Definitions for the Levels of Achievement
Within Connecting Steps are different levels of achievements. Each school can choose how many of these they wish to use and turn off the ones they don't want. The definitions for each achievement level was designed to be customised to suit each school. We are often asked for a starting point - we have written a simple breakdown of the different levels of achievement. Depending on the type of school, type of pupils and the level the pupil is working schools may need to adapt the definitions to suit their needs..
Note: To change the number of levels of achievements that are used, ask your Administrator. They will need to go to Administraion > Options.
When looking at the levels of experience, I break them down into 3 groups
- Encounter, Awareness and Attention and Response - Levels where there is not participation from the pupil in the task.
- Engagement, Participation and Involvement - Levels where the pupil is participating in the task, the 3 levels can be used as different levels of support/prompting
- Gaining Skills & Understanding - The pupil is almost there and may have completed the skill once
This gives a simple breakdown and a number of schools will choose 1 from each group and use 3 levels of experience.
If a school wants to use a finer grade of improvement, the basic definitions are;
The pupil was in the room when it happened, they show no awareness or acknowledgement of the task going on. This could be for many reasons
The pupil is aware that there is something going on, depending on the level of the pupil, it could be a brief change in facial expression or a glance over while they are involved in their own activity
Attention and Response (R)
The pupils is now listening or aware of what is going on and may react to events. Depending on the level of the pupil, could be a smile as something happens or a vocalization.
The pupils is now involved ready to join in, again depending on the level will depend on how it is used, it could be use as full physical support, or it could be full verbal prompting, imitating etc.
There is not a large change from Engagement, but it could be the pupil being more cooperative, even leading the activity with slightly physical support. If using verbal prompting, the amount of prompting is reduced
The pupil is more involved, they may need no physical support, perhaps a nudge or point to start them. With prompting, they again may only need a few words to help them achieve
Gaining Skills and Understanding (U)
This is where you are giving the pupil the chance to do it on their own, no physical support and only minimal prompt, they may only need a couple of prompts to get them started or to make sure they complete the task. The pupil may even achieve the task, but cannot repeat the achievement or you think it has to be done a particular way.
You are confident the pupil can achieve the skill, they have demonstrated the skill a number of times..
This is optional and to the computer has the same effect as mastered. Schools can use confirmed in different ways, the most common is if a different teacher has seen the pupil achieve the skill, another use that is becoming popular is marking it confirmed when there is evidence showing the achievement. The school also uses the commenting function to give a link to where the evidence is.
A pupil may forget the skill a month later, but if you feel with a quick recap they can still do it, then they can still do it. Most of us cannot perform a skill or demonstrate knowledge at the drop of the hat, it is up to the teachers professional judgement to decide if a pupil has lost a skill or not.
Teachers can regress a pupil, reducing the level of experience or reducing an achievement from mastered to a level of experience. When a teacher drops a pupil from Mastered to a level of experience, the percentage complete will drop, but only from that day forward. The system will remember that the child could do it before that date, but no longer has the skills required.