are implemented., so that students with SEND are included and their needs are met. Appropriate processes and procedures are not established or used consistently to ensure that students with SEND are included, and their needs are met.
The policy is effectively reviewed in detail annually in line with the school’s exemplary practice, The policy is effectively reviewed annually in line with the school’s good practice. The policy is reviewed annually in line with the school’s good practice. The policy is not reviewed.
SENDS 4.8- Leadership of Inclusion/SEND
Key Aspects
    • Senior leadership engagement
    • Collective responsibility
    • Effective and accountable inclusion /SEND team
    • Development of inclusion/SEND through leadership at all levels
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
All or almost all Senior leaders are dedicated to high standards for Inclusion/SEND. They set a dear direction and they promote an inspiring vision and framework that is shared by all of the school community. They have been innovative and very successful in developing inclusion/SEND throughout school Most Senior leaders are dedicated to high Standards for inclusion /SEND. They set a direction and promote a clear vision and framework that is shared by all of the school community. They have been very successful in developing inclusion /SEND throughout school The majority of Senior readers are well intentioned towards inclusion/SEND. They set a direction and promote a vision and framework that is shared by all of the school community. They have achieved some success in improving aspects of inclusion /SEND throughout school Senior leaders exert little positive influence over the way the school works for Inclusion/SEND. Over time, they have not been successful in improving important aspects of Inclusion/BEN work throughout school
The school has a well-Embedded ethos of collective responsibility and mutual support for inclusion /SEND. This is informed by continuous, effective, needs ‘based, training and monitored through rigorous quality assurance. The school has an embedded ethos of collective responsibility and mutual support for inclusion /SEND. This is informed by continuous, needs* based, training and monitored through quality assurance. The school has an ethos of collective responsibility and mutual Support for inclusion /SEND. This is informed by needs- based training and monitored through some quality assurance. The school does not have an ethos of collective responsibility and mutual support for inclusion /SEND. Training and quality assurance are ineffective or non¬existent.
A highly effective inclusion /SEND team is evident in the school and It Is accountable for ensuring quality outcomes. An effective inclusion /SEND team is evident in the school and it is accountable for ensuring quality outcomes An inclusion /SEND team is evident in the school and it is accountable for ensuring quality outcomes An accountable inclusion /SEND team Is not evident in the school.
Leaders at all levels are very observant and perceptive, with excellent capacity to plan, anticipate, solve problems, effectively Quality assure and further the school’s development with regard to Inclusion/SEND. Leaders after all levels are observant and perceptive, with Capacity to plan, anticipate, solve problems, quality assure and further the school’s development with regard to in Inclusion/SEND. Leaders at all levels are observant with capacity to plan, solve problems, have begun to quality assure and identify improvements with regard to Inclusion/SEND. The school Is reactive to external demands but does not sufficiently acknowledge the need for development of Inclusion/SEND. Leaders’ capacity to Improve the school is limited with regard to Inclusion/SEND.
SENDS 4.9- Inclusion
Key Aspects
    • School, admissions
    • Stakeholder responsibility
    • Quality of Inclusion/SEND department
    • Teachers’ knowledge of Inclusion /students with SEND
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
The school positively welcomes applications from student with SEND. The school welcomes application; from students with SEND. The school accepts applications from students with SEND- The school does not welcome or accept applications from students with SEND.
All or almost all stake¬holder; take full and active responsibility to implement, follow and adhere to All DIPS-G and school-based admission policy Inclusion /SEND school and legislative policies, practices and procedures. Most stakeholders take responsibility to implement follow and adhere to all GEMS and school-based admission policy, Inclusion /SEND school and legislative policies, practices and procedures. The majority of stakeholders implement, follow and adhere to all GEM’S and school based admission policy, Inclusion /SEND school and legislative policies, practices and procedures. Stakeholders fail to implement, follow and adhere to all DIPS-G and school-based admission policy, Inclusion /SEND policies, practices and procedures.
Creative relationships between
professionals, both internal and external, coupled with a high degree of collaborative teamwork and exemplary of resources, facilitate a strategically and effectively structured Inclusion /SEND department		 Strong relationships between Professionals, both internal and external, coupled with a high degree of collaborative teamwork and very good use of resources, facilitate an effectively structured Inclusion /SEND department. Relationships between professionals, both internal and external, coupled with a degree of collaborative teamwork and good use of resources, facilitate an effective Inclusion/SEND department- Relationships between professionals, both internal and external, collaborative teamwork and use of resources are Ineffective.
All stakeholders need to have an appropriate knowledge of individual students with SEND, their Strengths and barriers to learning. Stakeholders are highly effectively informed. All stakeholders need [a have an appropriate knowledge of individual students with SEND, their Strengths and barriers to learning. Stakeholders are effectively informed. AH stakeholders need to have an appropriate knowledge of individual students with SEND, their Strengths and barriers to learning. Stakeholders are informed. Stakeholders do not have an appropriate knowledge
of individual students with SEND, their Strengths and barriers to learning. Stakeholders are not Sufficiently informed.
SENDS 4.10- Premises and facilities for students with SEND
Key Aspects
    • Suitability of premises and facilities far students with SEND
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
Buildings and facilities meet the needs of almost all students with SEND. Buildings and facilities meet the needs of most students with SEND. Buildings and facilities meet the needs of some students with SEND. Buildings and facilities do not meet the needs of students with SEND.
SENDS 4.11- Care and welfare — attitudes, behavior and child protection
Key Aspects
    • Responsible and respectful attitudes
    • Self-regulation
Outstanding Good Acceptable Unacceptable
8 7 6 5 4 3 2 1
Personal and social education results in very positive responsible and respectful attitudes towards and by students with SEND. Personal and social education results in positive, responsible and respectful attitudes towards and by students with SEND. Personal and social education results m developing positive and respectful attitudes towards and by students with SEND Personal and social education does not develop positive attitudes towards inti by students with SEND.
Almost all students with SEND exercise self- regulation in line with the behavior policy. Most students with SEND exercise self- regulation in line with the behavior policy. Some students with SEND exercise self- regulation in line with the behavior policy. Few students with & SEND exercise self¬-regulation in line with the behavior policy
RESOURCES

Note: This section is under development. The K-12 SEND team will continue to build this section, which will include an annotated bibliography with all the key “resources” that different divisions use to support students in different subjects.

Most of the resources used by children having SEND are available within the classroom or the Learning support offices in each division. Any particular request for additional resources should be made to the SEND coordinator in each division. Resources are ordered once per academic year, but emergency orders can be made when necessary.

  • Inclusion in International Schools: http://www.nextfrontierinclusion.org/
  • Inclusive Education in an IB Context
  • European Council for Int’l Schools Sample ILP (“ILLP”)
  • European Council for International School’s International Individual Learning Plan (ECIS NLP) Guidelines for Use
AGENCIES AND SERVICES IN DUBAI

Note: This section is also under development.
The school recognizes the important contribution that external support services make in assisting to identify, assess, and provide for, SEND students. DIPS-G will keep a list of suitable outside agencies and although DIPS-G does not openly endorse such agencies, every effort will be made to keep the list up to date with agencies that provide quality care for students and parents. When it is considered necessary, SEND students may be referred to:

  • Educational Psychologist
  • Medical Officers
  • Speech Therapist
  • Physiotherapist
  • Occupational Therapist
  • Hearing Impairment Services
  • Visual Impairment Services
  • Other Groups or Organizations

For DIPS-G– Dubai
Haleema Karout
Superintendent