Engagement Profile and Engagement Profile and ScaleScale

Presented by:

Neil JourdanRegistered Music Therapist

Dean of Engagement

Parkside School

neil@parkside.net.nz

“...we are seeing a regular increase in pupils with profound difficulties, some with complex needs, many with ASD, some with genetic conditions and some as a result of acute infections and diseases”

(Cartwright, 2010, sighted in Carpenter et al, 2010)

The Engagement Profile and The Engagement Profile and Scale:Scale:

Allows teachers to focus on the child’s engagement as a learner,

Create personalised learning pathways,

Prompts student-centred reflectionIncreases learners engagement

leading to deep learning(Carpenter et al, 2010)

What is Engagement?What is Engagement?Engagement is… “the single best predictor of successful learning for

children with learning disabilities”

(Iovannone et al., 2003)

Without engagement, there is no:deep learningeffective teachingmeaningful outcomereal attainmentquality progress

(Hargreaves, 2006; Carpenter, 2010)

Engagement is multi-dimensional and encompasses seven indicators:

Initiation

Persistence

Anticipation

Discovery

Investigation

Curiosity

Awareness

Engagement

“Sustainable learning can only occur when there is meaningful engagement. The process of engagement is a journey which connects a child and their environment (including people, ideas, materials and concepts) to enable learning and achievement”

(cited from the SSAT website: http://complexld.ssatrust.org.uk )

Step 1: Identify a student who would

benefit from being involved with the EPS and invite relevant staff members to participate.

StudentsStrengths

Focus of the EPS

Students‘Barriers to Learning’

Outline of tasks

Charlee’s Engagement Profile Charlee’s Engagement Profile and Scale Journeyand Scale Journey

Step 2: Identify those activities that Charlee is most engaged in and complete an Engagement Profile.

Charlee engaged in an Charlee engaged in an individual Music Therapy individual Music Therapy

session:session:

Charlee’s Engagement Charlee’s Engagement ProfileProfile

Step 3: Identify the focus/new learning and gather the base line data.

Charlee in the Little RoomCharlee in the Little Room

An example of the session An example of the session notesnotes

Step 4: Set up the weekly sessions, video each session and complete the chart and scale. Decide on next actions for the following session.

Little Room 1:1 Music Therapy

1:1 Music Therapy in the Little Room

1:1 Music Therapy in the Little Room in the class

Lessen the amount of music used

Independent use of the Little Room without any music

Charlee engaged in an Charlee engaged in an individual Music Therapy in individual Music Therapy in the Little Room:the Little Room:

Charlee’s Engagement Charlee’s Engagement ChartChart

Charlee independent in the Charlee independent in the Little RoomLittle Room

For more information about the CLDD research project and

Engagement Profile and Scale contact:

Jane Thistlethwaitewww.positivepath.co.nz

jane@positivepath.co.nz