The ENABLE Programme in Primary Schools

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The ENABLE Programmein Primary Schools
Ms Dilanthi Weerasinghe Senior Educational
Psychologist Psychological Guidance Services
Branch, MOE
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Objectives

• To introduce students on the NED 115 Module to
  the ENABLE Programme.
• Context
• Causes Characteristics of Underachievers
• Identification of Underachievers by PGSB
• PGSB support to schools in the ENABLE Programme

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sychological uidance ervices ranch
P G S B
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Mission Statement

• To provide a comprehensive psychological and
  guidance service to schools to enable them to
  maximise the potential of every child in the
  areas of cognitive, affective, character and
  career development.

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Anchor Programmes

• LSP (EL and Math)
• ENABLE
• Lifeskills Programme
• Education and Career Planning Programme
• Conflict Manager (Peer Mediation) Programme

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The ENABLE Programme
couraging chievement and etter earning
EN A B LE
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ENABLE Programme

• formerly known as the Underachievers Programme
  (UAP)
• is a programme for the underachievers, i.e.
  pupils of at least average ability but are
  under-performing in school
• supports uas in English and/or Maths from P1-P3
• speciliased remediation techniques(EL/ M)
• small group support (n10-12), normally outside
  of curriculum time
• involves several teachers in the school,
  coordinated by the schools ENC

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THE ENABLE PROGRAMME
Identification of UA pupils
Parental consent
Assessment of pupils strengths weaknesses
Profile of pupils identification of needs
Planning implementing focused diagnostic
teaching
Monitoring evaluation
Good progress - pupil discharged Some progress
made but inadequate progress gt pupil remain No
improvement significant difficulties in
learning behaviour gt refer pupil to PGSB
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Some typical characteristics of underachieving
pupils

• Procrastination
• Daydreamers
• Poor self image
• Lack application
• etc

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Reasons for underachievement?

• Language problems (EAL)
• Attitude problems - lacking in motivation, poor
  self-discipline, low self-esteem, boredom, lack
  of interest, Weak attention and concentration
  skills, boredom
• Poor organisational skills and study habits
• Learning disabilities e.g dyslexia
• Weak grasp of skills taught

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Possible Home Factors

• Parents - control vs over dependent
• Sibling factors sibling with a disability.
• Marital problems
• Power struggle between parents/ parents vs
  grandparents.
• Parents skills

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Identification of ua pupils

• Identification is a process
• Use the 5 dimensions of learning as a framework
• Use various sources of data and information for
  evidence of underachievement
• Do NOT just depend on marks alone

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5 Dimensions of Learning (Barrs et al)

• A theoretical framework that highlights 5
  dimensions which underlie successful learning
  for pupils.
• Can be used as a framework
• to understand childrens learning and
  underachievement
• for identifying underachievers
• for measuring/observing a learners progress
  (positive change)

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Who are the Underachievers ?
Five Dimensions of Learning
Knowledge Skills Strategies Rate of
Learning Experiences Confidence
Independence Reflectiveness
The 5 dimensions interact influence a childs
learning
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Five Dimensions of Learning
Knowledge Skills
Understanding assessing a childs knowledge
skills goes beyond merely looking at exam results.
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Five Dimensions of Learning
Strategies
Strategies can be helpful constructive, but it
can also be inhibiting unhelpful (e.g.. when a
child is fixed on a particular approach thus
unable to unlearn)
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Five Dimensions of Learning
Experiences
Children vary in the range variety of
experiences that they will bring to a learning
situation which will affect the achievement they
demonstrate.
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Five Dimensions of Learning
Confidence Independence
Confidence Independence reflect the childs
pleasure involvement in a learning activity
view of himself as a learner.
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Five Dimensions of Learning
Reflectiveness
1. Childs ability to self-evaluate 2. Ability to
establish meaningful links between one learning
situation to another 3. Ability to generalise
apply learning experiences
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Who are the Underachievers ?
Teachers Tasks in identifying an underachiever -
how is it done ?

• Training - teachers received specialised training
  from PGSB to assist them in the identification
  and support of the UAs
• Framework guidelines provided to schools
• Support from PGSB to schools and ENABLE trained
  teachers

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Training to teachers in the ENABLE Programme

• Initial specialised training from PGSB to assist
  qualified teachers in the identification of the
  UAs
• 24 hours of Specialised Training (Jan - April)
• Emphasis of training on Identification,
  Assessment, Diagnostic Remediation, Managing a
  range of pupils needs Motivation.
• Certificated from MOE
• Ongoing training support to ENCs - Zonals,
  regular school visits by PGSB officers
• Specialist Resources Teaching materials for
  ENABLE Pupils.

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Support for Pupils in the ENABLE Programme
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Support within school

• ENCs role
• to monitor oversee the ENABLE Prog
• to share skills and knowledge
• to help identify the uas
• to mentor new ENABLE teachers
• to build up resources
• to liaise with PGSB officers
• to liaise with external agencies

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Service Delivery via MST

• Primary schools obtain PGSB services through the
  multi-skilled teams.
• A Multi-Skilled Team consists of
• Educational Psychologists (EP)
• Guidance Specialists (GS/GO, GS/EC)
• Reading Specialists (RS)
• Educational Psychology Assistants (EPA)

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PGSB SERVICES OFFERED TO SCHOOLS IN THE ENABLE
PROGRAMME

• Specialised Training
• - Initial 24 hr. training for teachers
• - Initial ongoing training for ENCs
• - Opportunities for ENCs to network share good
  practice
• Additional Resources teaching packages for EL
  and Maths.
• School/ Cluster based workshops for teachers and
  parents of pupils in the Programme.

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PGSB SERVICES OFFERED TO ua PUPILS

• Psychological and literacy assessments
• Assessments for referral to other agencies
• e.g. DAS, ARC, hospitals
• Development of individual education programmes
  for learning and behaviour
• Counselling children with behaviour problems
• Study and social skills training

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Q A